improving students’ learning motivation and listening proficiency through power point(an action research at SMAN I Girimarto in 2006/2007 Academic Year)
A Thesis Submitted to the Graduate School of English Department Sebelas Maret University as a fulfilment of the Requirements for Achieving a Magister Degree of Graduate School of English Education
Written by : Sukatno NIM : S890306014
THE GRADUATE SCHOOL OF ENGLISH EDUCATION SEBELAS MARET UNIVERSITY 2008
APPROVAL: This Thesis has been approved by the consultants to be examined by the board of thesis examiners of English Education of Graduate School of Sebelas Maret University.
On:
By:
First Consultant
Second Consultant
Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D. NIP. 131 658 558
Drs. H. Tarjana, M A NIP. 130 516 332
The Head of Graduate School of English Education
Dr. Ngadiso, M.Pd. NIP. 131 792 932
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LEGALIZATION This Thesis has been examined by the board of Thesis Examiners and approved as a fulfilment of the requirements for obtaining Graduate Degree in English Education of Sebelas Maret University …………………………….., 2008 By: Board of Thesis Examiners: Occupation
1. Chairman
Name
Signature
: Dr. Ngadiso, M.Pd.
……………………….
NIP. 131 792 932
2. Secretary
: Dr. H. Sujoko, MA
……………………….
NIP. 130 817 794
3. Examiners 1
: Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D ………………………. NIP. 131 658 558
4. Examiners 2
: Drs. H. Tarjana, MA
……………………….
NIP. 130 516 332
The Director of Graduate School
The Head of Graduate School of English Education
Dr. Ngadiso, M.Pd. NIP. 131 792 932
Prof. Drs. Suranto, M.Sc., Ph.D. NIP. 131 472 192
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PRONOUNCEMENT This is to certify that I myself write this thesis entitled “IMPROVING STUDENTS’ LEARNING MOTIVATION AND LISTENING PROFICIENCY THROUGH POWER POINT”. It is not a plagiarism or made by others. Anything related to other’s work is written in quotation, the source of which is listed on the bibliography. If then this pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, February 5, 2008
Sukatno
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ABSTRACT
SUKATNO. S. 890306014, 2007. Improving Students’ Learning Motivation and Listening Proficiency through Power Point (An Action Research in the Grade Twelve Students of SMAN I Girimarto the 2007/2008 Academic Year). A Thesis: English Education of Graduate School. Sebelas Maret University 2008. This research is aimed to find out whether the use of Power Point can improve students’ learning motivation and listening proficiency at senior high school. The problems highlighted in this research was the low learning motivation and listening proficiency of grade XII students of SMAN I Girimarto the 2006/2007 in the Academic Year. The writer conducted an action research from January 2007 to August 2007. The subject of the study was the grade XII students of social science study program ( XII-IPS2). He carried out three cycles in the research. Each cycle consists of a series of steps, namely identifying the problem, planning the action, implementing the action, observing the action, reflecting the result of observation, and revising the plan. In collecting the data, he used non-observational technique that consists of questionnaires and interviews. The observational technique consists of observation, field notes, diaries, audio-video recordings and taking pictures. Having collected the data, then he analyzed the data either qualitative data or quantitative data. Qualitative data were analyzed by using Constant Comparative Method, it was found out that the use of Power Point can improve the level of students’ learning motivation. The improvement of the learning motivation was also supported by the data that covers the students’ participations, attendance, enthusiasm in listening class were better than before conducting the research. Quantitative data was analyzed to know the difference of the mean pre-test and post-test. It was found out that there was also an improvement of students’ listening proficiency. The improvement was reflected from the mean progress of the students’ pre-test and post-test. The mean of pre-test was 42 conducted in preresearch and it became 55 in the post-test conducted at the end of Cycle III. Based on the result of the study, he concluded that students’ learning motivation and listening proficiency could be improved through Power Point. .
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MOTTO
Verily, along with every hardship is relief. So when you have finished (your occupation), devote yourself for Allah’s worship. And to your Lord (Alone)turn (all your) intension and hopes. (Q.S. Al-Insyirah: 6-8)
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DEDICATION
With deep profound love, this work is devoted to: The writer’s beloved parents, who pray all time for his success, His beloved wife, Sri Sumarni Wiyono and his beloved three daughters, Ikhlasul Amaliah, Khoirul Amaliah, and Khusnul Amaliah who always make him motivated to do the best.
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ACKNOWLEDGEMENT
First of all, the writer prays to Allah SWT., God the Almighty that he can finally finish the thesis as a partial fulfilment of the requirements for Graduate Degree of Education in English. In doing this work, the writer realizes that he is unable to finish it without contributions, helps, suggestions, and comments from many people. He is greatly indebted to them. Therefore, in this opportunity he would like to express my gratitude to: 1. Prof. Drs. The Director of Graduate School of Sebelas Maret University for his permission to write this thesis. 2. The Head of English Education of Graduate School of Sebelas Maret University who has suggested and guided him to write this thesis well. 3. Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D. and Drs. H. Tarjana, MA
as the
first and the second consultants who thoroughly and patiently give him encouragement, guidance, and valuable ideas for the completion of this thesis. 4. The Headmaster of SMA Negeri 1 Girimarto who has given him permission to conduct the research at the school. 5. His beloved wife and three daughters, Ikhlasul Amaliah, Khoirul Amaliah, and Khusnul Amaliah who always give him physical and emotional support during his study. 6. His beloved parents, brothers, and sisters for their prayer to finish his study successfully. Finally, he would like to express his deep gratitude to those who have helped him so that he can finish this thesis. He really thanks to each of them. Nothing is perfect except Allah S.W.T., and neither is this thesis. However, he does hope that this thesis will be able to give useful contributions to improve the English teaching and learning process.
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TABLE OF CONTENT Page PAGE OF TITTLE …………………………………………………….…...
i
PAGE OF APPROVAL …………….....…………………………………...
ii
PAGE OF LEGALIZATION ………………….......……………………….
iii
PAGE OF PRONOUNCEMENT…………………………...........………...
iv
ABSTRACT …………………………………...........................…………...
v
MOTTO …………………………………………………....……………….
vi
DEDICATION......…………………………………………….……............
vii
ACKNOWLEDGEMENT ………………………………….……………...
viii
TABLE OF CONTENT …………………………………….……………...
x
LIST OF APPENDICES ……………………………………………..........
xiii
CHAPTER I. INTRODUCTION...................................................................
1
A. Background of the Study …………………………...........
1
B. The Formulation of the Problems ……………………….
4
C. The Purposes of the Study ……………………..…...........
4
D. The Benefits of the Study ………………………………..
5
CHAPTER II. REVIEW OF RELATED THEORIES ..................................
7
A. Learning Motivation …………………............…………..
7
1. Learning..................... ……………………………….....
7
2. Motivation ……………………………………………..
8
3. Motivation in Learning Foreign Language…………......
9
4. Factors Affecting Students’ Learning Motivation...........
11
5. The Characteristics of Motivated Students……....….....
12
B. Listening.................. …………………............…………..
13
1. The Definition of Listening............................................
14
2. Learning to Listen……………………………………....
15
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3. Types of Listening Activities..........................................
17
4. Listening Problems….......…...........................................
18
5. Difficulties in Listening...................................................
19
6. Listening Proficiency.......…............................................
21
7. Types of Classroom Listening Performance.................
22
C. Review on Power Point …………………............………..
24
1. The Definition of Power Point........................................
24
2. Teaching English Using Power Point in the Classroom..
25
D. Rationale…………………………………………….........
27
E. Action Hypothesis………………………………………...
29
CHAPTER III. RESEARCH METHODOLOGY..........................................
30
A. Setting and the Time of the research…………………....
30
B. Subject of the Research …………………………............
31
C. The Method of the Research…………...........…………..
32
1. The Definition of Action Research..............................
33
2. The Characteristics of Action Research………….......
34
3. The Model of Action Research.....................................
35
4. The Procedures of Action Research.............................
36
D. Steps of Conducting Action Research................................
38
1. Data Collection………………….................................
38
2. Data Analysis………………………............................
39
CHAPTER IV. THE RESULT OF THE STUDY.........................................
41
A. Process of the Research…………………………………
41
1. Pre-Research……………………………………..........
43
2. Research Implementation………………………..........
44
B. Research Findings………………………………..............
69
CHAPTER V. CONCLUSSION, IMPLICATION, & SUGGESTION........
77
A. Conclusion ……………………………………………….
78
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B. Implication ………………………………………… ……
140
C. Suggestion ………………………………………………..
140
BIBLIOGRAPHY ………………………………………………………….
143
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LIST OF APPENDICES No. List of Appendices ………………………………………….........
Page
1.
Lesson Plan 1.............................. …………………………………..
84
2.
Lesson Plan 2...............................…………………………………..
86
3.
Lesson Plan 3..................................………………………….……..
89
4.
The Sample of Learning Materials in Power Point slides.....….……
92
5.
The Sample of the Pre-test and Post- test in Cycle I ........................
93
6.
The Sample of the Pre-test and Post-test Cycle II and Cycle III......
94
7.
The Pre-test and Post-test Materials before and after the Action…..
95
8.
The Scores of the Test in Cycle I …………………..…..…....……
98
9.
The Scores of the Test in Cycle II ………………………...…...…
99
10. The Scores of the Test in Cycle III...................................………..
100
11. The Scores of the Test before and after the Action...........................
101
12. The Results of Learning Motivation Scores ……………..………
100
13. Students’ Attendance Lists in Learning ..…………..……….………
103
14. Questionnaires..............................………………………….……......
104
15. The Diary of the Action Research .....................................……
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.... 1106
CHAPTER I INTRODUCTION
A. Background of the Study Learning English is getting more and more important. As a matter of fact, English takes up a very important position in almost all
fields
of life, such as
economics, education, politics, technology, sports, tourism, and so on. In relation to the importance of English, Indonesian Government has determined English as the first foreign language to be learned and taught to Indonesian students. It has been decided that English is included in the curriculum as a compulsory subject from high school up to the university levels. Listening, one of the four skills in learning language, is considered as a basic language skill. Without learning listening first the learner might not be able to speak. The Decision of Indonesian Education Minister (Kepmendiknas, No. 17 / 2003) states that listening is one of the most important English skills that must be tested in the national final exam or
UAN.
Started from 2004,
listening
comprehension has been included in test material of the national final exam or UAN. As a compulsory subject, the result of listening comprehension has not been satisfactory yet. In fact, many students have graduated from their school with
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minimum listening proficiency. In learning English, students encounter difficulties which come from sounds, words, classifying words and sentences. In addition, students are not
interested
in learning English, especially
listening subject. Their low interest in the learning process causes their attention to the
material taught becomes low. Their low interest can be caused by their low
learning motivation. According to Ur,
students’
motivation loses more easily
because of monotonous, apparently pointless activity (1998: 288). Consequently, the low motivation can cause unsatisfactory result in learning. Previous research shows that learners who have low learning motivation tend to get unsatisfactory achievement or low achievement. On the other hand, learners who have strong learning motivation are more curious and learn better, and they tend to obtain higher achievement than those who have low motivation. In this case, high learning motivation is associated with high achievement. The success of teaching English
can be influenced by
many factors.
Learning motivation is one of important factors in foreign language teaching and learning. Creating high motivation in learning English is difficult tasks for the teachers. There are several techniques in teaching English as a foreign language that can increase students’ attention to the lesson material, and produce better learning. However, not all techniques are helpful for the students, especially Senior High School students. The techniques used in teaching should be adjusted characteristics.
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to their
Encountering students having low motivation to learn English subject, the writer is in interested in using Power Point. There are many reasons why this study uses Power Point
in teaching English. First, SMAN I Girimarto, the high school
where he works, has been equipped with a language laboratory having head sets, LCD projectors, Penthium IV Computers and sound system sets. He is familiar with them, because he is in charge of the language laboratory. He has been trained to use an English laboratory and has participated in the contest in making learning media. Second, Power Point
is easily operated. By using Power Point, he can
develop many kinds of English materials such as English songs, games, and many kinds of stories which can be expected to improve students’ learning motivation and listening proficiency. Students' learning motivation plays an important role to achieve the success of learning English. Students' learning motivation naturally has to do with students’ desire to participate in the learning process. Learning motivation is the willingness of the students to follow the learning activities. It concerns with the goals involved in the activities being performed. Their persistence during the activity is related to their motivation. Each learner has not the same quality of learning motivation. However, we can be certain that they have a desire to learn. The students are motivated when they find the drive to learn for their own sake. Meanwhile, they are eager to do the task or perform an activity for the sake of rewards, privilege or externally derived satisfaction.
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In teaching English in a village where SMAN I Girimarto is located, English teachers should conduct some techniques communicatively and innovatively to improve students' learning motivation. Learning English assisted by Power Point can be an inspiring technique to use, as this can be enjoyable and meaningful. As an English teacher, he is used to use Power Point in his teaching. His experience shows that using Power Point can attract the students’ attention. So, it is necessary for me to conduct a study about using Power Point in relation to improve learning motivation in my class. In the study of language skills, he would like to focus on listening, according to his observation, his students encounter problems most in listening skills. Thus, in this research he would like to investigate the effectiveness of using Power Point to improve students' learning motivation and listening proficiency.
B. Formulation of the Problems The problems can be formulated as follows: 1.
Does the use of Power Point improve students' learning motivation? If it does, to what extent?
2.
Does the use of Power Point improve students' listening proficiency? If it does, to what extent?
C. The Purposes of the study
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The purposes of the study are as follows: 1.
To identify
whether the use of Power Point improve students’ learning
motivation. If it does, to what extent? 2.
To identify whether the use of Power Point improve students’ listening proficiency. If it does to what extent?
D. The Benefits of the Research This study is expected to have some advantages in learning and teaching English. 1. For teachers a. The teachers will get an inspiration to promote the student’s learning interest. In addition, they are able to improve the students’ learning motivation. b. The result of this study can be used as a reference for teachers who want to solve the problems in improving the students’ learning motivation and listening achievement. 2. For students a. It will give an enjoyable learning situation which can improve the students’ learning motivation. b. The students could enjoy an inspiring technique
in improving learning
motivation. Moreover, it could improve the students’ listening achievement. 3. For schools
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a. The result of this study can improve the quality of teaching listening at schools. b. The school also gives freedom to the teacher to conduct an innovative teaching and learning activity.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Learning Motivation 1. Learning Learning is a process that must be undergone
by all of human being.
Learning process is not only happen in the class but also outside the class. Maltby, et al. give a statement that: “Learning is the process by which an organism changes its behavior as the result of experience” (1999: 219). The other expert, Lahey defines: “Learning refers to any relativity permanent change in behavior brought about through experience”, that is, through interaction with the environment” (2004: 198). According to Sdorow
(1998: 234), learning is a relatively permanent change in
knowledge or behavior that results from experience.
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From the definitions above, learning could be defined as a change in behavior or knowledge of an organism that is brought about through experiences, in interacting with the environment. Learning is a change of behavior or knowledge, either in the direction of a better or worst one. The changing is resulted from experience. Not all changes in behavior are the result of learning. The change results are resulted from the experiences rather than the change due to biological causes, such as maturation, and
body development. The changing should be relatively
permanent. It is the results of a certain period, may be for days, weeks, months, or even grades. The changing involves many aspects, like the changing of habit, attitude, and understanding.
2. Motivation Harmer (1993: 3) states that motivation is an internal drive that encourages somebody to pursue a course of action. Lahey (1995: 231) defines motivation as an internal state that activates and gives direction to our thoughts, feelings and actions. According to Brown (1994: 152), motivation is an inner drive, impulse, emotion, or desire that moves one to particular action. In a more technical term, he explains that motivation refers to “the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in that respect”. Meanwhile, Sdorow states that motivation refers to the psychological processes that arouse, direct and maintain behavior toward goal (1998: 374). He emphasizes that
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motivation is related to the behavior, students’ behavior in the learning process that leads them to achieve the goal. Elliot, et al. (2000: 332) define motivation as an internal state that arouses people to action, pushes them in particular directions and keeps them engaged in certain activities. Maltby (1995: 207) defines motivation as what energizes us and directs the activity to achieve the goals. The energy and direction are derived from the learner’s mind to reach the goals which are as the center of the motivation. He
can conclude
that
motivation is the energy and direction of
the
behavior of the people in the learning process that drives them to do a particular action in order to achieve goals. In this study, the writer defines that learning motivation is as the energy of the people to achieve learning goals that covers curiosity, perseverance, egoinvolvement and positive task oriented in through learning experience.
3. Motivation in Learning Foreign Language Motivation has an important role in learning. Motivation affects learner’s learning process. It increases a learner’s energy and activity level. Generally, moremotivated learners achieve higher levels of achievement. Elliot, et al (2000: 332) say that motivation affects learning and performances in four ways. They are: 1) Motivation increases an individual’s energy and activity level; 2) Motivation directs an individual toward certain goal; 3) Motivation promotes initiation of certain
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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. Harmer (1993: 3-4) separates motivation in learning foreign language into two main categories: extrinsic motivation, which concerns with factors outside the classroom, and intrinsic motivation, which concerns with what takes place inside the classroom. He also states that there are two main types of motivation, integrative motivation and instrumental motivation. Integrative motivation is the wish of the students to integrate themselves into the culture. Instrumental motivation is the wish to learn language for purposes in career promotion or better jobs. Therefore, integrative motivation comes up from the learner himself while instrumental one comes up from other sources outside the learners. Elliot, et al. (2000: 233) distinguish two types of motivation; intrinsic motivation and extrinsic one. Intrinsic motivation is the desire of students themselves to learn, without the need for external motivation. When motivation generates interest and enjoyment; and a reason of performing the activity lies within the activity itself, this indicates that the motivation comes from the learners’ needs, wants and desires for their own sake. This motivation exists when the learner learns because of an inner desire to accomplish a task successfully, whether it has some external value or not.
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While extrinsic motivation is rewards and external inducements to students such as scores, prizes, and other rewards. Students’ reason for doing an activity is to gain something outside the activity itself. Thus, it is clear that the extrinsic motivation exists when the learners are motivated by an outcome that is external. Extrinsically motivated students carried out task in anticipation of reward from outside and beyond themselves. Intrinsic motivation seems to stay more steadily and gives more contribution to students for learning than extrinsic one. However, in motivating students to learn, the external stimulus is also needed by the students to reach some goals. This stimulus can be used to stimulate the students’ motivation toward teaching and learning process. Good grades, colorful stickers, and praise, for example, are used ubiquitously as extrinsic rewards for competent work and cooperative behavior. To promote extrinsic motivation of the students, some rewards from outside and beyond them give meaningful contribution to the their
extrinsic motivation. It seems
important that the teacher does not only supply on students’ intrinsic motivation, but also supplies extrinsic motivation and stimulates students’ motivation to learn. The teacher can apply some strategies in maintaining or improving the extrinsic one toward a successful teaching and learning.
4. Factors Affecting Students’ Learning Motivation
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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. Knowing the importance of motivation in learning, the teacher should be aware that there are several factors that affect students’ motivation as proposed by Elliot, et al. (2000: 345-352). They are as follows: a) Anxiety Anxiety may be 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.
b) Curiosity and Interest According to Loewenstein (in Elliot, et al. 2000: 348), curiosity is a cognitively based 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
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Locus of control is the cause of behavior. Internal locus of control is the cause that exists within the leaner 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 It means 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. The student who believes in his or her ability and has strong efficacy can focus on his or her work, take an effort on it, minimize difficulty. On the other hand, the student 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) Student’s Environment It is the place where students learn. Classroom environment, the multicultural background of students, medium for study, where they learn can influence the students’ motivation.
5. The Characteristics of Motivated Students
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A motivated student is one who is eager to invest an effort in learning activities and to progress. It is essential to know that student is motivated. Ur (1996: 275) gives the characteristics of the motivated student in learning, that is quoted from Naiman, et al. (1978). The characteristics are as follows: 1) Positive task oriented, student who is motivated in learning is willing to tackle task and challenges and has confidence in his or her success. 2) Ego-involvement, student finds it important to succeed in learning in order to maintain and to promote his or her own positive self-image. 3) Need for achievement, student has a need to achieve, to overcome difficulties and to succeed in what he/she sets out to do. 4) High aspiration, student is ambitious, and he goes for demanding challenging, high proficiency and top grades. 5) Goal orientation, student is very aware of the goals of learning, or specific learning activities, and directs his or her own effort towards achieving them. 6) Perseverance, student consistently invests high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress. 7) Tolerance of ambiguity, 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. A motivated student is one who has a positive mind. He finds the importance of learning himself. He has a need for success, aspiration, and goal. He directs his
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effort to achieve the goal consistently. He is learning patiently although he has not understood what he learns. He has confidence that he will understand better.
B. Listening 1. The Definition of Listening Myers and Myers (1999: 143) state that listening is not only hearing, but also including the added dimensions of understanding, paying attention, analyzing, and evaluating the spoken messages, and possibly acting on the basis of what
has been
heard. Similarly, Floyd as quoted by Myers and Myers, defined listening as receiver orientation to the communication process, since communication involves both a source and a receiver, listening consists of the roles receivers
playing in
communication process. Ross (1994: 2) states that listening is a process triggered by our attention. In psychological terms, attention is an excitation of nerve pathways, the brain to organize incoming stimuli in an efficient way. Farlex (2007: 2) defines that listening is the act of hearing attentively. An other definition of listening quoted from (
[email protected]) is as follows: listening is an active process; it is an ability to understand what others say and why they have said it. Listening is an active process that has three basic steps. (1) Hearing. Hearing just means listening enough to catch what the speaker is saying. (2) Understanding. The next part of listening happens when you take what you have heard and understand it in your own way. (3) Judging. After you are sure you
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understand what the speaker has said, think about whether it makes sense. Listening requires listeners to interpret all massages they hear and see. Effective listening means being able to understand the language (grammatical ability) and the way the language is used in a different situation (interaction ability). Listening is a psychomotor process of receiving sounds waves through the ear and transmitting nerve impulse to the brain.
2. Learning to Listen Listening comprehension also has an important role in
determining the
learner's success in learning language, especially in communication. We cannot communicate with others if we do not understand what the speaker intends. That is why there is a lot of misunderstanding between the listener and the speaker. Why misunderstanding always occurs in communication, what the speaker said and intended, is determined by the listener's ability in answering the speaker's question. Learning to listen in our first language is by no means easy. It requires considerable cognitive development and constant attention to social and linguistic input over a period of several grades. However, learning to listen in a second language seems to be even more difficult. While it may not require more time to develop, second language listening is confounded by a number of difficulties. In responding to the students’ difficulties in learning to listen, first the teacher has to identify and to classify the difficulties that are faced by the students.
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Second, he
selects and designs appropriate materials in solving the student's
difficulties, in order to make the students more effective listeners. Considering the difficulties or the problems which are faced by the students, it will be better if the teacher understands
how the process of listening
comprehension is achieved by them. According to Helgezen and Brown, students learn to listen or read through two processes, they are bottom-up and top-down (1994: xii): a. Bottom-up processing. Students start by learning the component parts, such as: words, and
grammar. Lynch states that the listener or reader would first
recognize the smallest bits of information in the text and then built them up into words, into phrases, into clauses, and so on, until the whole text had been decoded (1996: 21). b. Top-down processing. Students start to learn from their background knowledge. Lynch states that background knowledge is the level that covers a wide range of information and experience stored in memory. For example: general knowledge of scientific facts and historical events, the belief and conventions of our culture, local knowledge about the place we live, and the individual experiences of our social and private lives (1996: 21). Furthermore Brown (1997: 11) stated that the active listener will use all relevant background knowledge of the physical context of the utterance (the immediate surroundings, the place, the time of day, etc), knowledge of the
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speaker (gender, age, known opinions), knowledge of the topic (and what the speaker is likely to know about it, or feel about it ), and so on. In short, in the top-down processing, students do not need to pay much attention to the language used. As in some situations, the topic or the speaker is so familiar that they can take for granted a great deal of what is said. It allows to anchor their comprehension on what they think is relevant knowledge of the topic, the speaker, and so on.
3. Types of Listening Activities An essential factor in creating effective listeners is exposing the listeners to a variety of listening activities. According to Helgesen and Brown 1994: xii) there are three types of listening activities, namely: a) Listening for the main idea/listening for gist/global listening. It is listening skill for understanding the general meaning. The listener usually is quick to understand the idea of the text. He/she can imagine to catch the general meaning of something he/she hears. b) Listening for specific information/listening for detail/ focused listening. It involves understanding the task and focusing to catch certain information. c) Listening between the lines /understanding inferences. Understanding inferences is the most difficult skill in the listening activities. It is not just imagining
meanings. It is thinking about meaning that is given, even
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though the specific words are not used. It means the listener needs to understand the sequences of the story. Here, in this listening activity, the hearer must be able to draw the inference of the story.
4. Listening Problems The first step in constructing a successful listening is to identify the learning problems that students are experiencing as a result of listening to related issues. Penny Ur (1996: 111-112) identified the learners' problems and the solutions as follows: a) Trouble with sounds Most students rely mostly on context for comprehension; they are often themselves unaware of inaccurate sound perception. b) Have to understand every word Some students feel worried and stressed when they miss some words of the text. Here, the teacher needs to give the students practice in selective ignoring of heard information/something, they do naturally in their mother tongue: The teacher should explain this point to the students, and set them occasional tasks that ask them to scan a relatively long tasks for one or two limited items of information. c) Can not understand fast, natural native speech.
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The students can only understand if the teacher talks slowly and clearly. They can not understand fast, natural native-sounding speech. To overcome this problem; the teacher has to expose the students to as much spontaneous-informal talk as possible, so they can understand the native speech. The teacher can also provide them with the sorts of discourse at the right level for them. d) Need to hear thing, more than once In order to understand, students need more than once to hear the text. In this problem, the teacher can try to use texts that include "redundant" passage and within which the essential information is presented more than once and not too intensively and give the students the opportunity to request clarification or repetition during the listening. e) Find it difficult to keep up The students feel overloaded with incoming information. The solution is not (so much) to slow down the discourse but rather to encourage them to relax, stop trying to understand everything, learn to pick out what is essential and allow themselves to ignore the rest.
f) Get tired
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Sometimes, students feel tired and bored to listen, if the discourse is too long. They also feel more difficult to concentrate: The solution of this problem is similar with the third problem. Similar to Penny Ur (1996: 113), Rost (1994: 119) has identified the listeners' problems as follows: acuity of hearing, discrimination and auditory perception, attention and concentration, comprehension including four aspects, namely: factual or literal comprehension, interpretation, critical listening, and evolutional listening.
5. Difficulties in Listening According to many experts among others (Dunkel, 1991; Richards, 1983; and Ur, 1984), there are eight factors making listening difficult as follows: a) Clustering Because of the limitation of memory and predisposition for clustering, we need to
break down speech
into small groups of words. In teaching listening
comprehension, the teacher needs to help students to pick out manageable cluster of words. b) Redundancy Spoken language is different from written language, it has a good deal of redundancy. So, the learners might initially get confused by this, they need some training to take advantage of redundancies as well as other markers that provide more processing time.
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c) Reduced form Spoken language has also many reduced forms. Reduction can be morphological, phonological, syntactic , pragmatic and so on. These reductions pose significant difficulties, especially for classroom learners who have initially been exposed to the full forms of English language. d) Performance variables Everyday casual speech by native speakers also commonly contains ungrammatical forms, they might be understood easily to native speakers, but might not be easy to second language learners. e) Colloquial language English learners might have difficulties
to deal with colloquial language.
Colloquialisms appear in both monologues and dialogues, they make learners have difficulties to listen to them. Colloquialisms cover
idioms, slang,
reduced forms and so on. f) Rate of delivery Virtually every language learner thinks that native speakers speak very fast. The speed of speaking can influence the understanding of the listeners. g) Stress, rhythm, and intonation The prosodic
features of the English language
are very important for
comprehension. Because English is a stress-timed language, English can be a
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terror for learners as mouthfuls of syllables come spilling out between stressed points. h) Interaction Conversation is especially subject to all the rules of interaction : negotiation, clarification, attending signals, turn-taking, and so on. So, learning to listen is also to learn to respond and to continue a chain and responding. Learners should be trained that good listeners are good responders.
6. Listening Proficiency Listening proficiency can be developed through increased attention to the ways in which pupils participate orally and to the ways in which they understand new information that is presented, how they retain information, and how they respond to speakers. These skills can be developed systematically and consistently through school curricula that emphasize the use of learning from medias, and structured speaking and listening tasks. Rost (1994: 142) has drawn up a partial list of components of listening proficiency as follows: “…1) Discrimination between sounds. 2) Recognizing words. 3) Identifying stressed words and grouping of words. 4) Identifying functions (such as apologizing) in a conversation. 5) Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non linguistic cues (gestures and relevant objects in the situation) in order to construct meaning. 6) Using background knowledge (what we already know about the content and the form) and context (what has already been said) to predict and then to confirm meaning.
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7) Recalling important words, topics and ideas. 8) Giving appropriate feedback to the speaker. 9) Reformulating what the speaker has said”. In deciding the listening tasks, the teacher needs to identify the components and designs specific exercises that include the use of those components of listening proficiency. 7. Types of Classroom Listening Performance With literally hundreds of possible techniques available for teaching listening skill, it will be helpful to think in terms of several kinds of listening performance. The types of listening performance are as the following: a) Reactive This kind of listening performance requires little meaningful processing, it nevertheless may be a legitimate, even though a minor, aspect of an interactive communicative classroom. The role of the listener is merely as a “tape recorder“ because the listener is not generating meaning. b) Intensive The purpose of this technique is to focus on components (phonemes, words, intonation, discourse etc.) of discourse. It may be considered to be intensive, as opposed to extensive, in their requirement that students single out certain elements of spoken language. c) Responsive
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A significant proportion of classroom listening activity consists of short stretches of teacher language designed to elicit immediate responses. The students’ task in such listening is to process the teacher talk immediately.
d) Selective The purpose of this performance is not to look for general meaning, but to be able to find important information in a field of potentially distracting information. Such activity requires field independence on the part of the learner. Selective
listening differs from intensive listening in that the
discourse is in relatively long lengths. They include speeches, media broadcast etc. e) Extensive Extensive performance could range from listening to lengthy lecture, to listening to conversation and deriving a comprehensive message. Extensive listening may require the student to invoke other interactive skills (e.g. discussion) for full comprehension. f) Interactive Finally, there is listening performance that can include all five of the above types as learners actively participate in discussions, debates, and group work. Their listening performance must be intricately integrated with speaking skills in the authentic give and take of communicative interchange.
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Based on the statements above, listening can be defined as a communication process between a source and receiver where the receiver has an important role in understanding, paying attention, analyzing and evaluating the spoken messages, and possibly giving response of what has been heard. Listening covers the following problems: (1) Discrimination between sounds, (2) recognizing words, (3) identifying stressed words and grouping of words, 4) identifying functions in a conversation, (5) using background knowledge and context (what has already been said) to predict and then to confirm meaning, (7) recalling important words, topics and ideas, and (9) reformulating what the speaker has said”.
C. Review on Power Point
1. The definition of Power Point
There are several definitions of Power Point. Fisher (2003: 1) defines that Power Point is a type of presentation software that allows one to show colored texts and images with animation and sound. Power Point is just one of many types of presentation software.
While in the internet TESL Journal, Tuffle (2006: 1) writes his definition about Power point: “Power
Point is a complete
presentation
graphics
package
giving
everything to produce professional-looking presentation. Power Point can
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also offer word processing, outlining, drawing, graphing, and presentation management tools-all designed to be easy to use and learn”. Kisito (2006: 2) states that Power Point is presentation software bundled in MS office and used for creating presentations usually in the form of slideshows. Over the grades Microsoft has been updating the software, each time making it even better.
Based on the definition of Power Point above, it can be concluded that Power Point is one of the presentations software producing professional-looking presentations such as colored texts, graphic packages, sound, animations in the form of slideshows.
Power Point comes bundled with Microsoft packages. It will run on either Macintosh or Windows PC's. The files are easy to create and can be e-mailed as attachments. They can be posted on or downloaded from websites, and can be converted to html web pages. Not only can Power Point presentations be traded and exchanged, they can also be modified to fit any individual classroom setting. Although other presentation soft wares may have the same capabilities, it is the most common, and it is user friendly.
2. Teaching English using Power Point in the Classroom
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Fisher (2003: 2-3) explains that Power Point can be used in many ways in the teaching English second language as well as in other subjects. They can be used for initial teaching, for practice and drilling, for games, for reviews, and for tests. Many English materials of listening, speaking, writing and also reading can be inserted in Power Point
easily. By recording the sound from TV program,
radio, etc or by copying from other files. Fisher (2003: 3) adds that
Power Point
can be used in many parts of teaching, they are as follows:
a. Initial Teaching Power Point can be used to teach new ideas and concepts to students. In theory this sounds very good; however, in practice this can be tricky. The teacher must anticipate areas of misunderstanding and difficulty. Once the teacher knows the troubles, which the students will face, he or she can create or adapt a presentation for the students. The presentation must be clear and uncluttered. It should address anticipated areas of student’s difficulty in an orderly manner. This type of presentation is difficult to prepare, but it can be done. Once an initial teaching presentation is prepared, it can be saved and used again and again, and it can be shared with others. b. Practice and Drill Power Point can be used much more for practice and drills. To do this, it is necessary to have the type of material, which can be repeated many times. A
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presentation of irregular verbs is one example of something which can be repeated again and again. Other types of material can be repeated weekly. Presentations using the correct preposition, or the correct form of an adjective, or countable and uncountable contrasts could be practiced and reviewed periodically.
Songs and games are a good way to review and practice English. Teachers can use Power Point by recording or copying from many sources to create their own games to use in the classroom. Once a game has been created, it can be reused by the author or shared with other teachers.
c. Review Power Point
is great for reviewing ideas which have already been taught.
After the students have learned and practiced something, it is good to see a presentation. Presentations of Power Point can be done every day. They provide a break in the routine and a way to see material differently. Not only do students find this interesting, but it is also a good way to check and see if they have mastered a concept. When using a presentation created by another teacher, the students have a chance to see old ideas presented in different ways. Power Point media is also good ways to review a lesson before a test.
d. Test A teacher in our school uses Power Point for the tests. He places pictures of items on slides to be shown at preset intervals. (He sets his timer for a reasonable
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number of seconds for each slide). The students then write down the name of each item. It is a great way to test vocabulary. Using the timer feature, a teacher could design a many types of tests or quizzes.
D. Rationale For some English teachers, it might be not easy to teach English to senior high school students that live in a village. The teacher finds that students are reluctant in learning English in their class although it is not a new subject for them. Their low interest causes their low learning motivation. The low learning motivation can influence to their achievement. Students’ learning motivation naturally has to do with students’ desire to participate in teaching and learning process. Learning motivation is the willingness of the students to follow the learning activities. It concerns with the goals involved in the activities being performed. Besides, learning motivation also concerns with the efforts of the students to devote to that pursuit. Their persistence during the learning activity is performed related to their learning motivation. Based on the theory underlying the study, it seems that using Power Point can improve the students’ learning motivation and listening proficiency. Students having low learning motivation will be more effectively taught through Power Point. Encountering students having low motivation to learn English subject, the writer is interested in using Power Point. There are many reasons why this study
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uses Power Point
in teaching English. First, SMAN I Girimarto, the high school
where he teaches, has been equipped with a language laboratory having head sets, LCD projectors,
Penthium IV Computers and sound system sets.
He has
been trained to use an English laboratory and has participated in the contests in making learning media. Second, Power Point is easily operated. He can develop many kinds of English materials such as English songs, games, and many kinds of films. They can be inserted in the slides of Power Point. By clicking the active buttons, the students can enjoy the sound and images produced by Power Point. Based on the theories underlying the study and the problems which are being faced by the students, it seems that the use of Power Point has many contributions to attract the student’ motivation in learning, Moreover it also helps students have entertainments but also to have social interaction among. From the explanation above the writer assumes that the students who learn English listening subject through Power Point
have better
learning motivation, their
high learning
motivation can influence their achievement.
E. Action Hypothesis Based on the theoretical principles and the related research,
the writer
proposes the following hypothesis: 1. Learning English through Power Point can improve the students‘ learning motivation.
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2.
Learning English through Power Point can improve the students‘ listening proficiency.
CHAPTER III RESEARCH METHODOLOGY
A. The Setting and the Time of the Research This study was carried out at SMAN I Girimarto, Wonogiri, Central Java. The school is located on Jalan Maron Girimarto. Maron
is the name of the hill
where SMAN I Girimarto is situated. This school is located far from a main street and surrounded by forests, small river and rice fields, so it is difficult to reach by public transportation. SMAN I Girimarto is the only senior high school in Girimarto. There are four classes of grade X (X1, X2, X3, X4), four classes of grade XI which consists of one natural science
study class (XI IPA) and three social science study classes
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(XI IPS 1, XI IPS 2), and three classes of grade XII which consists of one natural science study class (XII IPA ), two social science study classes (XII IPS 1, XII IPS 2). The facilities of SMAN I Girimarto are a small library, a natural science laboratory, a language laboratory, 10 toilets, a parking area, three school canteens and a mosque. There was no difficulty to manage the time to carry out an action research in the classroom that the writer teaches. The time schedule of the research could be done easily without disturbing the teaching and learning process. The action was from February to September, 2007. The time schedule of the research in SMAN I Girimarto in 2007/2008 academic year is described on Table 3.1 as follows:
Table 3.1. Time Schedule of Research. No 1.
Activities Pre-survey
Time Estimation January, 2007
2.
Performing and writing proposal
February-June, 2007
3.
Reviewing literature
July, 2007
4.
Developing Instrument
July-August, 2007
5.
Collecting and analyzing data
August-September, 2007
6.
Writing reports
September-October,2007
7.
Submitting the document
October-December, 2007
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Note(s)
B. The Subject of the Research The subject of the study is the twelfth
grade students of social science
study program ( XII-IPS2) of SMAN I Girimarto. They are 40 students, consisting of 17 male and 23 female. Most of them were reluctant to learn, because they have not known yet why they must study. In addition, they were not eager to continue their study after graduating from SMA. They wanted to get a job in many big cities, most of their parents are money makers over there and the rests are farmers in the village. Commonly, their parents do not motivate their children to study hard and to attend the school lessons actively. This can be seen from the book of presence. One of the reasons they were reluctant to go to school is because of the transportation cost. It is rather difficult to reach SMAN I Girimarto. The number of transportation means is limited. There is no bus passing by near the school. Sometimes they must go to school on foot, the transportation cost is not cheap. The language used by the students of SMA Girimarto to communicate in their daily communication is Javanese. They are not used to communicating in Indonesian and English in their daily conversation. When the English teacher encourages
them to speak English, they respond passively. They are not
accustomed to use it and they are afraid of making mistakes. Consequently, their English ability is not satisfactory yet.
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C. The Method of Research This research was conducted as an action research. The writer was assisted by an observer, who is also an English teacher
of SMAN I Girimarto. The
observer and the writer collaboratively designed, planned, revised the research procedures, and also discussed the research results as reflection. 1. Definition of Action Research The definitions of an action research are stated by many experts, as follows: Elliot (1991: 69), states: “Action research is the study of social situation with a view to improving the quality of action within it. It aims to feed practical judgment concrete situations and the validity of the "theories" or hypothesis it generates depends not so much on scientific test of truth, as on their usefulness in helping people to act more intelligently and skillfully. In action research "theories" are not validated through practice”. Burns (1999: 30) quoted from Carr and Kemmis (1996: 162) defines that: “Action research is a form of self-reflective enquiry undertaken by participants (teacher, students or principals, for example) in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation; and institutions) in which these practices are carried out “.
McNiff (1988: 1) defines that: “ Action Research is a form of self-reflective enquiry that is now being used in school-based curriculum development, professional development, school improvement schemes and so on, and such as, it actively involves teachers as participants in their own educational process”.
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From the definitions above Action Research is carried out in school to get an improvement of the teaching and learning process. Action Research is conducted in this study to improve the students' learning motivation and listening proficiency. The fact shows that the students' learning motivation and listening proficiency in my English class is still unsatisfactory.
2. The Characteristics of Action Research Burns (1999: 30) suggests a number of common features which can be considered to characterize Action Research: 1. Action Research is contextual, small-scale and localized. It identifies and investigates problems within a specific situation. 2. It is
evaluative and reflective as it aims to bring about change and
improvement in practice. 3. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers. 4. Changes in practice are based on the collection of information or data which provides the impetus for change. Kemmis and McTaggart (in Nunan 1992: 17) state that there are three characteristics of action research; firstly, the action research is carried out by practitioners rather the outside researcher. Secondly, the kind of the action research is collaborative, and thirdly, the action research is aimed at changing conditions.
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Based on the statements above, the characteristics of Action Research can be concluded as follows: 1. Action research is carried out by practitioners. 2. The process of evaluation and reflection in its aim is to bring about social and educational change and improvement. 3. Action Research provides collaborative investigation by teams of colleagues, practitioners and researchers. 4. The results of the research have direct application to real-world problems. 5. The treatments and methods which are investigated are flexible.
3. The Model of Action Research Kemmis and McTaggart (in Burns, 1999: 32) state that action research occurs through a dynamic and complementary process which consists of four fundamental steps in a spiraling process. They are as follows:
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Planning
Reflecting
Planning
Acting
Reflecting
Observing
Acting
Observing
1. Planning Developing a plan of critically informed action to improve what is already happening. 2. Action Acting to implement the plan 3. Observation Observing the effects of the critically informed action in the context in which it occurs. 4. Reflection Reflecting these effects as the basis for further planning.
4. The Procedures of an Action Research The procedure of this research takes six steps. The second until the last step form one cycle. The procedure is described as follows:
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a. Identifying the problems The problems are identified first before planning the action. The problems refer to the factors making the low listening proficiency
improvement of the
students and the passive behavior during the teaching learning process. The problems are identified by using two techniques as follows: 1) Using test The pre-test is given to know the students’ proficiency of English listening. 2) Observation The observation is held in order to know the students’ behavior during the teaching and listening process to know the model of class management and students’ listening proficiency and learning motivation. b. Planning the Action General plan is made before implementing the action. The writer prepares everything related to the action as follows: a) Making a lesson-plan and designing the steps in doing the action. b) Preparing listening materials (using audio visual aids in Power Point) c) Preparing exercises, pre-test, and post-test (to know students’ listening proficiency) d) Preparing an audio video recorder (to record the teaching learning process)
c. Implementing the Action
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The writer implements the action by using Power Point to improve learning motivation and listening proficiency. d. Observing/ Monitoring the Action The writer was assisted by an observer, who is also an English teacher of SMA I Girimarto to observe all activities during the teaching learning process in a field note. e. Reflecting the Result of the Observation The observer and the writer made an evaluation on the observation result to find out the positive results and weaknesses during the action. f. Revising the Plan Based on the weaknesses which were found in the reflecting process, the observer and the writer revised the action plan for the next cycle. This research was conducted in three cycles. Each cycle used Power Point to present listening proficiency. The pre-test was held at the beginning of the cycle to measure students’ listening proficiency before the action and the post-test was held at the end of the cycle to measure students’ listening proficiency after the action.
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D. Steps of Conducting Action Research
1. Data Collection The data of the research were collected using some techniques of quantitative and qualitative data collection which include: the scores of the written tests, interview, observation, diary, and document analysis. Audio visual recording and photographs were also taken during the implementation of the research to provide more accurate data. The data which were collected in this study consisted of the information gained in pre-research, the process, and the result of Action Research implementation. To know the level of the students’ learning motivation, the writer uses questionnaires. The results of questionnaires are changed into quantitative data by using Likert Scale. To know the students’ listening proficiency, he takes from the tests that are carried out before and after the cycles are implemented.
2. Data analysis There are two kinds of data, quantitative and qualitative data. The quantitative data in numbers form are taken from the tests that are carried out before and after the implementation of cycles. Meanwhile, qualitative data, in the form of words are taken from the result of observation done by the teacher while the actions are being carried out.
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During the process of Action Research, he collected the following group of data: research diary, pre-research observation reports, field notes, record of research implementation, photographs of teaching learning process and research documents which consist of: lesson plan, lesson tasks, questionnaires result, and list of students’ pre-test and post-test results. The qualitative data are analyzed by using Constant Comparative Method as suggested by Strauss and Glasser in Moleong (2005: 288-289). They said that in general, the data analysis process includes data reduction, data classified, data synthesis, and ended by action hypothesis. They are as follows: 1. Data Reduction a) Unit identification. First of all, it is identified the smallest unit which is found in the data. It must have closed relationship with the research problems. b) Having got the unit, the next step is making codification. It means that we have to code every unit in order to be known where the data come from. 2. Categorization a) Categorization Arrangement. It is aimed at choosing every unit which has the same characteristics. b) Every category must be labeled. 3. Synthesis a) To synthesize means that to look for relationship between one category to another.
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b) The related one category to another must be given a label again. 4.
Stating ‘Action Hypothesis’ . The quantitative data are analyzed by comparing the means of the pre-test
and post-test to know the difference before and after the cycle.
CHAPTER IV THE RESULT OF THE STUDY
The aims of the research are to find out whether the use of Power Point improve students’ learning motivation. If it does, to what extent; and to identify whether the use of Power Point improve students’ listening proficiency. If it does to what extent. The findings are described in this chapter which is divided into two sections. The first is the process of the research and the second is the findings. Each section will be described in section A and section B, respectively.
A. The Process of the Research The research was conducted in
SMAN I Girimarto. In conducting the
research, the writer was assisted by an observer, who is also an English teacher in SMAN I Girimarto. We are familiar with Action Research, and we have been working together in conducting Action Research for solving problems related to students’ learning motivation and listening proficiency. After discussing about his study she was interested in the study since she also wanted to improve her
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classroom situation and she decided to take part in my Action Research. In this research she really involved in the class observation. She also took parts in designing, planning, revising and discussing the results of the research as a reflection. The procedures of the Action Research are described on Table 4.1
Table 4.1. Procedures of the Research Activity
Participant
Interview
Students
Description
I. Pre-research
Identifying problems in teaching English Observation The Researcher Identifying problems and the Observer during TL process Pre-test Students IIdentifying students’ learning motivation and listening Proposed Solution: proficiency To use songs and monologue report texts through Power Point To use film “Snow White” through Power Point To use film “The Prince and The Pauper” through Power Point.
II. Research Implementation
a. Cycle 1 1.
Planning
The Researcher
Planning the action for Cycle I
2.
Implementing
The Researcher
3.
Observing
4.
Reflecting
5.
Revising
The Researcher and the Observer The Researcher and the Observer The Researcher
Implementing the action plan in three meetings. Observing the implementation
b. Cycle 2 1. Planning 2. Implementing 3.
Observing
4.
Reflecting
5.
Revising
The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher
c. Cycle 3
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Reflecting the observation results Revising the plan for the next cycle. Planning the action for Cycle 2 Implementing the action plan in three meetings. Observing the implementation Reflecting the observation results Revising the plan for the next cycle
III. Discussion Result
1. 2.
Planning Implementing
The Researcher The Researcher
3.
Observing
4.
Reflecting
5.
Revising
The Researcher and the Observer The Researcher and the Observer The Researcher
Discussion
The Researcher and The observer
Planning the action for Cycle 3 Implementing the action plan in three meetings Observing the implementation Reflecting the observation result. Revising the plan to improve teaching and learning English. Discussing the result of the research as a reflection
1. Pre-Research The pre-research was held before conducting the research to identify the problems occurred
during
the
teaching and learning process in relation to
students' learning motivation and listening proficiency. The pre-research included: 1) interviewing the students, 2) observing the teaching and learning process and, 3) giving pre-test (listening test) and questionnaires to identify the students’ learning motivation. In teaching listening to grade XII of social science study, class 2 (XII IPS2) students at SMAN I Girimarto, the writer used to teach them by using conventional techniques in which he used a tape recorder, or sometimes he just read the listening material directly. Concerning the problems, he identified at least there were two which included: 1) students have low learning motivation, and 2) students have low listening proficiency. There were some indicators of the students having low learning motivation as follows: 1) the students did not pay much attention to the classroom activities, 2) the students were busy with their own business which was not academic activities, 3) the
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students did not come early to the classroom. To identify the students’ learning motivation, he used questionnaires, giving the questionnaires were given before and after implementing the research. Based on the result of the questionnaires before doing the research, he knew that the students had low learning motivation. The results of the questionnaires were converted into quantitative data by using to Likert scale. The result of the Likert scale showed that the mean score the students’ learning motivation was 44. To identify listening proficiency of the students, he conducted a pre-test. The mean which was 42 indicated that students had low listening proficiency. The data collected during the pre-research were important to confirm the assumption about the problems. In addition, the pre-research also provided the basis of choosing
Power Point
to improve students’ learning motivation and listening
proficiency.
2. Research Implementation The implementation of teaching listening using Power Point through classroom Action Research included three cycles. Every cycle was held in three meetings and each of them took 90 minutes. The first cycle discussed report text as the topic. It was held from October 3 to October 16, 2007. Meanwhile, the second cycle discussed about film Snow White and was held from November 6 to November 27, 2007. The third cycle discussed about film the Prince and the Pauper and it was held from
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November 10
to November 17, 2007 The implementation of each cycle was
summarized on Table 4.2, 4.3, and 4.4. Each cycle consisted of four steps. The steps were: 1) planning the action, 2) implementing the action, 3) observing the action, 4) reflecting of the observation results. The steps of Cycle I are shown on Table 4.2.
Table 4.2. The Implementation of Cycle I CYCLE 1 1. Planning
To discus the result of pre-test of listening test To present Power Point of songs and monologue report texts
2. Action
First meeting To present a song through Power Point slide 1 To present monologue report texts through Power Point slide 2 up to 10 Second meeting To present a song through Power Point slide 11 To present monologue report texts through Power Point slide 12 up to 20 Third meeting To present a song through Power Point slide 21 To present monologue report texts through Power Point slide 22 up to 29
3. Observation
4. Reflection
The students didn’t care with result of the pre-test In the beginning the students were noisy The situation of the class was getting better after an English song was played. The situation of the class was noisy again after the song was stopped. The students were not enthusiastic to continue to the next topic. They wanted the song to be played again.
(+) To use Power Point in the topic of song attracted students' curiosity There was an improvement of students' learning motivation during the teaching and learning process. It was proven by enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle.
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(
- ) Most of the students were very enthusiastic especially when the song was played, but when they began to listen the report texts, few of them are not eager learn. They want to sing again. Some students complain about the sound produced by the slides of Power Point
a. Cycle 1 1) Planning the Action The action plan for the first cycle was based on the problems that were identified on the pre-research as follows: 1) students had low learning motivation; and 2) students had low listening proficiency. To overcome those problems, the writer decided to conduct a study by focusing on improving the students' learning motivation and the students’ listening proficiency through Power Point. After identifying the students’ learning motivation and listening proficiency, he presented songs and monologue report texts. Before the real action was implemented,
he
prepared the materials,
students' worksheets, a lesson plan as a guidance in teaching listening, English learning CD, and everything related to the action. The observer observed the whole process during teaching and learning process in the classroom.
2) Implementing the Action In the first cycle, the writer presented two kinds of listening materials, the first was a song as a warming up and the second was monologue report texts. The
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students could practice to listen to monologue report texts through Power Point. The students could listen to and watch the texts on the screen which were presented through LCD projector . The first cycle was conducted in three meetings.
Each meeting was divided into three terms, namely: warming up and presentation, practice, and production. a) First Meeting (1) Warming Up and Presentation The lesson started at 08:00 a.m. The writer told the students that the listening class would be held in the language laboratory. Based on the schedule they came in the laboratory enthusiastically. The lesson began, he opened the lesson by greeting them, he said, “Good morning everybody !“, The students answered, ”Good morning sir!”, “How are you!” They answered ,”Fine!”. Then, he checked the attendance of the students. Next,
he told them that today we were going to have a listening subject, we were going
to listen to an English song and many monologues of report texts through Power Point. He explained to the students that they were going to listen to an English song before learning about the monologue report texts. He added that the title of the song was Words. The students responded enthusiastically. At first, they were asked to listen to the song. Then, they were asked to complete the missing words of the song
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lyrics. After finishing this task, they were asked to sing together. This activity lasted for 15 minutes. The example of the song slide was shown in Appendix 4. (2) Practice The students could practice listening to many kinds of materials through Power Point. The students’ worksheets were given, they could practice together by listening to the sound delivered by a speaker through Power Point.
They were
asked to fill in the students’ worksheets to check their understanding of the text. After listening to the song, the students were asked to listen to monologue report texts. The materials of listening in this section were about job in the form of simple report texts. Each slide in Power Point which presented images and sounds was played twice, by clicking the Power Point active buttons. (3) Production In this stage, the writer gave listening exercises. The exercises were based on the material which were presented through Power Point. The test materials were just filling in short answers. The students were asked to give their answers on students’ worksheets.
b) Second Meeting (1) Warming Up and Presentation
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The writer started the lesson at 07.15 a.m. by greeting the students and then checking students' attendance. He began the lesson by continuing the listening materials related to the materials given before. He explained to the students that they were going to listen to an English song before continuing to listen to monologue report texts. He added that the title of the song was Sun. The students responded enthusiastically. At first, they were asked to listen to the song. Then, they were asked to complete the missing words of the song lyrics. After finishing this task, they were asked to sing together. This activity lasted for 15 minutes. (2) Practice The students could practice listening to many kinds of materials through Power Point. The students’ worksheets were given, they could practice together by listening to the listening materials delivered by a speaker through Power Point. To check the students’ understanding of the texts, they were asked to
fill in the
students’ worksheets. After listening to the song, the students were asked to listen to monologue report texts. The materials of listening in this section were continuing the topic presented in the first meeting. The topic was still monologue report texts. Each slide in Power Point which presented images and sounds was played twice, by clicking. The example of the monologue 4. (3) Production
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report text was shown in Appendix
In this stage, the writer gave listening exercises. The exercises were based on the materials presented in Power Point. The students were asked to give short answers on students’ worksheets.
c) Third Meeting ( 1 ) Warming Up and Presentation The writer started the lesson at 08.00 a.m. by greeting the students and checking students' attendance. Then, he began the lesson by continuing the listening materials related to the materials before. He explained to the students that they were going to listen to an English song before continuing to listen to monologue report texts. I added that the title of the song was A beautiful girl. The students responded enthusiastically. At first, they were asked to listen to the song. Then, they were asked to complete the missing words of the song lyrics. After finishing this task, they were asked to sing together. This activity lasted for 15 minutes. (2) Practice To check the students’ understanding, the writer asked the students to fill in their work sheet. The materials of listening in this section discussed about jobs that were told by the native speaker in the form of simple report texts. Each slide in Power Point was played twice. By clicking the Power Point active buttons, the sound of the speaker could be listened to the students clearly.
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(3) Production In this stage, the writer
gave exercises to the students. The exercises were
based on the materials which were presented in Power Point. The students were asked to give short answers on students’ worksheets.
3) Observing the Action When the writer implemented the teaching listening through Power Point, all activities in my listening class were observed by the observer, she wrote observation results on the field notes. Generally, the teaching and learning process using this technique ran
well. The classroom situation during implementation
became more alive. Assisted by Power Point listening class attracted students' curiosity and attention, so that they were enthusiastic to the material presented by the English teacher. The eagerness of students could be seen when an English song was played, most of them were singing together enthusiastically. They were really interested in singing an English song, they asked me to repeat the song over and over. “No !”, he said. He stated that the materials of listening in this section were not only singing a song but also other topics related to report texts. The students said, “ Okay!’. They realized that the learning must be continued to other topics. Most of the students could enjoy listening to the materials. Slide to slide was listened well. Only a few students looked to the right and to the left, to their friends, in doing the tasks given by the teacher.
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Nevertheless, the result of Cycle I was not satisfactory yet because there were some weaknesses during the implementation of the action. Some students did not come on time to the language laboratory. Also some of them were active to learn only when the song was played. A few of students suggested to me to add the volume of Power Point sound.
4) Reflecting the Observation Results Based on the observation results which were collected in the field notes, The observer and the writer reflected several positive results and weaknesses in Cycle I, they were described as follows: 1) Positive results a) Using Power Point of which topic is "song" attracted students' curiosity. b)
There was an improvement of students' learning motivation during the teaching and learning process. It was proven by the students’ enthusiasm in paying attention to the lesson.
c) There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle.
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2) Weaknesses a) Most of the students look more active especially when the song was played, but
when they began to listen to report texts, a few of them could
not enjoy the learning well. They want to sing again. b) Some students complain about the volume of the sound produced by Power Point. c) The listening materials were only focusing on monologue texts, a few students suggested to present dialogue texts as well. By analyzing the observation results as the reflection, the observer and the writer concluded that using Power Point brought about the positive result in learning. However, there were many weaknesses found. The weaknesses must be solved to get better results. So, the writer concluded that it is necessary to revise the action plan to next cycle. 5) Revising the Plan To solve the problems that appeared in Cycle I, the writer revised the plan for the next cycle, so that the weaknesses would not occur anymore. The plan for the next cycle would be more focused on improving students' learning motivation and listening proficiency by using Power Point. For the next cycle the listening materials would not be only focusing on monologue texts but also focusing on dialogue texts as a part of the topic film “Snow White”.
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b. Cycle II 1) Planning the Action The action plan for Cycle II was done, after reflecting the observation results for Cycle I, the writer found the weaknesses of Cycle I. In this Cycle II he used Power Point to present new listening materials. To overcome the weaknesses of Cycle I, the writer revised the plan as follows: (1) using Power Point not only discuss about monologue texts but also dialogue texts as a part of the film Snow White. (2) improving the quality of the sound in the slide of Power Point, and (3) punishing those who come late (by writing the summary of report texts which were discussed before). The writer prepared the materials, students' worksheets that consisted of some tasks, lesson plan as the guidance in teaching listening and everything related to the action such as the CD of the film Snow White to be inserted in Power Point. To get the result, the observer observed the whole process during the teaching and learning process in the classroom.
2) Implementing the Action The action was implemented by the writer. In the second cycle, he said that the topic that day was the film Snow White. He used Power Point to teach listening. The students were asked to comprehend many expressions both in the dialogue and monologue texts as parts of the film. The second cycle was conducted in
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three meetings. Each meeting was divided into three terms, namely: warming up and presentation, practice, and production.
a) First Meeting (1) Warming Up and Presentation The writer entered the language laboratory at 08:45 a.m. He started the lesson by greeting the students and, then, checking students' attendance. Before starting the lesson, he gave a short pre-test for Cycle II to the students. He distributed the students’ worksheets. Then, he asked if they like watching a film. The students answered, “Yes!’. He told them that we were going to watch the film. Although their English teacher has told them about Snow White orally, they have not watched the film yet. After a few minutes, to prepare the film, they watched the film seriously. Their attention was focused on the slide to slide of Power Point. They had no chance to do other things such as: talking to each other, and disturbing their friends. (2) Practice The materials of listening in Power Point in this section was about narrative texts presented by the film Snow White Part A.1 and A.2. For each slide,
the
writer just clicked and clicked the active buttons, and the sound and images could be enjoyed well. The students were practicing to understand the expressions in either the dialogues or monologues texts delivered by the characters of the film.
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He asked the students to fill in their answers on students’ worksheets. The slide of the film was played slide by slide and stopped for 3 minutes, to give them a chance to write down the listening tasks. (3) Production
In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked to summarize the story of Snow White Part A.1 and A.2.
a) Second Meeting (1) Warming Up and Presentation The writer entered the language laboratory at 09:30 a.m. He started the lesson by greeting the students and, then, checking students' attendance. He distributed the students’ worksheets. Then, he asked if they still enjoy watching film. The students answered , “Yes!’. He told them that we were going to watch the film again, the next part of the film Snow White. The students gave good response. After a few minutes, to prepare the film, they watched it enthusiastically. Their attention was focused on the slides of Power Point. (2) Practice The materials of listening in Power Point in this section was still about narrative texts that were presented by the film Snow White Part A.3, A.4, B.1 and B.2. The students were practicing to understand the expressions either the
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dialogue or the monologue texts delivered by the characters of the film. I asked the students to fill in their answers on students’ worksheets. The slide of the film was played slide by slide and stopped for 3 minutes, to give them a chance to write down their listening comprehension. (3) Production In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked to summarize the story of Snow White Part A.3, A.4. B.1, and B.2.
c) Third Meeting (1) Warming Up and Presentation The writer entered the language laboratory at 07:15. a.m. he started the lesson by greeting the students and then, checking students' attendance. Only a few of them were absent. He distributed the students’ worksheets. Then, he asked if they still enjoy watching a film. The students answered , “Yes!’. He told them that we were going to watch the film again, the next part of the film Snow White. The students gave good
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response. After a few minutes, to prepare the film, they watched it seriously. Their attention was focused on the slides of Power Point. (2) Practice The materials of listening in Power Point in this section was still about narrative texts
that were presented by the film Snow White Part B.2, B.3 and B.4.
The writer just clicked and clicked the Power Point active buttons. The sound and pictures could be enjoyed well. The students were practicing to understand the expressions in either the dialogue or monologue texts delivered by the characters of the film. He asked the students to fill in their answers on students’ worksheets. The slides of the film were played and stopped for 3 minutes, to give them a chance to write down their listening tasks. The example of the film slide can be seen in Appendix 4.
(3) Production In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked to summarize the story of Snow White Part B.2, B.3, and B.4.
3) Observing the Action When the writer implemented the model of teaching listening by using Power Point, all activities in my listening class were observed by the observer, she
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wrote the observation results in field notes. Generally the teaching and learning process using this technique could run well. The classroom situation during implementation became more alive. Power Point used in listening class attracted students' curiosity and attention, so that they were enthusiastic to pay attention to the materials which were
presented by the English teacher. The eagerness of
students could be known when the first slide of Power Point was showed, most of them were enthusiastic to learn. Actually, they wanted to sing the English song again or enjoy other entertaining topics, they asked me to repeat the song again. “No !”, He said. He stated that the materials of listening in this section was not only to get an entertainment
but also to study other topics related to more complex texts. He
added that we would discuss the monologue and dialogue texts as parts of the film. The students said, “Okay!’. Based on their answer, it showed that they realized that the learning could be continued with other topics. Most of the students could enjoy listening to the following topics. Slides by slides were enjoyed well, although just a few students looked right and left to their friends in doing the tasks given by the teacher. Nevertheless, the results of Cycle 2 were not satisfactory yet,
because
there were some weaknesses during the
implementation of the action. Some students did not come on time to the listening class. Some of them were very active only when the song was played, they were enthusiastic to sing. The students who sit on the back row suggested to me slides of Power Point should be maximized.
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that the size of the
The implementation of Cycle II can be summarized on Table 4.3 Table 4.3. The Implementation of Cycle II CYCLE 1I 1. Planning
To discus the result of pre-test. To present Power Point of film Snow White.
2. Action
First meeting To present a film Snow White Part A.1, A.2 through Power Point. Second meeting To present a film Snow White Part A. 3, A.4. B.1 through Power Point. Third meeting To present a film Snow White Part B.2, B.3. B.4. through Power Point.
3. Observation
In the beginning some students were noisy, they wanted to sit in front to get closer with the Power Point screen. Some students were noisy, they suggest that the images of the slides of Power Point should be maximized.
4.Reflection (+) To use Power Point of which the topic is "Snow White” attracted student’s curiosity. There was an improvement of students' learning motivation during the teaching and learning process. It was proven by their enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle. ( - ) The images produced by Power Point slides were small, the students suggested that the images be maximized.
4) Reflecting the Observation Results Based on the observation results which were collected in the field notes, the observer and the writer reflected several positive results and weaknesses in Cycle II, they were described as follows: 1) Positive results
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a) Using Power Point of which topic is film attracted students' curiosity. b)
There was an improvement of students' learning motivation during the teaching and learning process. It was proven by their enthusiasm in the listening class. There were no noisy students at all, they paid attention to the learning materials seriously.
c) There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle. 2) Weaknesses a) A few of the students sometimes want him to repeat the film which is presented by Power Point slides, whereas it will spend much time to do. b) Some students complained about the size of the images and the sound of Power Point slides. Eventhough the use of Power Point brought about the positive result in learning. However, there were still many weaknesses found. The weaknesses must be solved to get better results. So, the writer concluded that it was necessary to revise the action plan for next cycle. 5) Revising the Plan To solve the problems that appeared in Cycle II, the writer revised the plan for the next cycle, so that the weaknesses would not occur anymore. The plan for the next cycle would be more focused on improving students' learning motivation and listening proficiency by using Power Point. In this section, the quality of sound and
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images produced by Power Point was better than before. For the next cycle the listening materials would not be focused on monologue texts only but
also on
dialogue texts as a part of the film “The Prince and The Pauper”.
c. Cycle III 1) Planning the Action After reflecting the observation results, the writer found the weaknesses of Cycle II. In the third cycle, the writer used Power Point to present new listening materials, so that the students could improve their listening proficiency. To overcome the weaknesses of Cycle II, he revised the plan as follows: (1) using Power Point to discuss about more complex narrative texts as parts of the film, the monologues and the dialogues of The Prince and The Pauper film. (2) improving the quality of sound and images in the slide of Power Point. He prepared the materials, the students' worksheets that consisted of some tasks, lesson plan as a
guidance in teaching listening and everything related to
the action such as the CD of the film The Prince and The Pauper to be inserted in Power Point. To get the result, the observer observed the whole process during teaching and learning process.
2) Implementing the Action
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The action was implemented by the writer. In the Cycle III, he said that the topic that day was a film The Prince and The Pauper. The students could practice to comprehend many expressions in either the dialogues and monologues texts as parts of the film. The third cycle was conducted in three meetings. Each meeting was divided into three terms, namely: warming up and presentation, practice, and production.
a) First Meeting (1) Warming Up and Presentation The writer entered the language laboratory at 08:45 a.m. He started the lesson by greeting the students and, then, checking students' attendance. Before starting the lesson, he gave a short pre-test for Cycle III to the students. He distributed the students’ worksheets. Then, he asked if they like watching a film. The students answered, “Yes!’. He told them that we were going to watch the film again in a different title. The title was The Prince and the Pauper, although he has told them the summary of the narrative texts orally, they have not watched the film The Prince and The Pauper yet. After a few minutes, to prepare the film, they could enjoy the film in Power Point. Their attention was focused on the Power Point slides. They had no chance to do other things such as talking to each other, and disturbing their friends. (2) Practice
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The materials of listening in Power Point in this section was about narrative texts
that were presented by the film The Prince and The Pauper Part A.1 and
A.2, A.3. By clicking the active buttons of Power Point, the sound and pictures could be enjoyed well. The students were asked to understand the expressions in either the dialogues or monologues texts as parts of the film. He asked the students to fill in their answers on the students’ worksheets. Each slide of the film was played slide by slide and stopped for 5 minutes, to give them a chance to write down the listening tasks. The example of the slide is shown in Appendix 4. (3) Production In this stage, he gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked to summarize the story of The Prince and The Pauper Part A.1 and A.2.
a) Second Meeting (1) Warming Up and Presentation The writer entered the language laboratory at 09:30 a.m. He started the lesson by greeting the students and, then checking students' attendance.
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He distributed the students’ worksheets. Then, he asked if they still enjoy watching a film again. The students answered, “Yes!’. He told them that we were going to watch the film again the next part of the film The Prince and The Pauper. After a few minutes to prepare the film, the students could enjoy the film in Power Point. Their attention was focused on the Power Point slides. (2) Practice The materials of listening in Power Point in this section was still about narrative texts that were presented by the film The Prince and The Pauper Part A.3, A.4, B.1 and B.2. He just clicked and clicked the active buttons, the sound and the pictures could be enjoyed well. The students were asked
to understand the
expressions in either the dialogues or monologues texts as parts of the film. He asked the students to fill in their answers on students’ worksheets. The slides of the film were played slide by slide and stopped for 5 minutes, to give them a chance to write down the listening tasks. (3) Production In this stage, the writer gave exercises to the students. The exercises were based on the material which were presented in Power Point. The students were asked to summarize the story of The Prince and The Pauper Part A.3 , A.4, B.1, and B.2.
c) Third Meeting (1) Warming Up and Presentation
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The writer entered the language laboratory at 07: 15. a.m. He started the lesson by greeting the students and, then, checking students' attendance. The writer distributed the students’ worksheets. Then, he asked if
they
enjoy watching a film again. The students answered, “Yes!’. He told them that we were going to watch the film again for the next part of the film The Prince and The Pauper. After a few minutes, to prepare
the film, the students could watch it
enthusiastically. Their attention was focused on the Power Point slides. (2) Practice The materials of listening in Power Point in this section still was about the narrative texts that presented by the film The Prince and The Pauper part B.3, B.4 and B.5. The writer just clicked and clicked the Power Point active buttons, the sound
and
pictures
could be enjoyed well. The students
were asked
to
understand the expressions in either the dialogues or monologues texts delivered by the characters of the film. He asked the students to fill in their answers on students’ worksheets. The slides of the film were played slides by
to slides and
stopped for 5 minutes, to give them chance to write down their listening tasks.
(3) Production
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In this stage, he gave exercises to the students. The exercises were based on the materials which
were presented in Power Point. The students were asked to
summarize the film The Prince and The Pauper part B.3, B.4, and B.5. 3) Observing the Action When the writer implemented the model of teaching listening through Power Point, all activities in his listening class were observed by the observer, she wrote observation results on the field notes. Generally the teaching learning process using this technique became more alive. Power Point used
in listening class
attracted students' curiosity and attention, so that they were enthusiastic to pay attention to the eagerness of
materials which were presented by the English teacher. The
students could be known when the film was played, most of them
were enthusiastic to learn. Actually, they were really interested in watching other films. A few of them said that they wanted to watch a horror English film, and some others wanted to watch an action film. Only a few of them wanted to repeat the last film. “Yes!”. He said. He stated that the materials of listening in this section was not only watching English films, but also other topics related to other skills in this semester. The students said, “Okay!’. They realized that the learning must be continued with other topics. Most of the students could enjoy listening to the following topics. Slides to slides were listened well, although just a few students looked right and looked left to know their friends in doing the tasks given by the teacher.
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Nevertheless, the result of Cycle III still brought a little weaknesses during the implementation of the action, although the number of passive students were getting fewer. A few students did not come on time to enter the language laboratory. Anyway, most of them suggested that learning English through Power Point should be applied to learn all English skills. The implementation of Cycle III can be summarized on Table 4.4 Table 4.4 . The Implementation of Cycle III CYCLE III 1.Planning
To discus the result of pre-test To present Power Point of film “The Prince and The Pauper”
2. Action
First meeting To present a film “The Prince and The Pauper” Part A.1, A.2, A.3 through Power Point Second meeting To present a film “The Prince and The Pauper” Part A. 4, A..5. B.1 through Power Point Third meeting To present a film “The Prince and The Pauper” Part B.2, B.3. B.4. B.5 through Power Point
3. Observation
The students were noisy when they listened to complex expressions as parts of the film. Some students were noisy to suggest that they wanted to watch other genre of films such as horror and action English films Some of them were noisy to suggest that other English skills should be presented through Power Point
4. Reflection (+) To use Power Point of which the topic is " The Prince and The Pauper” attracted students' curiosity. There was an improvement of students' learning motivation during the teaching and learning process. It was proven by their enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the Cycle III ( - ) In the beginning of the lesson the students are noisy, they are very eager to sit in front of the row.
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4) Reflecting the Observation Results Based on the observation results which were gathered in the field notes, the observer and the writer reflected several positive results and weaknesses in Cycle III, they were described as follows: 1) Positive results a) Using Power Point of which topic is films attracted students' curiosity. b) The situation of learning was getting better, it could be seen from there were no noisy students. c) There was an improvement of students' learning motivation during the teaching learning process. It was proven by the last questionnaires result of learning motivation given before and after the action. Their learning motivation was getting better. c) There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test results in Cycle III. 2) Weaknesses a) Most of the students suggested that the film which was presented was not related to the study of the basic competence. For example, they wanted to watch a horror and action film. b) The slide of Power Point was running slowly.
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By considering
the observation results, the observer and
the
writer
concluded that using Power Point was suitable for the students to improve their learning motivation and listening proficiency, only a little weaknesses could be found. Generally, the use of Power Point brought about positive results. Based on the result of reflection, the observer and the writer concluded to end the action of the cycle. The observer and the writer identified the factors causing the students’ low learning motivation and listening proficiency. The factors came from the English teachers, the students and the school. He, who is an English teacher should be more innovative in presenting listening materials. Generally, in teaching listening subject the
English teacher still uses an ordinary technique by playing
tape recorder or sometimes by reading orally while the students are listening without visual aids. Using a conventional learning media can bring about students' learning motivation and listening proficiency.
low
As a matter of fact, the
students were not enthusiastic to join in teaching and learning process. They were getting bored, so that they did not understand what have been taught by the English teacher.
B. Research Findings and Discussion Having analyzed the data of this study, the writer found out several findings to answer research questions. The data were collected through several sources as follows: field notes, research diary, pre-research observation reports, audio video
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recordings, questionnaires, the scores of pre-test and pos-test, photographs, lesson plans and listening materials. Besides focusing on answering the research questions as mentioned in Chapter I, The section also provides other findings during the implementation of Action Research in this study. The findings are summarized on Table 4.5. Table 4.5. The Summary of The Research Findings
Research Findings 1.
Facts
The use of Power Point improve students’ learning motivation.
2. The use of
Power Point improve students’ listening proficiency
v The students’ participations,, attendance, enthusiasm in listening class are getting better. v Listening class is more alive. Ø Ø Ø
3.
Other Findings a. Teacher
b.
The students’ learning achievement is getting better. The students are getting more confident in listening class. The students get a learning enlightenment in doing the tasks.
· The researcher, who is the English teacher was more innovative in presenting listening materials. v The school is getting richer to provide English listening materials.
School
In the following sections, issues which arise from the research questions are presented. The findings of this study showed that the use of Power Point in the listening class could improve the students’ learning motivation. The increase of the
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students’ learning motivation could be seen from the students’ participation, the student’s attendance, the students’ enthusiasm, and more alive listening class. The students’ participation in the listening class before and after the study through Power Point was very different. Many students were passive to answer the teacher’s questions before the study through Power Point, they were noisy to discuss other topics which were not related to the academic discussion. But after the studies through Power Point, they were active to pay much attention to the listening materials. There were many students coming late, before the study through Power Point. But after the study, the students’ attendance was getting better, there was only a few students were coming late, and eventually there was nearly no students coming late at all. When he asked them, ”Sudah insyaf ya?, sudah ingin rajin belajar bahasa Inggris?”. They said, “ Ya, pak!, tidak mau ketinggalan untuk menyanyi dan nonton film, pak!. Based on the fact that singing English songs and watching films through Power Point made an enjoyable situation to learn. This learning situation improved the level of students’ attendance. The students’ enthusiasm was also really different before and after the study. Before the study, the students were not enthusiastic in learning, but after the study, their enthusiasm was getting better. When the bell rang for them to have a break, they did not want to go out soon. Then he asked them, ‘Kenapa tidak mau cepatcepat istirahat seperti biasanya?’. They answered, ‘Tak usah istirahat pak, nanti
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saja, baru enjoy belajar’. The learning materials through
Power Point which
covered songs, the monologue report texts, and movies made the students enjoy learning. They were enthusiastic and serious in learning. When he asked them to sing a song they were singing together enthusiastically. Listening to a song which presented by Power Point made listening class more enjoyable. Ladousse (1996: 7), stated that enjoyment leads to better learning. Related to the song Gilberto Diaz (1995: 25) stated that “…. songs have been motivational factor for many of those who have engaged in EFL studies “. Their learning curiosity was better caused by singing songs through Power Point. Stephen N. Elliott et al. (2000: 346) stated that learning curiosity influenced the successful learning in the classroom. Sounds and images which were presented by Power Point attract students’ attention. The sounds and colorful images made the students have no time to discuss other topics which were not the academic study. Tang Ling Shing (2000: 11) stated that sound and images attracted the students to learn, because they have many advantages as follows: “…1) they arouse the students’ interest and attract learners’ attention, 2) they create an atmosphere in which students learn to think and 3) They bring into the classroom alive language situation which involve both pattern already learned and new items”. Based on the statements above the sounds and images influence the students’ learning motivation. The facts could be seen that before the study through Power Point, the students look bored, but after the study the listening class was more alive. Many of the students suggested : “Pak bagaimana kalau semua pembelajaran
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keterampilan bahasa Inggris dibantu dengan presentasi Power Point?”. He answered,”Ya, itu ide brilian yang perlu dipertimbangkan”. The students’ suggestion showed that they had an eagerness to learn, they felt that learning through Power Point was not boring. He considered well that for learning of comprehensive English proficiency covered speaking, reading and writing could be done through Power Point. The findings of this study showed that the use of Power Point
in the
listening class could increase the students’ listening proficiency. The increase of the students’ listening proficiency could be seen from the improvement of the students’ learning achievement, the improvement of the students’ enlightenments in learning, and the improvement of the students’ confidence in listening class. Before the study, he found that the students had poor learning achievements. Their learning achievement could be known from the listening test scores of the pre-test and of the post-test conducted in cycle to cycle. The mean of the pre-test in Cycle I is 42, the mean of the pre-test in Cycle II is 46, the mean of the pretest in Cycle III is 48. But after conducting the study through Power Point the students’ achievement increased, the mean of the post-test in Cycle I is 45, the mean score of the post-test in Cycle II is 50, the mean in post-test in Cycle III is 55. The increase of students’ listening proficiency was illustrated on Graph 5.1
Graph 5.1 The result of students’ listening test
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60 50 40 30 The main20
10 0
The improvementpre-test could be post-test known that the students got pre learning test post-test pre-test post-test 1
1
2
2
3
3
enlightenments of learning. Before the study the students belonged to slow learners with low learning achievement, but after the study they were getting more intelligent, they were faster to do the listening tasks. Before the study, the students were afraid of making mistakes in answering questions and to express their idea, but after conducting the study they were not afraid of making mistake and were more confident in answering the questions. Students’ listening proficiency could be improved through Power Point, because Power Point did not only present sound, images, and animation but also present many kinds of movies. Power Point visualized the messages of movies which can attract the students’ attention. Anthoni (2002: 43) suggested that an effort of visualizing the story when the activity is going on will strengthen the students’ understanding. Marie Ernestova (1991: 5) stated that “…students understand and retain the meaning of a word better when they have seen some objects associated with it. For this reason, the teacher can expose to real-life situations, when this is not possible, the visual aid can serve as a useful substitute. As the images are more vivid than words, they are much easier to recall than words”.
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Based on the statement above, the real objects of learning presented by Power
Point consisted sound, animations, images, and movies influence the
students’ understanding, because they are as representatives of the real life situations. According to him, improving students’ learning motivation and listening proficiency through Power Point was a new and hard work. The learning materials related to improve student’s learning motivation and listening proficiency must be connected to the learning materials which were related to standard competency and basic competency of social science study program for grade XII. After consulting the standard competency and basic competency for senior high school, He took monologue report texts and narrative texts as urgent topics for the study. The materials of the monologue report texts were taken by inserting the speech of a native speaker’ monologue into Power Point slides. The materials of narrative texts were taken by cutting many CD movies and inserting them into Power Point slides. As a warming up, he presented English songs. He took many English songs by inserting them into Power Point slides. He considered that these jobs were very challenging. Before the study he did not use to teach through Power Point. But after the study, he became more innovative in using Power Point to improve students’ learning motivation and listening proficiency.
lxxxix
The school’s language laboratory where he teaches, is a new learning facility, which provides penthium 4 computers, LCD projectors, audio-video recording, tape recorder, handy cam, and 40 head sets. However, only a few teachers were able to operate these facilities. it was also very poor of learning media. He considered that the language laboratory facilities should be used optimally in learning. He had an idea to improve students’ learning motivation and listening proficiency through Power Point which was held in the language laboratory. Before conducting the study he was not familiar with operating Power Point, but after conducting the study he was able to do it better. He had made many learning media for learning English. He copied in many compact discs. language laboratory of the was getting richer of learning media.
xc
The
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion Having conducted the research
in improving
the students’ learning
motivation and listening proficiency through Power Point, the writer finds that the use of Power Point is very helpful in improving learning motivation and listening proficiency. Based on the result of the research above, he conclude the following important parts: 1. The analysis of the process shows that the use of Power Point can attract the students’ learning motivation. They enjoy the teaching and learning process. It can be concluded that the use of Power Point is good and effective in improving the students’ learning motivation. It is supported by the analysis of the result of questionnaires and interviews. 2. The use of Power Point can improve the students’ listening proficiency because it helps the students in comprehending the listening materials. They are more confident in doing the tasks. This can be seen from the
xci
comparison of the listening scores of the pre-test and of the post-test. He concluded that the use of Power Point can improve students’ listening proficiency. The students’ learning improvement can be summarized on Table 5.1. Table 5.1. The Summary Research Findings
Research Findings 1. The classroom situation
2.Students’ Learning Motivation
3. Students’ Listening Proficiency Improvement. a. The achievement of students’ tests score.
b. Students’ ability in comprehending listening material. 4 Other findings a. Teacher
b. School
Before Action Research
After Action Research
The listening class was noisy, many students were not discussing about the lesson The students were not interested in joining the listening class
The listening class was getting more alive.
The students were not coming to listening soon The students’ listening proficiency was low. The mean of pre- test 1: 42 The mean of pre-test 2: 46 The mean of pre- test 3: 48
The students could not understand the listening material well. The researcher, who is the English teacher was not innovative in presenting listening materials. School had materials.
The students were more enthusiastic and more comfortable in the listening class. The students were coming into listening class enthusiastically The students’ listening proficiency was high. The mean of post- test 1: 45 The mean of post-test 2: 50 The mean of post-test 3: 55
The students could understand the listening material better than before. The researcher, who is the English teacher getting more innovative in presenting listening materials.
poor listening
xcii
School was getting richer and responsive to provide the listening materials.
Based on the research findings which were described above, he found that there were differences before and after doing Action Research. The research findings cover the following the problems: 1) the classroom situation. 2) students’ learning
motivation 3)
students’ listening proficiency
improvement, and 4) other findings. The classroom situation was getting more alive after the research was implemented. The improvement of the classroom situation was known from the result of observations, there was nearly no noisy students. Most of them paid much attention to the lesson, only a few students were passive. They considered that listening class through Power Point was
a new technique,
they never learned listening subject through Power Point before. They were used to learn listening subject through a tape recorder. The improvement of the students’ learning motivation could be found from the results of giving the last questionnaires to the students, before doing the research they showed that the mean of their learning motivation level was 42, but after conducting the research their mean was 55. This noticed that their learning motivation was getting
better after learning through Power
Point. The improvement of students’ listening proficiency could also
be
identified through the process of the research implementation which showed the
xciii
students’ improvement, especially in understanding many kinds of monologue report texts and also many expressions as parts of the film.
B. Implication The result of the research shows that teaching English using Power Point can improve the students’ learning motivation and listening proficiency, especially on the grade
twelve senior high school students. It is not only
improving their motivation, but also their improving achievement. According to the result, teaching listening through Power Point is a good technique in improving the students’ learning motivation and listening proficiency. This study can be as a reference for the teacher in improving the quality in applying the effective technique toward improving the students’ learning motivation and achievement in learning English.
C. Suggestion Having concluded the result of the research which is using Power Point to improve students’ learning motivation and listening proficiency to the senior high school, in the grade XII, the writer would like to give some suggestions as follows: 1. For teachers
xciv
a) The teachers should be more creative
in teaching English especially to
senior high school students. b) The activity of teaching and learning, especially in teaching listening should be more enjoyable because the enjoyment of
the students
influences their learning success. 2. For schools a)
The schools can improve the quality of teaching and learning process by providing some varieties of learning media.
b)
The schools can overcome the problems proficiency of the students
by
related to
the listening
giving some opportunities for the
teachers to develop learning media. 3. For the institutions of Education As an
education institution, it will be better for Sebelas Maret
University to make a regular program to improve the teachers’ proficiency in using media, included using a computer in language learning (Computer Assisted Language Learning/ CALL). So that English teachers have a competency to teach and to apply it in teaching and learning process. 4. For other researchers This research is just one of the efforts
in improving the students’
learning motivation and listening proficiency. It is expected that the findings of this research can be used as a starting point for the future research on similar
xcv
problem. It is also expected that other researchers are able to create some new media, in improving teaching and learning process, especially in teaching listening
BIBLIOGRAPHY
Arrends, Richard I. 1998. Learning to Teach (Fourth Edition). McGraw Hill Companies, Inc.
Singapore:
Brown, H. Douglas. 1994. Principles of Language Learning and Teaching (Third Edition). Englewood Cliff: Prentice Hall, Inc. Burn, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Diaz, Gilberto. 1995. Using Titles and Lyrics of Songs as Warm-Ups. FORUM. Volume 33. Number 1. Elliott, John. 1991. Action Research for Educational Change. Milton Keynes: Open University Press. Elliott, Stephen N. et al. 2000. Educational Psychology: Effective Teaching Effective Learning (Third Edition). Boston: McGraw Hill. Farlex. 2007. The Free Dictionary. Available at: http:// thefredictionary.com.
xcvi
Fisher, L Don. 2003. Using Power Point for ESL Teaching. The Internet TESL Journal, VOL IX No, 4. April 2003. Available at : http:// iteslj. Org/. Harmer, Jeremy. 1993. The Practice of English Language Teaching. New York: Longman Group. Haycraft, John. 1978. An Introduction to English Language Teaching. New York: Longman Group. Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Buckingham: Open University Press. Kisito, Futunge 2006. Using PowerPoint Presentations to teach ESL. The Internet TESL Journal, VOL I No, .December 2006. Available at : http:// English 4kids.com McNiff, Jean.1988. Action Research: Principles and Practice. New York. Routledge. Mills, G.E. 2000. Action Research: A Guide for The teacher Researcher. New Jersey: Prentice Hall. Nunan, David. 1998. Research Method in Language Learning. Cambridge: Cambridge University Press. Richard, Jack. C and Rodgers, Theodore S. 1986. Approach and Methods in Language Teaching. Cambridge: Cambridge University Press. Rost, Michael. 1994. Introducing Listening. London: Penguin Group. Tufte, Edward . The Cognitive Style of PowerPoint: Pitching Out Corrupts Within (Second edition). Graphics Press, 2006. Available at: http: //wwww bibetter com/.Powertip.
Ur, Penny. 1998. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Wallace, Michael J. 2000. Action Research for Language Teachers. Cambridge: Cambridge University Press.
xcvii
RENCANA PELAKSANAAN PEMBELAJARAN
Appendix 1
(LESSON PLAN)
Tingkat Pendidikan : SMA Kelas/Semester
: XII (duabelas) / 1
Mata Pelajaran
: Bahasa Inggris
A. Standar Kompetensi: Memahami makna kata dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar: Merespon makna dalam percakapan transaksional dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari..
C. Indikator: ·
Mengidentifikasikan makna kata dalam teks monolog
·
Mengidentifikasikan informasi tertentu dari teks fungsional pendek
·
Mengidentifikasikan informasi tertentu dari teks fungsional pendek
Jenis teks
: Monologue dari teks report
Aspek / Skill
: Menyimak (listening)
Alokasi Waktu
: 2. x 45 menit
D. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
xcviii
a. Memahami teks report. b. Membuat dan menceritakan ulang dari teks monolog
E. Materi Pembelajaran a. Cerita monolog berupa teks report tentang macam-macam pekerjaan dalam Power Point. b. Kosakata terkait dengan tema/jenis teks monolog
F. Metode/Teknik: Three Phase Technique Langkah-langkah Kegiatan a. Kegiatan Pendahuluan (Pre Listening Activity) 1. Mendengarkan guru memberikan gambaran singkat tntang isiteksreport. 2. Mengidentifikasi kosa kata yang berhubungan dengan teks report. b. Kegiatan inti (Whilst Listening Activity) 1. Mendengarkan dan memahami teks m,onolog report 2. Menjawab pertanyaan tentang isi teks monolog 3. Menceritakan ulang dari teks berbentuk monolog c. Kegiatan Penutup (Post Listening Activity) 1. Menanyakan kesulitan siswa dalam memahami teks monolog report. 2. Menyimpulkan materi. G. Sumber Belajar : Teks report yang membahas tentang jenis pekerjaan dalam Power Point. H. Penilaian a. Teknik
: Tes tertulis sederhana
b. Bentuk
: Pertanyaan essay singkat
Guru Mata Pelajaran
xcix
Sukatno
RENCANA PELAKSANAAN PEMBELAJARAN (Lesson Plan) Tingkat Pendidikan
: SMA
Kelas/ Semester
: XII /1
Mata Pelajaran
: Bahasa Inggris
A. Standar Kompetensi: Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam teks
kehidupan sehari-hari.
B. Kompetensi Dasar: Merespon makna dalam percakapan transaksional (to get the things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (substained) secara akurat, iancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehar-hari dan melibatkan tindak tutur: menasehati memperingatkan. C. Indikator: 1. Mengidentifikasikan makna kata dalam teks monolog maupun dialog 2. Mengidentifikasikan informasi tertentu dari teks fungsional pendek 3. Mengidentifikasikan informasi tertentu dari teks fungsional pendek 4. Mengidentifikasi ungkapan yang melibatkan tindak tutur memperingatkan, menasihati dan menyatakan perasaan relief.
Jenis percakapan : Percakapan transaksional dan interpersonal lisan dari sebuah film yang berjudul Snow White Tema
: Narrative
c
Aspek/Skill
: Menyimak (listening)
Alokasi Waktu
: 2x 45 menit
.
D. Tujuan Pambelajaran Pada akhir pembelajaran siswa dapat: a.Mampu mengidentifikasi makna kata dalam sebuah film. b. Mampu mengidentifikasi makna ungkapan-ungkapan yang melibatkan tindak turur menasehati, memperingatkan dan menyatakan perasaan relief. E. Materi Pembelajaran a. Percakapan transaksional dan interpersonal lisan b. Kosa kata terkait jenis teks narrative. c. Ungkapan yang melibatkan: -Tindak tutur menasehati -Tindakan tutur memperingatkan -Tindak tutur mengakui perasaan relief. F. Metode/ Teknik: Three Phase Technique Langkah-langkah Kegiatan Kegiatan Pendahuluan (Pre Listening) a. Mennyimak guru dalammemberikan gambaran singkat tentang cerita film. Mennyimak guru menceritakan gambaran singkat mtentang tokoh-tokoh cerita. Kegiatan Inti (Whilst Listening) · Menyimak cerita film untuk mencermati makna kata dan mencermati percakapan transaksional berupa ungkapan yang melibatkan tindak tutur menasehati,
memperingatkan dan menyatakan perasaan.
· Menjawab pertanyaan tentang isi cerita film. · Mengidentifikasi makna kata dan percakapan berisi ungkapan menasehati, memperingati dan menyatakan perasaan. Kegiatan Penutup (Post Listening)
ci
·
Menanyakan kesulitan siswa dalam memahami makna kata dan percakapan transaksional dan interpersonal.
·
Menyimpulkan materi.
G. Sumber Belajar: Film Snow White dalam Power Point H.
Penilaian
.
·
Teknik
:Tes isian (essay)
·
Bentuk
: Pertanyaan singkat tertulis
·
Instrumen : Isian,
Contoh Instrumen Listen the text carefully and answer the questions by writing down on the work sheet 1. Write down 10 expressions delivered by the speakers as apart of the film 2. Retell the story you have heard in at least 5 sentences.
Guru Mata Pelajaran Bahasa Inggris SMA
Sukatno
cii
RENCANA PELAKSANAAN PEMBELAJARAN (Lesson Plan) Tingkat Pendidikan
: SMA
Kelas/ Semester
: XII /1
Mata Pelajaran
: Bahasa Inggris
A. Standar Kompetensi: Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam teks
kehidupan sehari-hari.
B. Kompetensi Dasar: Merespon makna dalam percakapan transaksional (to get the things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (substained) secara akurat, iancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehar-hari dan melibatkan tindak tutur: menasehati memperingatkan. C. Indikator: ·
Mengidentifikasikan makna kata dalam teks monolog maupun dialog
·
Mengidentifikasikan informasi tertentu dari teks fungsional pendek
·
Mengidentifikasikan informasi tertentu dari teks fungsional pendek
ciii
·
Mengidentifikasi ungkapan yang melibatkan tindak tutur memperingatkan, menasihati dan menyatakan perasaan relief.
Jenis percakapan : Percakapan transaksional dan interpersonal lisan dari sebuah film yang berjudul The Prince and The Pauper Tema
: Narrative
Aspek/Skill
: Menyimak (listening)
Alokasi Waktu
: 2x 45 menit
.
D. Tujuan Pambelajaran Pada akhir pembelajaran siswa dapat: ·
Mampu mengidentifikasi makna kata dalam sebuah film.
·
Mampu mengidentifikasi makna ungkapan-ungkapan yang melibatkan tindak turur menasehati, memperingatkan dan menyatakan perasaan relief.
E. Materi Pembelajaran a. Percakapan transaksional dan interpersonal lisan b. Kosa kata terkait jenis teks narrative. c. Ungkapan yang melibatkan: -Tindak tutur menasehati -Tindakan tutur memperingatkan -Tindak tutur mengakui perasaan relief. F. Metode/ Teknik: Three Phase Technique Langkah-langkah Kegiatan Kegiatan Pendahuluan (Pre Listening) a. Mennyimak guru dalammemberikan gambaran singkat tentang cerita film. b. Mennyimak guru menceritakan gambaran singkat mtentang tokoh-tokoh cerita. Kegiatan Inti (Whilst Listening) a. Menyimak
cerita film
percakapan transaksional
untuk mencermati makna kata dan
mencermati
berupa ungkapan yang melibatkan tindak tutur
civ
menasehati,
memperingatkan dan menyatakan perasaan.
b. Menjawab pertanyaan tentang isi cerita film. c. Mengidentifikasi makna kata dan percakapan berisi ungkapan menasehati, memperingati dan menyatakan perasaan. Kegiatan Penutup (Post Listening) a. Menanyakan kesulitan siswa dalam memahami makna kata dan
percakapan
transaksional dan interpersonal. b. Menyimpulkan materi. G. Sumber Belajar: Film The Prince and The Pauper dalam Power Point H. Penilaian . a. Teknik :Tes isian (essay) b. Bentuk : Pertanyaan singkat tertulis c. Instrumen
: Isian,
Contoh Instrumen Listen the text carefully and answer the questions by writing down on the work sheet 1. Write down 10 expressions delivered by the speakers as apart of the film 2. Retell the story you have heard in at least 5 sentences.
Guru Mata Pelajaran Bahasa Inggris SMA
Sukatno
cv
Appendix 2 The SAMPLES of Learning Materials in Power Point SLIDES
A. SONGS
B. Monologue
cvi
C. Film Snow White
D. Film The Prince and The Pauper
Appendix 3
The sample of pre test and post test in Cycle 1
Daves Long has his own auto ……1…….. He began his career young. In high school Dave was ……2………. in cars and took special course in auto mechanics. He is very good mechanic and many people ..…4….
cvii
for him to fix. They like him because he is ……4…….and ….5……. fair prices. Sometimes he has more work than he can do. Dan Parker is a fireman in a……6…….. He wanted to be a fireman ……7…... Dan’s father was a fireman , and Dan wanted to be like his father. Dan’s father was a……8…., and Dan is very brave too. He is not afraid of …9..….. Last year, he ……10….the lives of three people.
Appendix 4
The samples of pre test and post test in Cycle 2
1. Write downs the expressions which were delivered by the characters as a part of the film Snow White (10 expression minimums) ! 2. How many characters told in the film Snow White ? cviii 3. Retell the texts which were told in Film Snow White !
The samples of pre test and post test in Cycle 3
1. Write down the expressions which were delivered by the characters as a part of the film The Prince and The Pauper (10 expression minimums) ! 2. How many characters told in the film The Prince and The Pauper ?
3. Retell the texts which were told in film The Prince and The Pauper
Appendix 5
KISI-KISI (Blue Print)
cix
Definisi Kemampuan Menyimak (listening Proficiency): Menyimak(listening) adalah proses komunikasi antara sumber suara dan penyimak dalam memahamai, menganalisis dan mengevaluasi dari pesan secara lisan yang mencakup pembedaan suara, pengenalan kata, memahami tekanan kata, memahami, memahami topik yang dibicarakan, dan memprediksi artikata.
No
Aspek
Indikator
Item
1.
Pembedaan suara,
Membedakan kata dari materi listening
1,2,3
2.
Pengenalan kata,
Memahami makna kata dalam teks
4,5,6
3.
Memahami tekanan Memahami makna yang penting dalam teks 7,8,9 kata
4.
5.
Memahami
lengkap dalam satu kalimat topik
Memahami
ide pokokdan topik yuang 10,11,12
yang dibicarakan,
sedang dibahas
Memprediksi
Memahami arti katadalam teks
artikata.
Appendix 6
cx
13,14,15
Pre test and post test of listening before and after the implementing the action (taken from UAN test 2006)
cxi
cxii
cxiii
cxiv
Appendix 7
Table. 2 Pre test score of listening test . Cycle 1 No. Urut 1 Presensi 30 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
44
32
23
42
23
42
52
42
30
30
60
32
23
42
23
42
54
42
30
21
22
23
24
25
26
27
28
29
20
21
22
33
34
35
36
37
38
39
40
30
60
32
23
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
The mean score for pretest = 42
Post test score of listening test in Cycle I No. Urut 1 Presensi 50 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
46
34
52
48
26
48
54
46
46
50
46
44
52
48
44
48
52
50
40
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
50
46
44
52
48
44
48
52
50
46
50
46
44
52
48
44
48
52
50
36
The mean score for pos test = 46
cxv
Appendix 8
Table. 3 Pre test score of listening test . Cycle 2 No. Urut 1 Presensi 25 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
30
42
50
48
45
35
45
40
45
25
40
45
50
50
45
25
45
45
30
21
22
23
24
25
26
27
28
29
20
21
22
33
34
35
36
37
38
39
40
25
40
45
50
50
45
25
45
30
45
25
40
45
50
50
45
25
45
30
45
Nilai rata-rata untuk pretest = 40
Post test score of listening test . Cycle 2 No. Urut 1 Presensi 45 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
34
45
50
50
42
46
50
48
44
60
34
42
50
46
48
46
50
48
44
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
46
34
42
50
46
42
46
50
48
44
60
47
42
50
46
54
30
48
48
46
Nilai rata-rata posttest = 48
cxvi
Appendix 9
Table. 4 Pre test score of listening test in Cyicle III
No. Urut 1 Presensi 30 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
50
42
23
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
21
22
23
24
25
26
27
28
29
20
21
22
33
34
35
36
37
38
39
40
30
50
32
34
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
The mean score pretest = 42 Cycle III
Post test score of listening in Cycle III No. Urut 1 Presensi 50 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
46
44
52
48
44
48
52
50
46
50
46
44
52
48
44
48
52
50
46
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
50
52
42
50
48
44
48
52
50
46
50
46
44
52
48
44
48
52
50
46
cxvii
The mean score post test = 48 Cycle III
Appendix 10
Table. 5 The score pre test of listening before the action No. Urut 1 Presensi 30 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
50
42
23
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
21
22
23
24
25
26
27
28
29
20
21
22
33
34
35
36
37
38
39
40
30
60
32
23
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
The mean score of pretest = 42.
The score of post test after the action No. Urut 1 Presensi 52 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
48
46
54
50
46
50
54
52
53
60
55
46
54
50
46
50
54
52
48
cxviii
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
52
48
46
54
50
46
50
54
55
48
52
48
48
54
55
46
50
54
52
48
The mean score of posttest= 55
Appendix 11
Table. 4 The results of the learning motivation score which were consulted with Likert Scale
Before the Action No. Urut 1 Presensi 30 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
50
42
23
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
21
22
23
24
25
26
27
28
29
20
21
22
33
34
35
36
37
38
39
40
30
50
32
34
42
23
42
54
42
30
30
60
32
23
42
23
42
54
42
30
The mean of pretest = 42
After the action
cxix
No. Urut 1 Presensi 50 Nilai
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
46
44
52
48
44
48
52
50
46
50
46
44
52
48
44
48
52
50
46
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
50
52
42
50
48
44
48
52
50
46
50
46
44
52
48
44
48
52
50
46
The mean of post-test = 48
Appendix 12
Table. 6 Frekuensi Ketidakhadiran Siswa dalam Kegiatan Pembelajaran No. 1
Siklus
Tatap Muka
I
Ketidakhadiran Sakit 1 2 1 4 0 1 2 3 1 1 0 2
1 2 3 Jumlah
2
II
1 2 3 Jumlah
3
III
1 2 3
Jumlah
cxx
Ijin 2 2 2 6 2 1 1 4 0 1 1 3
Alpa 2 2 1 5 1 1 0 2 1 0 0
0
Jumlah 5 5 4 14 3 2 3 8
2 2 1 5
Appendix 13
(Kisi-kisi) Blue Print
Definisi Operasiomnal Motivasi Belajar: Kemampuan seseorang untuk meraih tujuan pembelajaran yang diwujudkan atas perasaan keingintahuan, ketekunan, dan kesadaran positif melalui pengalaman belajar.
No Aspek
Indikator
Item
cxxi
1.
Keingintahuan
a) Kesukaan terhadap 1,2,3,6,7,9,11,12 pelajaran, b) Keingintahuan lebih lebih jauh terhadap pelajaran
2.
Ketekunan
a) Perasaan dan sikap 4,5,10,14, 15,16. terhadap tugas pembelajaran. b) Kemauan untuk mengikuti pelajaran.
3.
Kesadaran
a) Perasaan tanpa ada 8,13,,17,18,19,20 tekanan dalam belajar b) Kesadaran diri untuk mau belajar.
Appendix 14
ANGKET MOTIVASI BELAJAR Lingkarilah jawaan pertanyaan di bawah ini secara jujur dengan memilih salah satu pilihan yang paling sesuai dengan kondisi Anda yang sebenarnya. Keterangan:
1. tidak pernah
2. hampir tak pemah
3. ya, kadang-kadang
4. ya, selalu
1. Apakah anda menyukai mata pelajaran Bahasa Inggris? 1
2
3
4
2. Apakah anda merasa bahwa memahami materi pelajaran bahasa Inggris itu
cxxii
mudah ? 1
2
3
4
3. Apakah menurut anda mata pelajaran Bahasa Inggris itu perlu mendapat perhatian yang serius ? 1
2
3
4
4. Apakah anda bersemangat untuk belajar bahasa Inggris bila dibandingkan dengan mata pelajaran lain misalnya ilmu pasti ? 1
2
3
4
5. Apakah anda berharap bila jadwal pelajaran bahasa Inggris ditambah ? 1
2
3
4
6. Apakah anda merasa mudah untuk
berbicara (speaking)
dan menyimak
(listening) bahasa Inggris setelah mengikuti model pembelajaran di sekolah akhir –akhir ini? 1
2
3
4
7. Apakah anda terbiasa mendengarkan orang berbicara bahasa Inggris melalui media audio visual? 1
2
3
4
8. Apakah anda memiliki
sarana belajar untuk meningkatkan kemampuan
berbahasa Inggris misalnya CD pembelajaran dan buku-buku bahasa Inggris? 1
2
3
4
9. Apakah anda mengerjakan tugas rumah yang diberikan guru Bahasa Inggris anda? 1
2
3
4
10. Apakah anda datang terlambat pada waktu jam pelajaran Bahasa Inggris? 1
2
3
4
11. Apakah anda bersemangat untuk menerima pelajaran bahasa Inggris? 1
2
3
4
12. Apakah anda memperhatikan pembelajaran bahasa Inggris oleh guru bahasa Inggris dengan serius? 1
2
3
4
cxxiii
13. Apakah anda tertarik dengan cara penyampaian materi pembelajaran oleh guru Bahasa Inggris anda sebagaimana biasa dalam kelas? 1
2
3
4
14. Apakah anda mengajukan pertanyaan pada saat pembelajaran Bahasa Inggris? 1
2
3
4
15. Apakah anda berlatih berbicara (speaking)
atau menyimak (listening) dengan
bahasa Inggris di luar mata pelajaran Bahasa Inggris? 1
2
3
4
16. Apakah anda mengumpulkan tugas yang diberikan guru Bahasa Inggris tepat waktu? 1
2
3
4
17. Apakah anda menggunakan CD pembelajaran bahasa Inggris untuk belajar di rumah ? 1
2
3
4
18. Apakah anda menonton acara berbahasa Inggris di televisi? 1
2
3
4
19. Apakah anda suka mendengarkan lagu-lagu berbahasa Inggris di CD, kaset atau MP 3 dalam komputer atau melalui alat elektronik ynag lain? 1
2
3
4
20. Apakah anda membuat catatan kecil tentang kosakata baru yang anda temukan dalam kamus? 1
2
3
4
Appendix 15
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THE DIARY OF ACTION RESEARCH
Day, Date, Month and Year Saturday, 20th January 2007
Monday, 2nd February 2007
Notes Setelah pembagian nilai raport semester 1 untuk kelas XI, timbul ketidakpuasan terhadap nilai listening yang belum memenuhi standar ketuntasan minimal (SKM) Walaupun sebagian kecil siswa mendapat nilai yang memuaskan, tetapi rata rata siswa masih mengalami kesulitan dalam mengikuti pelajaran listening. Ditambah lagi, motivasi belajar siswa sangat rendah. Hal ini berdasar pengamatan langsung baik dari bukti keaktifan siswa berupa keterlambatan masuk kelas, juga jumlah siswa yang sangat sedikit dalam mengajukan pertanyaan dan menjawab pertanyaan guru bahasa Inggris. Pada hari ini saya memberikan angket tentang motivasi belajar untuk mengukur tingkat motivasi belajar mereka. Setelah dianalis data kualitatif ddiubah menjadi data kuatitatif dengan skala likert , ditemukan bahwa mereka benar-benar memiliki motivasi belajar yang rendah. Hal inilah yang mendasari saya untuk mengangkat permasalahan listening dalam penelitian saya. Dalam upaya meningkatkan kemampuan listening untuk para siswa SMAN I Girimarto, di awal tahun 2006, telah dibangun lab bahasa. Saya ditunjuk sebagai koordinator lab bahasa, karena di anggap sudah berpengalaman dalam mengoperasikan peralatan lab bahasa. Secara singkat penelitian untuk meningkatkan kemampuan listening siswa dengan menggunakan sarana lab bahasa tanpa kendala yang berarti.
Penentuan subyek penelitian dan metode penelitian: Keinginan saya, dalam upaya peningkatan motivasi belajar dan kemampuan menyimak (listening) mendapat jalan terang, ketika bu Dewi selaku pembimbing 1 menyetujui gagasan tersebut. Inilah konsultasi pertama pada pembimbing 1. Dalam kesempatan pertama ini saya sudah mempersiapkan rencana penelitian yang meliputi :
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Subyek Penelitian: Siswa kelas XI IPS 2 SMAN I Girimarto Wonogiri, dengan alasan disekolah inilah saya mengajar, jadi dengan mengadakan penelitian disini pekerjaan tidak akan terabaikan dan ada penghematan biaya research. Metode Penelitian: Action Research, saya sebagai guru bahasa Inggris, melakukan penelitian sekaligus sebagai researcher dan meminta bantuan teman sekerja untuk menjadi observer. Hal yang diactionkan: Improving the Students’ Learning Motivation and Listening Proficiency Through Power Point Dari perencanaan yang sudah dibuat, dikonsultasikan pada pembimbing. Mencari referensi dan kajian teori yang sesuai dengan masalah yang diangkat dalam research. Setelah pembimbing 1 menyetujui kajian teori yang diajukan, mulai persiapan penulisan proposal.
Wednesday, 7th February 2007
Pertemuan pertama Siklus 1 : Pertemuan pertama untuk siklus 1, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku observer. Ketika saya masuk anak anak agak gaduh, mereka sebagian sedang mempersiapkan buku pelajaran bahasa Inggris, sebagian lagi berebut ingin duduk paling depan. Padahal sudah diumumkan bahwa pemilihan tempat duduk di lab bahasa berdasar nomor urut kursi dan nomr presensi. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan warming up (pemanasan ) dengan menampilkan lagu bahasa Inggris dalam tampilan Power Point, setelah siswa mengisi kata-kata rumpang dalam lembar kerjanya, lalu menyanyi bersama-sama. Kegiatan pembelajaran pada pertemuan pertama ini membahas topic monolog report antara lain: Teacher, Musician, Taxicab Driver, TV Cameraman, Auto Mechanic, Boy Scout Leader, dan Postman.. Beberapa tampilan teks monolog report telah ditampilkan. Siswa terlihat antusias memperhatikan beberpa tayangan yang berwarna warni yang
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dilengkapi dengan suara monolog.
Wednesday, 9th February 2007
Friday, 11th February 2007
Wednesday, 14th February 2007
Pertemuan ke dua Siklus 1: Setelah greeting, saya melanjutkan materi yang berhubungan dengan materi monolog report. Sebelum menyajikan tampilan monolg report, kegiatan pembelajaran diawali dengan pemanasan yakni dengan menyajikan sebuah lagu yang berbeda dengan di pertemuan pertama. Dalam tayangan Power Point. Siswa diajak mengisi kata-kata rumpang dan dilanjutkan dengan menyanyi bersama-sama. Lalu dilanjutkan dengan menyajikan teks report monolog. Adapun topic pembahasan dalam pertemuan kedua ini adalah: Bus driver, Train Conductor, Golfer, Waiter, Welder, Fireman, dan Photographer,
Pertemuan ke tiga Siklus 1: Setelah greeting, saya melanjutkan materi yang berhubungan dengan materi monolog report sebelkumnya. Sebelum menyajikan tampilan monolog report, kegiatan pembelajaran diawali dengan pemanasan yakni dengan menyajikan sebuah lagu Dalan tayangan Power Point.Siswa diajak mengisi kata-kata rumpang dan dilanjutkan dengan menyanyi bersama-sama. Lalu dilanjutkan dengan menyajikan teks report monolog. Adapun topic pembahasan pada pertemuan kali ini adalah: Research Scientist, Soccer Player, Tennis Player, Legal secretary, Farmer, dan Judge Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana dalam Power Point.
Pertemuan pertama Sikluis 2 : Pertemuan pertama untuk siklus 2, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku
cxxvii
observer. Ketika saya masuk suasana sudah muali tenang dibanding dengan sebelumya mereka sebagian sedang mempersiapkan lembar kerja siswa yang sudah dibagikan oleh temanya. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat di lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan menanyakan tentang hobi mereka. Diantara mereka ada yang menjawab hobinya menyanyi dan yang lain hobinya menonton sinetron. Sekitar 3 menit berlalu saya menanyakan apakah mereka suka menonton film, serentak mereka menjawab suka. Lalu saya mengumumkan bahwa pertemuan kali ini saya akan menyajikan film Snow White dalam Power Point. Mereka serentak bersorak gembira. Kegiatan pembelajaran pada pertemuan pertama ini menyajikan film, para siswa diberi tugas untuk menulis ungkapan-ungkapan singkat yang disampaikan dalam monolog ataupun dialog dalam film tersebut. Film yang disajikan adalah Snow White bagian A.1 dan A.2.
Wednesday, 21st February 2007
Friday, 23nd February 2007
Pertemuan ke dua Siklus 2: Setelah greeting, saya melanjutkan materi film Snow White. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yangtelah diputar padapertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah Snow white bagian A.3, A.4, dan B1 Pertemuan ke tiga Siklus 2: Setelah greeting, saya melanjutkan materi film Snow White. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yangtelah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang
cxxviii
diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah Snow White bagian B.2, B.3 dan B.4. Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana.
Wednesday, 28th February 2007
Wednesday, 6th March 2007
Pertemuan pertama Siklus 3 : Pertemuan pertama untuk siklus 3, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku observer. Ketika saya masuk suasana sudah mulai tenang dibanding dengan sebelumya mereka sebagian sedang mempersiapkan lembar kerja siswa yang sudah dibagikan oleh temanya. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat di lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan menanyakan tentang hobi mereka menonton berbagai macam jenis film. Diantara mereak ada yang menjawab hobinya menonton film horor, sebagian yang lain ada yang senang dengan film action. Sekitar 3 menit berlalu saya menanyakan apakah mereka suka menonton film drama serentak mereka menjawab setuju. Lalu saya mengumumkan bahwa pertemuan kali ini saya akan menyajikan film The Prince anf The Pauper dalam Power Point. Mereka serentak bersorak kegirangan. Kegiatan pembelajaran pada pertemuan pertama ini menyajikan film, para siswa diberi tugas untuk menulis ungkapan-ungkapan singkat yang disampaikan dalam monolog ataupun dialog dalam film tersebut. Seoerti tugas sebelumnya.Film yang disajikan adalah The Prnce and The Pauper bagian A.1 A.2. dan A.3. Pertemuan ke dua Siklus 3: Setelah greeting, saya melanjutkan materi film The Prince and the Pauper. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yang telah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang
cxxix
diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah The Prince and The Pauper bagian A.4, A.5, dan B1. Friday, 8th March 2007
Pertemuan ke tiga Siklus 3: Setelah greeting, saya melanjutkan materi film The prince and The Pauper Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yang telah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah The Prince and The Pauper bagian B.3, B.4 dan B.5. Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana dalam Power Point. Terlihat sekali dalam pertemuan kali ini siswa mengalami peningkatan motivasi belajar yang tinggi terbukti mereka menuntut untuk semua pembelajaran dari keterampilan berbahasa Inggris supauyadi adakan di lab bahasa melalui Power Point.. Mereka mengatakan lebih tertarik.
Wednesday, 14th June 2007
Penulisan Laporan penelitian Menulis laporaan kegiatan penelitian tindakan kelas, dan berencana untuk dikonsultasi kepada pembimbing dengan segera. Namun permasalahan ada pada saya belum bisa konsultasi dalam bulan bulan ini.
Tuesday, 4th January 2007
Kegiatan penulisan laporan berhenti selama berbulan bulan, karena saya menulis kegiatan penelitian tindakan kelas dalam versi bahasa Indonesia untuk dilombakan.
Tuesday, 11th January 2007
Penulisan laporan penelitian berjalan kembali dan konsultasi dengan pembimbing, mengadakan revisi tentang kepenulisan tiap hari.
cxxx
SURAT KETERANGAN Nomor:
/
/ 2007
Yang bertanda tangan di bawah ini Kepala SMAN I Girimarto memberi ijin kepada saudara: Nama
: Sukatno
NIM
: S 89030036
Program
: Pasca sarjana
Jurusan
: Pendidikan Bahasa Ingrris Universitas Sebelas Maret Surakarta.
cxxxi
Untuk mengadakan penelitian di SMAN I Girimarto selama 3 bulan mulai 29 Maret 2007 sampai 17 Mei 2007 dengan menggunakan metode penelitian Action Research,
dengan
judul:
“IMPROVING
STUDENTS’
LEARNING
MOTIVATION AND LISTENING PROFICIENCY THROUGH
POWER
POINT ”. Demikian surat ijin ini kami buat untuk digunakan seperlunya.
Wonogiri,
25
Maret
2007
Drs. Sardito NIP. 131644974
SURAT KETERANGAN Nomor:
/
/ 2007
Yang bertanda tangan di bawah ini Kepala SMAN I Girimarto menerangkan bahwa saudara: Nama
: Sukatno
NIM
: S 89030036
cxxxii
Program
: Pasca sarjana
Jurusan
: Pendidikan Bahasa Ingrris Universitas Sebelas Maret Surakarta.
Benar-benar telah mengadakan penelitian di SMAN I Girimarto, mulai 29 Maret 2007 sampai 17 Mei 2007 untuk kerperluan penyelesaian thesis dengan judul:
“IMPROVING
STUDENTS’
LEARNING
MOTIVATION
AND
LISTENING PROFICIENCY THROUGH POWER POINT”. Demikian surat keterangan ini kami buat untuk digunakan seperlunya.
Wonogiri, 25 Juni 2007
Drs. Sardito NIP. 131644974
cxxxiii
