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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

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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

ii

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

Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D. NIP. 131 658 558

Second Consultant

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

iii

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 Name Signature

1. Chairman : 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

Prof. Drs. Suranto, M.Sc., Ph.D. NIP. 131 472 192

The Head of Graduate School of

English Education

Dr. Ngadiso, M.Pd. NIP. 131 792 932

iv

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

v

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 pre-research 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. .

vi

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)

vii

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.

viii

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.

ix

TABLE OF CONTENT

PAGE OF TITTLE …………………………………………………….…... i

PAGE OF APPROVAL …………….....…………………………………... ii

PAGE OF LEGALIZATION ………………….......……………………….

PAGE OF PRONOUNCEMENT…………………………...........………...

iii

iv

ABSTRACT …………………………………...........................…………...

MOTTO …………………………………………………....……………….

DEDICATION......…………………………………………….……............

ACKNOWLEDGEMENT ………………………………….……………...

TABLE OF CONTENT …………………………………….……………...

LIST OF APPENDICES ……………………………………………..........

v

vi

vii

viii

x

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

Page

x

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

xi

B. Implication ………………………………………… …… 140

C. Suggestion ……………………………………………….. 140

BIBLIOGRAPHY …………………………………………………………. 143

xii

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 .....................................…… .... 1106

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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 to their

characteristics.

xv

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.

xvi

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

xvii

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

xviii

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.

xix

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

xx

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, ego-

involvement 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, more-

motivated 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

xxi

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.

xxii

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

xxiii

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

xxiv

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

xxv

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

xxvi

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

xxvii

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.

xxviii

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

xxix

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 Activities Time Estimation Note(s) 1 . Pre-survey 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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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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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:

Reflecting

Planning

Acting

Observing

Acting

Planning

Reflecting

Observing

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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 Description I. Pre-research

Interview Observation Pre-test

Students The Researcher and the Observer Students

Identifying problems in teaching English Identifying problems during TL process

IIdentifying students’ learning motivation and listening proficiency

II. Research Implementation

a. Cycle 1 1. Planning 2. Implementing 3. Observing 4. Reflecting 5. Revising b. Cycle 2 1. Planning 2. Implementing

3. Observing 4. Reflecting

5. Revising c. Cycle 3

The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher

Planning the action for Cycle I Implementing the action plan in three meetings. Observing the implementation 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

Proposed Solution: 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.

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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

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.

III. Discussion

Result Discussion The Researcher

and The observer 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

lviii

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 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. 4. Reflection (+) 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.

lix

( - ) 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

lx

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

lxi

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

lxii

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 report text was shown in Appendix

4.

(3) Production

lxiii

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.

lxiv

(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.

lxv

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.

lxvi

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”.

lxvii

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

lxviii

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.

lxix

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

lxx

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

lxxi

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

lxxii

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 that the size of the

slides of Power Point should be maximized.

lxxiii

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

lxxiv

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

lxxv

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

lxxvi

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

lxxvii

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.

lxxviii

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

lxxix

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

lxxx

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 materials which were presented by the English teacher. The

eagerness of 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.

lxxxi

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.

lxxxii

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.

lxxxiii

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 low

students' learning motivation and listening proficiency. 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

lxxxiv

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 Facts 1. The use of Power Point improve

students’ learning motivation.

2. The use of Power Point improve students’ listening proficiency

3. Other Findings

a. Teacher

b. School

v The students’ participations,,attendance, enthusiasm in listening class are getting better.

v Listening class is more alive.

Ø The students’ learning achievement is getting better.

Ø The students are getting more confident in listening class.

Ø 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.

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

lxxxv

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 cepat-

cepat istirahat seperti biasanya?’. They answered, ‘Tak usah istirahat pak, nanti

lxxxvi

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

lxxxvii

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 pre-

test 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

lxxxviii

The learning improvement could be known that the students got

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”.

0

10

20

30

40

50

60

pre test1

post-test1

pre-test2

post-test2

pre-test 3

post-test 3

The main

lxxxix

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.

xc

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. The

language laboratory of the was getting richer of learning media.

xci

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

xcii

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 Before Action Research After Action Research

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

The listening class was noisy, many students were not discussing about the lesson The students were not interested in joining the listening class 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 poor listening materials.

The listening class was getting more alive. 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. School was getting richer and responsive to provide the listening materials.

xciii

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

xciv

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

xcv

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 related to the listening

proficiency of the students by 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

xcvi

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). Singapore: McGraw Hill Companies, Inc.

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.

xcvii

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.

xcviii

RENCANA PELAKSANAAN PEMBELAJARAN

(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:

Appendix 1

xcix

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

c

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

ci

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)

cii

· 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

ciii

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

civ

· 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 untuk mencermati makna kata dan mencermati

percakapan transaksional berupa ungkapan yang melibatkan tindak tutur

cv

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

cvi

A. SONGS

B. Monologue

The SAMPLES of Learning Materials in Power Point SLIDES

Appendix 2

cvii

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….

cviii

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 ?

3. Retell the texts which were told in Film Snow White !

cix

The samples of pre test and post test in Cycle 3

Appendix 5

KISI-KISI (Blue Print)

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

cx

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

kata

Memahami makna yang penting dalam teks

lengkap dalam satu kalimat

7,8,9

4. Memahami topik

yang dibicarakan,

Memahami ide pokokdan topik yuang

sedang dibahas

10,11,12

5. Memprediksi

artikata.

Memahami arti katadalam teks 13,14,15

Appendix 6

cxi

Pre test and post test of listening before and after the implementing the action

(taken from UAN test 2006)

cxii

cxiii

cxiv

cxv

Appendix 7

Table. 2

Pre test score of listening test . Cycle 1

No. Urut Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 30 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 Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 50 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

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Appendix 8

Table. 3

Pre test score of listening test . Cycle 2

No. Urut Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 25 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 Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 45 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

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Appendix 9

Table. 4

Pre test score of listening test in Cyicle III

No. Urut Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 30 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 Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 50 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

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The mean score post test = 48 Cycle III

Appendix 10

Table. 5

The score pre test of listening before the action

No. Urut Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 30 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 Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 52 48 46 54 50 46 50 54 52 53 60 55 46 54 50 46 50 54 52 48

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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 Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 30 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

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No. Urut Presensi

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Nilai 50 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

Ketidakhadiran

No.

Siklus

Tatap Muka Sakit

Ijin

Alpa

Jumlah

1

1

2

2

5 2

2

2

2

5

1

I

3

1

2

1

4

Jumlah

4

6

5

14 1

0

2

1

3 2

1

1

1

2

2

II

3

2

1

0

3

Jumlah

3

4

2

8 1

1

0

1

2 2

1

1

0

2

3

III

3

0

1

0

1

Jumlah

2

3

0

5

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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

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1. Keingintahuan a) Kesukaan terhadap pelajaran,

b) Keingintahuan lebih lebih jauh terhadap pelajaran

1,2,3,6,7,9,11,12

2. Ketekunan a) Perasaan dan sikap terhadap tugas pembelajaran.

b) Kemauan untuk mengikuti pelajaran.

4,5,10,14, 15,16.

3. Kesadaran a) Perasaan tanpa ada tekanan dalam belajar

b) Kesadaran diri untuk mau belajar.

8,13,,17,18,19,20

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

cxxiii

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

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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 Notes Saturday, 20th January 2007 Monday, 2nd February 2007

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 :

cxxvi

Wednesday, 7th February 2007

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. 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

cxxvii

Wednesday, 9th February 2007 Friday, 11th February 2007 Wednesday, 14th February 2007

dilengkapi dengan suara monolog. 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

cxxviii

Wednesday, 21st February 2007 Friday, 23nd February 2007

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. 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

cxxix

Wednesday, 28th February 2007 Wednesday, 6th March 2007

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. 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

cxxx

Friday, 8th March 2007 Wednesday, 14th June 2007 Tuesday, 4th January 2007 Tuesday, 11th January 2007

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. 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. 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. Kegiatan penulisan laporan berhenti selama berbulan bulan, karena saya menulis kegiatan penelitian tindakan kelas dalam versi bahasa Indonesia untuk dilombakan. Penulisan laporan penelitian berjalan kembali dan konsultasi dengan pembimbing, mengadakan revisi tentang kepenulisan tiap hari.

cxxxi

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.

cxxxii

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

cxxxiii

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