PTK DARING BAHASA INGGRIS

 " THE ROLE  OF THE TEACHER-MADE LEARNING VIDEO  IN LEARNING TO IMPROVE THE STUDENTS’ MOTIVATION AND STUDENTS’ ACHIEVEMENT IN ENGLISH"

                 (An Action Research at The Ninth  Grade Students of SMPN 1 Cangkuang at

                                                      The 2020/2021  Academic Year )

CHAPTER 1

INTRODUCTION

This chapter presents a general  description of the study. It covers the background of the study, the problem statements, the objectives of the study, the scope  of the study, the significance and the definition of key terms. At the end of this chapter, the organization of  the paper will be presented.

 

1.1  Background of The Study

It is no denying that English has important role in international communication. English as the first foreign language in Indonesia has been taught  since primary education. English is also included into one of the subjects in National Exam. However, the English competence of graduate is still  inadequate even though it has been taught for years.

There are a lot of problems dealing with English learning. One of them is dealing with lack of motivation. The students are often  hesitated to speak, to ask  question or to do some learning activities using English.

Motivation is still being the problem in learning English at the second grade students in the research site. As the class is big ( more than 40 students for each class), some students tend to hesitate to learn English well. They seem to wait the others to be active in the learning process in their class.

Motivation is very important in learning. Motivation has been perceived as the most important and determinant aspect in promoting students’ learning success in learning. Moreover, in general context of teaching learning, Brown (2001:72) maintains motivation is the extent to which the students make choices about goals to pursue  and the effort will be devoted to that pursuit. Therefore, how to increase the students’ motivation is one of the teacher’s tasks.

Regarding the problem, applying a video in learning can be one of the solutions. To be honest, as a teacher, the researcher rarely applies this media. It is due to the limitation of the instruments and sources available. But, once in a while the researcher used it for teaching last two years, it worked. The video has successfully raised the students’ motivation. It is in line to what Harmer  (2002:282) has pointed out that there are some reasons why using Video in teaching, such as seeing language in use, cross-cultural awareness, the power of creation, and increasing motivation.

Moreover, Susilana (2006: 119) puts forward the idea that audio visual media can optimize the teaching and for some extent, the media could replace the role of teacher to be the teaching facilitator.

 

1.1  Problem Statement

This study was focused on answering the following research question namely “How does the video play a role to improve the students’ motivation and listening skill?”

 

 

 

 

1.2  The objective of the Study

Based on the research problem, the study were:

1. to describe the application of the video in teaching learning process in improving the students’ motivation and listening skill.
2. to find out the solution for the students’ lack of motivation in learning English as a foreign language.
3. to describe the students’ responses toward the application of video learning.

 

1.3  The Scope  of  The Study

The scope of the study was limited to exploring the students’ problem in learning, planning the action to overcome the problem, implementing the action, reflecting, and those activities repeated in three cycles. The instruments used in collecting the data are observation, questionnaires, listening test.

 

1.4  Significance of  The Study

The result of the study is expected to give some beneficial contributions to the theoretical practice, educational practice and professional practice in EFL context in Indonesia.

The theoretical significance of this study is that it is expected to enrich the literature about the use of video in EFL context, especially for the second grade students of Junior high school. Moreover, practically, the study provides a real description of the use of Video in the real situation.

For  the teachers themselves, the result of the study will hopefully give a solution of the problems they face or a suggestion for betterment in the teaching of English. For  the  school decision maker, the result of the study will give a second consideration in making a certain policy related to teaching strategy or media.

Finally, in terms of professional practice, the results of the study will hopefully give a meaningful input or as a reference for English teachers on how to apply video in learning activity to overcome students’ motivation problem and to improve listening skill especially for Junior High school students.

 

1.5  Definitions of Key Terms

There are some key terms used in the paper, such as video, motivation, and listening skill.

Webster’s New World Dictionary describes the meaning of video as follows “ Video is television, a performance or presentation, filmed  or videotaped, prepared for  viewing by telecast, video cassette, etc”. The video is defined  here as a collection of compact discs used in learning. The video is taken from Pustekkom Depdikbud. The content is relevant to some competences in English for the second grade of Junior High School.

Meanwhile, motivation as Gardner has defined is a ‘combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language’ (Gardner, 1985:10). Motivation here in the study refers to some students’ efforts in learning which has been measured by observation and questionnaire.

At last, listening skill refers to one of English language skill which refers to receptive skill. As defined here, listening relates to the students’s comprehension about some texts they have been and heard on the video displayed.

 

1.6  Organization of the Paper

 Title:

“Improving the Students’ Motivation and Listening Ability through The Use of Video”

(An Action Research at The Second Grade Students of SMPN 1 Cangkuang)

Chapter I Introduction

This chapter elaboarates some general background information about the study, starting from the reason of choosing the topic, the purpose of the study, the scope and the problems statement, and finally, the clarification of the main terms used in the paper.

Chapter II Literary Review

It presents some relevant literature as the basic points of the study, especially with video in EFL context, motivation and listening skill. It also elaborates some previous research which supports the study and the gap that the study will fill (Emilia, 2008:164).

Chapter III Methodology

It presents the research design that is used in the study, also the methods used to collect the data, and to analyze the obtained data. The instruments of the study are also stated in this chapter.

Chapter IV Result and Discussion

In this chapter, it is explored the findings of the study that have been gained from the collected data and the result of the data analysis. The discussion of the findings is also elaborated here.

Chapter V Conclusion and Recommendation

This is the end of the paper, presenting the conclusion of the findings of the study. The recommendation for future research is also defined here.

 

1.7  Synthesis

This chapter has discussed the introduction part of the study. It provided the background of the study, the problem statements, the objectives of the study, the scope of the study, the significance, the definition of key terns, and the organization of the paper. Moreover, the details of the theoretical foundation will be explained in the next chapter.

 

 

 

 

 

 

CHAPTER II

LITERARY REVIEW

The chapter elaborates some relevant theorities as the basic points of the study, especially dealing with video in EFL context, motivation and listening skill.

 

2.1 Video in EFL Context

2.1.1 The Definition of Video

A video is  “ the visual portion of a televised a star of stage, screen, and video; A videocassette or videotape, especially one containing a recording of a movie broadcast; television, music performance, or television program ( The American Heritage@ Dictionary of the English Language: 2000)

Based on Webopedia. internet.com, video refers to displaying images and text on a computer monitor. The video adapter, for example, is responsible for sending  signals to display device; A recording produced with a video recorder (camcoder) or some other device that captures full motion.

Moreover, Webster’s New World Dictionary describes the meaning of video as follows “ Video is television, a performance or presentation, filmed  or videotaped, prepared for  viewing by telecast, video cassette, etc”.

All references have similar meaning that video refers to an instrument of displaying images and text or messages in an audio-visual context.

 

2.1.2 Why Video is Used in Language Learning and The Occuring Problem

Many experts put forward the power of video in learning. As Stinson (2001) points out that:

“Whether you teach high school, grad school or Sunday school, you can apply these creatives uses of video to help your pupils get the most out of your lessons...Video is also a fine medium for comparative analysis...There are so many exciting uses for video in schools...”

 

In line with Stinson, Susilana (2006:119) puts forward the idea that audio visual media can optimize the teaching and for  some extent, the media could replace the role of teacher to be the teaching facilitator. Moreover, Silberman (1996:124) reccomends that video can be used  as one of the active strategis in learning in the sense that the  students can view the video and make a discussion about it.

            In addition, ESL Pary Land.Com (2009)  stresses the teacher’s role in making successful learning, that is one of the ways is using multitude of resources such as video. It states that:

Teachers, your job is to encourage students to practice as much as possible and to design lessons that will effectively teach your students the ins and outs of English. Your students’ motivation to learn the language will hibge in large measure upon  your creativity and teaching techniques..”

 

Similarly, a handout of PLPG points out some types of media and the knowledge can possibly be gained as it is displayed in the table below (Bahan PLPG, 2008):

Media	Competence Types
	Verbal	Visual	Concept/Principles	Procedure	Attitude
Film	Low	High	Mediate	High	High
TV /Video	Mediate	High	High	High	High
Audio Cassete	high	low	mediate	low	mediate
Voiced Slide	low	mediate	mediate	mediate	mediate
Module		mediate	mediate	mediate	mediate
Slide	low	mediate	mediate	mediate	low
Transparency	low	mediate	mediate	mediate	low
Environment	low	high	mediate	mediate	mediate

 

The table above indicates that video is very effective in increasing the students’ competence in verbal, visual, concept, procedure ad attitude as it is shown by the ‘high’ grade.

            At last, based on her study, Cunning (2000) concludes some advantages of using video as follows: at first, video provides visual stimuli  such as the environment and this can lead to and generate prediction, speculation, and a chance to activate background schemata when viewing a visual scene reenacted. It can be argued that language found in videos could help non active speakers understand stress patterns.

Secondly, videos allow the learner to see the body rhythm and speech rhythm in second language discourse through the use of authentic language and  speed of speech in various situations. Videos allow contextual clues to be offered.

Thirdly, video can stimulate and motivate students interest. The use of visuals overall can help learners to predict information, infer ideas and analyze the world that is brough into the classroom via the use of video instruction.

            On the contrary to benefit of video, the teacher often finds some problems to cope with video system.Harmer (2002:283) elaborates some occuring problems in using video:

1. the ‘nothing new’ syndrome.

It happens when there are not unique learning experiences and do not just replicate home television viewing.

2. Poor  quality tapes and disks

Poorly filmed and woodenly acted material will not engage students who are used  to something better.

3. Poor viewing condition

Be sure that students can see and hear the video at the back of the class. 

4. Stop and start

Some students become frustrated when the teacher constantly stop and start the video, only showing little bits at a time. It becomes worse when the teacher fails to show the class the stoy ends.

 

            In addition, The Inter Active Education research Project set out to explore ways in which ICT could be used to enhance teaching and learning. The findings show that firstly, teachers continue to be centrally important in designing and supporting learning with ICT across the curriculum. Secondly, the potential of new technologies was still not being fully realized. The findings indicates the reasons behind this situation:

1. hardware and infrastructure are neccessary but not sufficient.
2. teachers lack confidence to take risks with ICT in teaching and learning.
3. teachers need to understand more about how to put ICT  to use in teaching and learning.

 

2.1.3  How to Teach  with a Video

There are some various techniques elaborated by some experts relate to use video in language learning.

At first Mc Queen puts forward his techniques in using video:

1. open the lesson without video
2. set up the video
3. write  key question to consider on the board for all to see
4. show the video
5. conclude the lesson
6. re show a key section

Secondly, Longman ELT. com  gives some  suggestion by using  general strategies  that enhance  the use of video materials in the classroom by targeting specific skill sets.

1. predicting
2. viewing comprehension
3. listening practice
4. speaking practice
5. discussion

Thirdly, Harmer (2001) adds some common video teaching techniques as follows:

1. Fast forward

The teacher presses the ‘play’ button and then fast forwards the video so that the sequence shoots pass silently and at great sped, taking only a few second. When it is over, the teacher asks students  what the extract was, all about and whether they can guess what the characters are saying.

 

2. Silent viewing

The  teacher plays the tape without any sound. Students have to guess what the characters are saying. When they have done it, the tape then is played with sound so they can check to see  if they guessed correctly.

 

3. Free frame

At any stage during a video sequence, the teacher can ‘freeze’ the picture stopping the participants dead in their tracks. It is useful for asking the students what they think will happen next.

 

4. Partial viewing

Allow the students  only a partial view of pictures on the screen. It is useful  to provoke the students’ curiosity.

 

The teacher can adopt those techniques and make  some adaptations based on their own condition of teaching and learning process.

 

2.2 Motivation in Learning

2.2.1 Definition of Motivation

            Motivation  might be one of the major factors which influence individual levels of success in any activities. Motivation  has been perceived as the most important and determinant aspect in promoting students’ learning success in learning. Moreover, in the general context of teaching-learning, Brown (2001:72) maintains that motivation is the extent to which the students make choices about goals to pursue and the effort will be  devoted to that pursuit. Therefore, how to increase the students’ motivation is one of the teacher’s task.

 

2.2.2 The Role of Motivation in Learning

            It is accepted that for most fields of learning that motivation is essential to success; Without such motivation we will almost certainly fail to make the necessary effort (Harmer, 2001:51). Harmer (2001) also maintains that at its basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve  something.

            The teachers can motivate the students through some sources (Harmer, 2001:53). The two points that should be highlighted here are  as follows:

1. The Teacher

Clearly a major factor in continuance of a student’s motivation is the teacher. It is worth pointing that the teacher’s attitude to the language and the task of learning will be vital. An obvious enthusiasm for English and English learning would seem to be prerequisites for positive  classroom atmosphere.

2. The method

It is vital that the teacher  and the students have some confidence in the way teaching and learning take place. When either loses this confidence, motivation can be disastrously affected, but when both are comfortable with the  method being used, success is much more  likely.

In addition, Gebhard (1996) points out that the important of classroom management. He maintains that  classroom management refers to the way teachers organize what goes on in the classroom. It is the teacher’s  authority to influence the kind of interaction in the class. Gebhard (1996) further elaborates that it is through  meaningful interaction that the students can make progress in learning English.

            Therefore, increasing and directing student motivation is one of  the teacher’s responsilibities. The teacher’s attempt to initiate the students’ motivation is critical to the students’ success in learning.

 

2.3  Listening in English Skill

Listening skill refers to one of English language skill which refers to receptive skill. As defined here, listening relates to the students’ comprehension about some texts  they have seen and heard on the video displayed. In listening comprehension tests, Hughes (2003) elaborates that an awareness of the ways in which the spoken language differs from the written language is of crucial importance in testing of the listening skills. For instance, the spoken language is much more complex  than the written language  in certain ways, as a result of the large element of redundancy (means of gestures, eye movements, and slight changes in breathing) that it contains.

            Since listening is a receptive skill, the testing of listening parallels in most ways the testing of reading (Hughes, 2003:160). According to Nunan (1998:38) in comprehending aural language, listeners do a great deal of constructive and interpretive work in which they integrate what they hear with what they know about the world. He  further elaborates that it should be  looked at some of the different ways of categorizing listening texts and tasks. In d=functional terms, interactive listening has the interpersonal function of establishing and maintaining social relationships, while for listening which takes place in the course of transactional encounters, the main purpose is to obtain goods and service.

            In addition, some possible techniques can be applied to give listening test, such as  multiple choices, information transfer, note taking, partial dictation, transcription, and moderating the items, and presenting the text. Above all, there would be no rigid distinction drwan between the four different skills. Similarly, Gebhard (2000:147-154) presents some listening activities that EFL/ESL students can use such as identifying linguistics features, a stress and rhythm listening activity, a minimal pair, responding request and command, problem solving activity  grid, so on.

 

2.4  Previous Study

Some previous studies can be elaborated as the basic of the existing study, as follows:

At first, Verhallen study (November 2009) which indicates that video stodybooks promote language  development in children in high-risk groups. The findings negate the widespread belief that the use of multimedia wolud make children lazy readers.

Secondly, Hamkins (CUNY-College of Staten Island) in his  article discusses a program at Berkeley of using videotaping of actual classes, and peer feedback, to improve teaching. And the implication of finding suggests that:

1. do not show the videos as a part of the discussion session.
2. avoid mini-teaching sessions or other forms of simulated teaching.
3. insist on a rigorous schedule for the consultation sessions.

Thirdly, a research bt Herron, Hanley and Cole (1995) indicates that the visual support in the form of descriptive pictures significantly improved comprehension scores with language videos for English speaking studnets learning French. The results of the study indicate that extensive listening is facilitated by the richness of the context that visual organizers, such as educational videos provide. Heron (1994) finnds that advanced organizers based on videos helped learners improve comprehension and aid in the retention of information.

Fourthly, a large scale survey by Canning-Wilson (2000) suggests that the students like learning language through the use of videos. One of the results of her survey shows that learners prefer action/entertainment films to language films or documentaries in the classroom. She states although these films may seem to hold student interest, she believes that it could be inferred that student comprehension of the video may be due to the visual clues instead of the auditory  components.

 

2.5  Synthesis

In this chapter, it has treated some basic principles applied in this study especially dealing with the Video in EFL context, motivation and Listening skill. Later, the comparison and the contrast of the theoretical framework and the findings of this study will be presnted in the chapter four. However, the research method of the study will be  explained first, in the next chapeter, chapter three.

 

 

 

 

 

 

 

 

 

 

CHAPTER III
METHODOLOGY

This chapter elaborates the description and account of the steps that have been taken to conduct the study.

3.1  The Site and Participant

The research was conducted  in a Junior  high school in South of Bandung at the second grade students. This site was chosen for several reasons, at first, the researcher is a teaching staff in the site. Secondly, the research is intended to improve the problems in teaching and learning English in the site. The researcher taught 6 classes, namely, VIII A,B,C, D, E and G. However, for the research, the participants of the study were students in class VIII-D, consisting 45 students. The selection of the class is assigned randomly. Some students who were absent during the study were absent during the study were not included in the study. The research was taken place for about 3 weeks, beginning at the first week of March until the end of March, 2012. The teaching time was taken 2 hours (2 x40 minutes) for each cycle.

 

3.2   The Design of The Research

The researcher conducted an action research. Some experts views that an action research encourages academics to take control of their own professional development by being active learners (Norton, 2009:24). Hannay, Telford and Seller (2003, in Norton, 2009) elaborate the benefits of action research, that is, it encourages teacher ownership of change initiatives, encourages collaboration, increases teacher willingness to invest time in addessing problems, and gives teachers a voice. Another view said that action research has been a form of research which is becoming increasing significant in language education. Classrooms are complex places  where the moment by moment decisions which teachers have to make transform and translate plans into action. In order to capture the realities of the classroom in action, teachers need to spend time in classroom observing, documenting and analyzing what goes on there (Nunan, 1998:8).

Those views give the idea to conduct an action research in the researcher’s own class in Junior High School. The research follow some stages involving 3 stages, as described below:

Gambar 3.1 The Procedure of the research

 

Gambar 3.1

 

 

 

 

 

 

 

1. First Reflection

At the beginning, the researcher found that motivation is one of the problems in English teaching. As English is considered to be a difficult subject, some students tend to hesitate to learn English. One of the reasons is that they do not know the meaning of  English because of their lack of vocabularies. This resulted in less confidence in learning, and less motivation. Therefore, the research tries to modify the method of the teaching  by the use of  video in learning and see the result.  It is expected that the use  of media will  be a solution to the problem.

 

2. Planning

 As the goal was set, then the researcher  set some stages to achieve the goal.  She planned the program, anticipated what problems might happen in the class and find  ways to solve problems beforehand. Before teaching each activities, the researcher prepared the tools, video compact discs, LCD monitor, and a lesson plan. The observer was the researcher herself, who also acts as the teacher in the project. There were another teachers who observed project voluntarily.

 

3. Action and Observation

After planning phase,  the researcher implemented what had planned in the real situation in the class. The researcher acts as the observer and the teacher to see what is happening during the learning process in the class. For the first stage, the teacher explained the teaching program what the students should do and what the goal is. Then, the video is displayed for about 20-25 minutes. The students are expected to pay attention on the video and try to comprehend the content of video. During the video displaying, the researcher acts as the observer to describe how the students’ responses to the learning with video, especially their motivation. After the video has been ended, the researcher gave some questions as a listening post test. The researcher also gave a simple questionnaire of what the students felt about learning process.

 

4. Reflection

At the end of the process, the researcher analyzed the strength and the weaknesses of the activity. The researcher checked the test scores and calculated   the mean. She also reflected the activity which had done.  The researcher then planned some revisions on the weaknesses, and kept the strength for the next action.

These stages ( planning to reflection) followed the same ways for each cycles at the three cycles.  For each cycles, the activities consist of  planning, doing the action (action and observation), and reflection. At the end of the project, the students were given  questionnaire about motivation based on ACRS model by John Keller and calculated the final score to find out  the final conclusion.

 

3.3  Data Collection Techniques

In this research, questionnaires, listening tests and observation notes are the instruments used to gain the data.

ACRS questionnaire is used to measure the students’ motivation in term of attention, confidence, relevance and satisfaction.  There were 36 questions to fill in which the students were asked their opinion on learning. Their responses are totally agree, agree, in doubt, less disagree and disagree. The students’ responses were then calculated based on the criteria available. The students were also asked to write  their own opinion on the learning with a video. This is  to reflect the students’ impression and to cover what they want.

The researcher also observed how the students’ responses during the learning process. The researcher took some notes and took  some pictures  of what was going on by the help  of a handy camera.

At last, at the end of each cycles, a listening test was delivered to measure the students’ comprehension after watching the video. The questions were about certain information on video, detail information on video, relevant vocabularies and retell what they know about video. The results of the post were then calculated to find out the mean. At the end, it came to a final conclusion of the research.

 

3.4   Data Analysis

 The obtained data from the observation, questionnaire, and listening  tests were analyzed in the research through some stages.

Firstly, at the first cycle, the researcher videotaped and observed the activities in class. Then, the post test was assigned to measure the students’ comprehension on the video displayed. A questionnaire was distributed  to the students after the teaching session had been ended. It is an open questionnaire telling about  the students’ impression on the learning with video. This was expected to gain more accurate data and the students still had fresh memory about the activities.

Secondly, the post test scores of the first cycle were calculated to find the mean. And the students’ responses to the questionnaire were described to find the conclusion. Moreover, the researcher took the data from the observation notes on what was going on during the  process. Those gained data from the first cycle became inputs for revision to the next cycle, that is, cycle 2.

Thirdly, the second cycle and the third cycle had similar to  the first stages. However, at the end of the third cycle, the students were assigned to ACRS questionnaire which is used to measure the students’ motivation in term of attention, confidence, relevance and satisfaction. The final results were then interpreted. Interpretation involves making sense of the data. Interpretation in qualitative research means that the researcher steps back and forms some larger meaning about  the phenomenon based on personal views, comparison with past studies, or both (Cresswell, 2008). The interpretation involved a review of the major findings and how research questions were answered, personal reflections of the researcher about the meaning of the data, and personal views compared or contrasted with the literature. The  result of the findings can support, modify, or reject the underlying theory.

 

3.5   Time Table

The research followed some stages as described in the table below:

Table 3.1 The Research Time Table

 

Stage	Date	Video Title	Activity
First reflection	Jan-Feb 2021	-	Identifying problems
Cycle 1	6 March 2021	“Folklore” (Narrative Text)	Collecting, analyzing, interpreting data and revising
Cycle 2	14 March 2021	“Going to The Zoo” (Recount Text)	Collecting, analyzing, interpreting data and revising
Cycle 3	22 March 2021	“Bogor Botanical Garden” (Recount Text)	Collecting, analyzing, interpreting data and revising
Final Stage	29  March 2021	-	Reporting the result

 

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