Veronica Mustika Heni P 08202244050
Veronica Mustika Heni P 08202244050
Veronica Mustika Heni P 08202244050
A THESIS
By:
Veronica Mustika Heni Permatasari
08202244050
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MOTTOS
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DEDICATIONS
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ACKNOWLEDGEMENTS
My Lord has been most gracious and kind to me through Jesus Christ.
There are no words good enough to thank Him for His goodness toward me
through many people who have helped me to finish this thesis.
With all sincerity and honesty deep down in my heart, I would like to
express my greatest gratitude sincerely to my consultants Dr. Agus Widyantoro,
M.Pd. and Nur Hidayanto P.S.P, S.Pd., M.Pd., who have given their patience,
time, advice, direction, and encouragement during the process of this thesis
writing.
Many thanks are also devoted to my academic consultant, Siti
Mukminatun M. Hum., and all lecturers of the English Education Department of
Yogyakarta State University, from whom I can gain heaps of knowledge.
Many thanks are addressed to those in SMP Bopkri 1 Yogyakarta,
especially to the headmaster of SMP Bopkri 1 Yogyakarta, who has given me a
chance to conduct the action research project, the English teacher Daru
Kurniawan, S.Pd., and the students of VIII A of the academic year of
2012/2013, who have helped me much in the process of collecting data.
I am also grateful to my parents Drs. Sarno F.X. and Praptiasih, S.Pd.,
my sisters Maria Fransisca R.T.D. and Cicilia Trimarantika Dewi, who have
always showered me with love, affection, and prayers, and have been so patient
in waiting for my graduation.
Many thanks are also due to my best friends Muftia, Vany, Dini, Rian,
Dawi, Bejo and Arip, who have always supported me, accompanied and helped
me every time I need. My friends in PSM Swarawadhana UNY, Irma, Tegar and
Belinda, I thank them for their care, support, and togetherness. My friends in
PSR Pesparawi Kendari 2012, Jenny, Tirza, Maria, and Edi, I thank them too for
supporting my thesis. And also my beloved boyfriend, Robertus Prana Kurniadi
Sanjaya, I thank him for his love, support, care, and also togetherness.
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TABLE OF CONTENTS
Page
TITLE.....................................................................................................................................i
APPROVAL........................................................................................................................ii
RATIFICATION..............................................................................................................iii
PERNYATAAN.................................................................................................................iv
MOTTO.................................................................................................................................v
DEDICATIONS................................................................................................................vi
ACKNOWLEDGEMENTS.........................................................................................vii
TABLE OF CONTENTS...............................................................................................ix
LIST OF TABLES..........................................................................................................xii
LIST OF PICTURES....................................................................................................xiii
LIST OF APPENDICES..............................................................................................xiv
ABSTRACT.......................................................................................................................xv
CHAPTER I. INTRODUCTION
A. Background of the Study..................................................................................1
B. Identification of the Problem............................................................................3
C. Limitation of the Problem.................................................................................5
D. Formulation of the Study..................................................................................5
E. Research Objective.............................................................................................5
F. Significance of the Study..................................................................................6
CHAPTER II. LITERATURE REVIEW
A. THEORETICAL DESCRIPTION..................................................................7
1. LISTENING..................................................................................................7
a. The Definition of Listening................................................................7
b. The Teaching of Listening..................................................................8
c. The Teaching of Listening at SMP.................................................10
2. MEDIA IN TEACHING ENGLISH.....................................................11
a. The definition of Media.....................................................................11
b. Kinds of Media in Teaching Listening...........................................12
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1) Blog...............................................................................................13
2) Wikis.............................................................................................13
3) Social bookmarking...................................................................14
4) Podcasts........................................................................................14
5) Video.............................................................................................15
6) Games, virtual worlds, and simulations................................15
c. The Advantages of Podcasts.............................................................16
d. Podcasts in Teaching of English......................................................18
B. PREVIOUS RESEARCH FINDING...........................................................19
C. CONCEPTUAL FRAMEWORK.................................................................21
CHAPTER III. RESEARCH METHOD
A. Type of Research .................................................................................. 23
B. Setting of the Research ......................................................................... 24
C. Subjects of the Research ....................................................................... 25
D. Time of the Research ............................................................................ 25
E. Data Collecting Technique and Instruments of the Research .............. 26
F. Data Analysis Technique ...................................................................... 27
G. Procedure of the Research .................................................................... 27
1. Reconnaissance................................................................................ 27
2. Planning ........................................................................................... 28
3. Action and Observation ................................................................... 28
4. Reflection ........................................................................................ 29
H. Validity and Reliability of the Data ...................................................... 29
CHAPTER IV. THE RESEARCH PROCESSES FINDINGS AND
DISCUSSION
A. Reconnaissance ..................................................................................... 31
1. Identification of the Field Problems ............................................... 31
2. Identification of the Field Problems to Solve ................................. 35
3. Determining the Actions to Overcome the Selected Problems ...... 36
4. Action Plans .................................................................................... 37
B. The Implementation of the Action and Discussion ............................... 38
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1. The Implementation of Cycle 1 .................................................... 38
a. Plans of Cycle 1 ..................................................................... 38
b. Action and Observation in Cycle 1 ....................................... 39
1) 1st Meeting ......................................................................... 39
2) 2nd Meeting ......................................................................... 42
c. Reflection of Cycle 1 ............................................................. 44
2. The Implementation of Cycle 2 .................................................... 48
a. Plans of Cycle 2 ...................................................................... 48
b. Action and Observation in Cycle 2 ........................................ 49
1) 1st Meeting ......................................................................... 49
2) 2nd Meeting ......................................................................... 51
c. Reflection of Cycle 2 .............................................................. 53
C. General Findings and Discussions ......................................................... 58
1. Cycle 1 ............................................................................................. 58
2. Cycle 2 ............................................................................................. 59
3. Discussions ...................................................................................... 61
D. The Result of Listening Tests ............................................................... 63
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions......................................................................................... 66
B. Suggestions ......................................................................................... 69
REFERENCES.................................................................................................... 71
APPENDICES..................................................................................................... 74
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LIST OF TABLES
Page
Table 1.1: Instruments of the Research..............................................................................26
Table 2.2: The Field Problems in the English Teaching and Learning Process in VIII A
Class for SMP Bopkri 1 Yogyakarta................................................................34
Table 2.5: The Result of the Students’ Listening Skill Scores in the Pre-test.................64
Table 2.6: The Result of the Students’ Listening Skill Scores in the Post-test...............65
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LISTS OF PICTURES
Page
Picture 1: The Cycle of Action Research.....................................................................24
Picture 2: The Chart of the Students’ Score Improvement from the pre-test and the
post test..............................................................................................................65
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LIST OF APPENDICES
Page
Appendix 1 : Field Notes.............................................................................................75
Appendix 2 : Interview Guideline and Interview Transcripts…….. ...............105
Appendix 3 : Observation Sheet ……....................................................................138
Appendix 4 : Pre-Test and Post-Test ……............................................................155
Appendix 5 : Course Grid ……...............................................................................163
Appendix 6 : Lesson Plans …….............................................................................170
Appendix 7 : Students’ Score …….........................................................................197
Appendix 8 : Attendance List ……........................................................................204
Appendix 9 : Photographs ……...............................................................................206
Appendix 10 : Permit Letters ……...........................................................................210
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IMPROVING STUDENTS’ LISTENING SKILLS THROUGH
PODCASTS AT SMP BOPKRI 1, YOGYAKARTA GRADE VIII,
CLASS A IN THE ACADEMIC YEAR OF 2012 / 2013
By:
Veronica Mustika Heni Permatasari
NIM. 08202244050
ABSTRACT
The study aims at improving the listening skill of the grade VIII A
students of SMP Bopkri 1 Yogyakarta in the academic year of 2012 / 2013. The
podcasts was chosen as the teaching media in this study.
This study was action research which comprised two cycles. The
research was carried out from April to May 2013. It involved the researcher, the
collaborator, and the students. The participants of this research were the teacher,
the researcher, and 27 students of VIII A class of SMP Bopkri 1 Yogyakarta in
the academic year of 2012 / 2013. The data of this study were qualitative and
quantitative. The qualitative data were obtained by observing the teaching and
learning process during the implementation of the actions and interviewing the
students and the English teacher. It was in the form of field notes and interview
transcripts. The quantitative data were taken by assessing the students speaking
ability through the pre-test and the post-test.
The finding of the first cycle indicated that the students’ listening skill
improved along with a lot of listening practices. The result of the second cycle
shows that the implementation of podcast improves the students’ listening skill,
especially their spelling, vocabulary mastery and motivation by providing them a lot
of listening activities. It was also found that using the classroom language more
often can improve their spelling. The indicators of the success of the
implementation were that: (1) the students were familiar with English sounds and
spelling; (2) the students were more enthusiastic in doing listening activities; and
(3) the students’ vocabulary mastery was improved. Furthermore, the findings
were also supported by the means of the students’ listening score which
improved from 70.22 in the pre-test to 76.59 in the post-test.
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CHAPTER I
INTRODUCTION
A. Background of Study
achieve the level of functional literacy. Besides, it is also aimed at raising the
students’ awareness of the nature and importance of English that can improve
their nation's competitiveness in the global society. The English teaching and
reach the target, the junior high school students have to master the four skills of
that should be mastered because it helps students to improve other English skills.
In the daily life, people listen more than they read, speak or write. The second
grade students of junior high schools have to master the listening skills so that
they can understand some instructions from their teacher in the English teaching
and learning process and they can finally respond to them well.
However, it is not easy for English teachers to teach the students to reach
the primary goal. It can be seen from their scores of their final exam. Many of
them failed to meet the minimum standard score. It happens because they are
unable to listen to the English text well in the class. When they can listen to the
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sentence, they sometimes fail to write what they hear. Some of them even fail to
find the main idea and also some supporting ideas or details from the recording.
context of the English teaching and learning listening, especially at grade VIII.
For example, the listening class was seldom conducted there, it was just
unfamiliar with the listening itself and also unfamiliar with listening to the
English native speaker. The students then also had a problem in the spelling
words. They could not write what they hear correctly. The last problem was that
strategy in the listening teaching to help the students to be more active in the
learning process. There are many kinds of strategies in teaching listening. One
of them is using podcasts. The term ‘podcast’ was first coined in 2004, and it is
personal computer. Different from other audios, podcasts are delivered online
automatically via website. Those offers language teachers and students a wide
range of possibilities of extra listening practices both inside and outside of the
classroom.
are created by former MTV VJ Adam Curry. Those are a term that was devised as a
way to describe the technology used to push audio content from websites down
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to consumers of that content, who typically listen to it on their iPod or other audio
players that support MP3 at their convenience. It is available on the Website broadly
into two types: “radio podcasts” and “independent podcasts.” Radio podcasts are an
podcast produced by individuals and organizations. Those are the type of podcasts
which has huge potential for ELT because this can fulfill the needs of different
learners. Those can be created by learners themselves, and of free and user-friendly
sound recording and editing software such as Audacity, and to MP3 players and
podcast. They are also expected to have more opportunities to practice listening,
especially in the teaching of the listening skill. Those problems were divided
The internal problem was the basic problem that is always found in the
listening skill. According to the observation and the interview, the first problem
is clustering. The students were not able to listen the whole of sentences in the
interaction, they were difficult to have discussion with the English teacher.
The external problem that the researcher found in the school was related to
the students, the teacher, the media and also the material. The first problem was
related to the students. The students had lack of vocabularies, so they did not
understand what words they had heard from the teacher. Then the last, they had lack
The second problem was related to the teacher. The teacher had
worksheet (Lembar Kerja Siswa) in the part of the listening section to teach in
the laboratory. He had difficulties to find the listening records of native speakers
The third problem was related to the media. SMP Bopkri 1 Yogyakarta
had a language laboratory, but it was seldom to use. Besides that, even though
they have an LCD in every class, they have no LCD in the language laboratory.
The language laboratory was only used for listening section and it was
The last problem was related to the material. The listening material that was
speaker’s recording. Some native speaker’s recording materials were too difficult to
the students. The materials in the language laboratory were also limited.
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Sometimes the students was just listening to the song or listening to the part of
agreed to investigate the media used to teach English to the eighth grade
feasibility of the research, it was almost impossible for the researcher to solve all
background and identification of the problem, the researcher and the English
teacher limited the problem in the study into using podcasts to improve students’
listening skill at SMP Bopkri 1 Yogyakarta grade VIII, class A in the academic
How can the use of podcasts improve students’ listening skill in grade
E. Research Objective
3. To the English teachers, this research can give additional knowledge and
4. For the students, it can be a possitive effort to improve their listening skill.
CHAPTER II
LITERATURE REVIEW
A. Theoretical Description
1. Listening
Listening is one of the subjects studied in the field of language study and in
the discipline of conversation analysis. This skill can be improved by practice and
there are many rewards to develop your listening skill. It is the active process of
making sense of what we hear. More often we hear, more we can understand
because listeners can think and understand things at higher levels than what they
have heard. As they listen, they process not only what they hear but also connect it
with other information they have already known. Since listeners combine what they
have listened to their existing knowledge and experiences, in a very real sense, they
receiving what the speaker actually says (receptive orientation); constructing and
listeners match what they hear with what they have already known.
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means we comprehend the sound falling on our ears, and take the raw material
of words, arrangements of words, and the rise and fall the voice, and from this
material we create significance. So, we can say that listening is like a cooking
process, there is the recipe, and then we gather the ingredients, start to process to
cook and finally we eat that. The process will be successful if we prepare the
right dose, as well as listening, we can get the right words if we listen well and
active process of interpretation in which listeners match what they have heard with
what they have already known. It is a process to start mind. We must pay attention
first with the listening, then we can easily study the other skills.
providing with knowledge, causing to know or understand. Listening has also been
requires a bit more on the part of the teacher than that of the learners. One of the
for training listening comprehension should never be presented visually first.” Good
related activities before and after the listening. It means that the teaching of
the language teachers to help their students become effective listeners. (Maria,
1998), for instance, the school establishes one day in a week to use English
There are some principles of teaching listening skill that should be known
by the teacher (Brown, 2007). First, listening should receive primary attention in the
early stage of ESL instruction. It means that to learn English language, students
should be familiar first with the listening process. Second, listening should
maximize the use of material that is relevant to students’ real life. It can make
students know how important the material in the real life. Third, listening should
maximize the use of authentic language, because students are difficult to understand
if the teacher uses difficult word. Fourth, listening should vary the materials in
terms of speakers’ gender, age, dialect, accent, topic, speed, noise, level, and genre.
The purpose of that principle is to make the students interested in the material given
in every meeting. Fifth, the teacher should always ask the students to listen to the
purposes of listening and ask them to show their comprehension in a task. It can
drill their listening skill. Sixth, the language material intended to be used for
is that the teacher always asks the students to listen to the purposes of listening.
So, he / she can teach listening to the students more effectively if he / she has
already known the purposes of listening. One way to do that is to use a simple
dialogue in order to show how they might listen differently depending on its
goals.
practiced continuously so that we will be more familiar with listening and finally
that, the teaching and learning process should be appropriate with the purposes.
the teacher. This is because to have successful listening skill, the teacher should
spend more times and the teacher should ask the students to practices more. It's
frustrating for the students because there are no rules as in a grammar teaching.
(Kenneth, 2011). The fact, many students are fault in the listening test because
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they are unfamiliar with the section. Listening skill should be balanced with the
An ideal listening class at SMP should thus provide both practice and
instruction. The students need practice in listening for meaning and also some
that a suitable material can make the students want to learn. The material which
is suitable with the students has to be interesting, in the right level of students’
to know the students’ interest in learning listening with some kind of activities.
If not, the students will get bored and uninterested in learning anymore. Beside
that, the material should be relevant with the students’ real life, so they can get
with the purposes. It must be completed with the best materials that are
Beside that, the teacher should prepare some interesting activities so the students
The word media, plural of medium, is from the Latin word for middle and
describes which is stand between the receiver and the source of the message. It is
ROM and Internet web sites, which incorporate text, sound, vision and
TV, video, telephone, fax machines and computers (Terry, 2000). In this modern
era, the word media have already been familiar for us in the relation with
The same source also mentions that not all media involve technology, of
a good deal of technology goes into its creation. It means so many media that we
(2003:15), in teaching and learning activities using the media, the teaching was
teaching aids, and explanatory media. It can be concluded that many things can
From the definition above, we know that media are grown by technology,
and now we can find it in many sources. Media is an important things in teaching
and learning process. It can set the level of students’ interest with a lesson.
English teaching media are very important to help the students acquire
new concepts of the language skills and language competences. The types of
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media for teaching listening can be quite varied. Here are some media based on
1) Blog
CNN uses blogs as an alternative news source. NASA has a launch blog.
Well known people like Dave Barry, Scott Adams (Dilbert), and Tom
Peters use blogs as well. Even the president of Iran has a blog. Blogs
2) Wikis
captured the interest of business leaders and academics. Well known, and
page that anyone can edit. At least that’s the standard description or what
wikis were when first started. The openness of wikis has encountered the
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reality of human behavior (or more precisely - spam). Wikis are chaotic,
writes individuality.
3) Social Bookmarking
browser.
4) Podcasts
Technology has developed to the point where an educator can record and
Podcasts is all the rage right now. This usually consist of an audio file,
recent events, and there are podcasts about any topic you can think of,
process is similar to how you’d choose a video. Make sure it’s appropriate
your students and listened to for homework. Just provide the link for
5) Video
The last decade has seen the web transition from a text-based
computer users has opened the door for a new approach to extend lectures
their convenience.
goal. Traditional video game systems (XBOX and PS3) now offer online
gaming as well.
traditional online course, as learners interact with peers and educators through
avatars, explore course material (often in a more interactive manner than only
learners with a situated experience that is more cost effective than actually
Podcasts are part of innovative online learning and can serve a number of
purposes: to enhance the range and register of English language listening practice
material available for the students to use in a variety of ways; to provide increased
connectivity between different elements of the course; to increase the scope for
discussion activity, etc. The podcasts online have given the language teacher a
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homework. Just provide the link for download and the worksheet or
levels and deals with the questions of the advantages of podcasts, selection of the
most beneficial ones, and discusses how to maximize learning from them. The
advantages of podcasts are: 1) learners can benefit from global listening, even if
they only listen from three to five minutes a day; 2) students will be exposed to the
new language; 3) the intermediate learner has a need for authentic texts and to be
exposed to a variety of voices. Podcasts is not just intended for listening. Often there
students. While some students learn most effectively by taking notes during a
lecture and reviewing these in their own study time, others learn more effectively by
active listening, without taking notes (Boulos, Maramba & Wheeler, 2006). It
makes them have better skill than the students who are not listen trough podcasts.
is to have a student listen to a podcasts and read along its transcript. Then the
student will make a recording of the material on a cassette tape and turn it into the
teacher along with a written journal. The teacher then listens to the
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student’s recording and gives appropriate feedback to the student. This type of
of two words broadcasting (the term used for the transmission of television and
radio and iPod (a well known portable media MP3 player developed by Apple
computer Inc.) (Anna: 2010). Podcasts has been compared to radio broadcasting
because it usually has a single producer (or group of people producing it) and
the audio transmission is sent to lots of listeners. What’s different about podcasts
is that, unlike radio, the person listening doesn’t have to listen to it at the time of
digital sound file and this sound file can then be transferred to any computer or
digital device, such as an iPod or MP3 player. The listeners can then choose
CDs. Teachers have always recorded programmers from the radio or the internet
suitable you can keep it, or you just delete it. So you do not have to be at home
language input. However, if you wish to use them in class you need to spend time
on selecting suitable ones and develop tasks and activities to guide your students in
the listening process. These often involve activities to mobilize the students’ prior
activities some true-false questions the students can check while listening also help
them to concentrate on the text. In the post-listening stage you can focus on specific
There are some studies related with the use of podcasts in learning
“Podcasting: A Tool for Improving Listening Skills”. The aims of this study are
listening skills. The intended outcome of study is to formulate the tips for good
practice in perfecting listening skills. The participants in this study are students
The second study done by Palitha Edirisingha, Chiara Rizzi, Ming Nie and
This study is aimed at report’s findings from research into the benefits of integrating
learning context and how the podcasts were integrated as part of the blended
learning delivery. The result of this study is podcasts can be a useful addition to the
range of tools available. Data analysis of the study showed that podcasts were
The third study done by Neil P Morris (2010) was entitled “Podcasts and
Performance”. The aim of this study was to combine podcasts of lectures with
effect on examination performance. The trial group was given access to podcasts
/ mobile formative assessments for lectures on the module. Towards the end of
the module, all students on the module completed a ‘mock’ examination on the
material in the lectures. The results of this study indicate that providing
From those previous studies, this research is different. The research will be
conduct to junior high school students grade VIII that have different background
with those previous researches. The research also has not to combine between
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podcast of lectures with mobile assessments. The treatment does not used as
C. Conceptual Framework
learning, for it is the key to speaking, and beyond that, reading and writing.
Particularly in the workplace, that skill is used at least three times more than
speaking, and four to five times more than reading and writing. Listening and
speaking are often taught together, but beginners, especially non-literate ones,
should be given more listening practice than speaking practice. Listening skill is
so that the students are familiar with the material. Teaching listening process in
SMP should be appropriate with the purposes. Beside that, the process must be
equipped with the right materials so the teaching and learning process will be
interesting. The materials are usually equipped with some media to make the
the listening activity. The first problem was the students were seldom conducted
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the listening activity in the listening laboratory. Second, they had lack of
vocabulary. Third, they had lack of English sound and spelling. To overcome
those problems, the English teacher had just used the LKS when conducted the
mastering.
listening skill through podcasts. Podcasts is an audio program on the Web which
are usually updated at regular intervals. It is easy to find and download in the
internet. Sometimes the audio are equipped with the transcript, so it can help
students to understand what they hear. Using podcasts in listening section are
subjects of the research, time of the research, instruments of the research, data
collecting technique, data analysis technique, procedures of the research, and validity
A. Type of Research
This research was action research. It aimed to find and implement some
actions to improve the listening skills of grade VIII, class A students of SMP Bopkri
Kemmis and Mc Taggart in Burns (1999:32) that action research occurs through a
planning, action, observation, and reflection. The researcher and the other research
learning process, identified some problems, and planned and implemented the
proposed actions. After that, the researcher and other research team members made
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The school has twelve classes. Each grade is divided into four classes, but in eighth
grade it just divided into three classes. The average numbers of students of each class
is 27 students. They are from some different social backgrounds. Some are from
has two English teachers. The English subject is taught three times a week for 90
The facilities supporting the English teaching and learning activities in the
The subjects of the research were the VIII A grade students of junior high
school in SMP Bopkri 1, Yogyakarta in the academic year of 2012 / 2013. There are
27 students on the class. The researcher chose that school because based on the
observation, she found some problems related to the listening class activities. She
decided to take the data from students of A class randomly, because based on the
interview with the English teacher that among three classes had the same quality in
The research was conducted in the second semester of the academic year 2012
/ 2013. The observation was conducted in March 15 th, 2013. The research would be
conducted in April to May 2013. The study took place according to the class schedule
in which the English subject was taught three times a week. The duration was 90
The data were collected in the form of qualitative and quantitative data. The
qualitative data were obtained by interviewing the students and teacher, doing
action in the field. The data were in the form of field notes and interview transcript.
scores. The scores were collected through the listening assessments which were
conducted twice in this study. The first was pre-test. It was conducted to know the
students’ listening proficiency. The second was post-test. It was done to know
whether there was a significant improvement of the students’ listening skill or not
There were three kinds of technique used by the researcher to collect the data.
They were interview, test and observation. Each technique was also followed by the
instruments. Furthermore the detail instruments of the research were presented on the
following table.
The qualitative data were analyzed from field notes and interview during the
research. Meanwhile, the students’ listening tests were score by using listening score.
The data were analyzed in five stages proposed by Burns (1999). The first stage was
assembling the data. In this stage the data were collected to be reread in order to state
important point to show up the broad pattern and to classify them. The second stage
was coding the data in which the data can be specified. The next stage was comparing
the data that had been specified to see the repetition of the data pattern and the
connection among the different data sources. The next stage was building
and attitude had come up in this project. The last stage was reporting in which the
1. Reconnaissance
In this step, the researcher began to find out information concerning on the
students’ listening skill. The researcher observed and interviewed the English teacher
and the students of VIII A to identify the existing problems on the students’ listening
skill. She also collected the information by observing the English teaching-learning
process in VIII A. The problems existing based on the interview and observations
were:
After identifying the problems found, the researcher determined some plans to
2. Planning
The researcher and the English teacher planned the solution based on the
problems. The solution should be in line with the nature of the problem and based on
the relevant theories. In this case the researcher identified the problems related to the
students’ English listening skill. After identifying the problems, the researcher and
the English teacher made a plan about what kind of action would be carried out and
After the lesson plans were agreed by both the teacher and researcher, the
actions would be implemented in the class. The teaching and learning process was
observed and recorded in the form of field notes and observation sheets. In this stage
the researcher also identified some problems found during the teaching and learning
process. During the teaching and learning process, the implementations were
observed by the teacher to give the researcher feedbacks on her teaching technique.
Based on the observations, notes, and records of the students’ responses in the action,
29
the research members discussed the implementation. Then, they evaluated the
4. Reflection
The reflection would be done to know what happened in the actions and to
know whether the objectives were achieved or not. If the actions carried out were
successful, they would be continued. The reflection was from the observation and the
interview with the English teacher and six students of grade VIII A.
To fulfill the validity of the research, five criteria proposed by Anderson cited
in Burns (1999:161) were employed. Those five criteria are namely democratic
validity, outcome validity, process validity, catalytic validity and dialogic validity.
research is truly collaborative. This study tried to fulfill this criterion by doing such
interviews with the students and having discussions with the English teacher in
are “successful” within the research context. This research is expected to be able to
solve more than one problem in the teaching-learning process, for example those
Process validity is related to the extent which raises questions about the
notes during the lessons, interviewing students and the teacher, and having
discussions with the headmaster in the scheduled time initiated the process of this
study.
participants to deepen their understanding of their social realities of the context and
their role and the action taken as a result of these changes. In this case, the students
and the teacher’s responses to the changes occurring to themselves were asked.
Asking the teacher to act as an observer who observed and reported the students’
reaction during the teaching and learning process fulfilled this criterion.
Meanwhile to fulfill the reliability of the data the research involved more than
one source of data, namely the researcher, the English teacher, the headmaster, and
the students of VIII A class. The researcher triangulated the data by analyzing them
using field notes of the teaching-learning process, the interview transcript, some
experts’ theories and other notes that were related to the data such as notes of the
students’ improvement, achievements, and errors during the process. Field notes were
used to record the activities done in the class and keep the supporting documents such
as the lesson plan, and the students’ works. After that, the interview was conducted to
reveal the students’ feeling about the class activity and to get some comments,
discussions. There are three sections in this chapter. The first section presents
the reconnaissance step. The second section reports the implementation of the
actions and discussion. The third one presents the result of the pre-test and the
A. Reconnaissance
In this step, to identify the field problems, the researcher conducted some
activities. First, the researcher did observations concerning the English teaching
and learning process in VIII A class of SMP Bopkri 1 Yogyakarta. Then, she did
The research was started by gathering initial information from the English
teacher and grade VIII students of SMP Bopkri 1 Yogyakarta. It was done by
interviewing the English teacher and the students, observing the teaching and
learning process, and conducting a pre-test. Some problems found by the researcher
at the beginning of the study could be seen from the following vignette.
Vignette 1
R went to the listening laboratory. ET was already waiting for her there.
Then five minutes later, the Ss came to the listening laboratory. The Ss
looked for their chair by talking to their friends, so the situation was
very noisy. After that ET opened the class by greeting them, “Good
afternoon, students,” all of the Ss kept quiet and responded to him.
(continued)
31
32
(continued)
The vignette above proves that the teaching and learning process did not
run well. The class was very noisy and uncontrolled. The teacher’s materials were
always unvaried. It means that he had problems in the teaching and learning
process because he could not control the class. He also had less material because
Categories Problems
1. The use of the media 1. Teacher’s limited use of
listening media
2. Limited use of language
laboratory.
2. The teacher’s 1. Using listening exercise from
teaching style students’ worksheet (Lembar
Kerja Siswa)
2. Using incomplete song’s lyrics
3. Students’ interaction 1. Mostly disturbing their
a. with peers neighbors
b. with the English 2. Talking to their friends during
teacher the lesson
3. Limited to those who sit in the
front rows
4. Students’ 1. Limited to those who sit on the
participation front
2. Rarely volunteering in learning
activities
5. Students’ listening 1. Listening to the music using
habits lyrics
6. Students’ listening 1. On average, having problems in
skills listening native speakers’
recording
2. Having problems with the
spelling and sounds
The observation above was also supported by the result of the interview
with the English teacher which revealed the problems in the field below.
---------------------------------------------------------------------------------------------------
R: Itu sering pak, mereka dapat listening?
(Do they often get listening activity, Sir?)
ET: Listening biasanya hanya satu minggu satu jam. Biasanya saya ambil
yang satu jam mata pelajaran, ya hari jumat. Tapi tidak setiap jumat
saya pakai untuk listening, kan ini sudah mau semesteran juga.
(Listening is usually only an hour a week. I usually take the one hour
subject, on Friday. But not every Friday I use it for listening, it has been
near to conduct the semester examination).
R: Kalau kegiatannya sendiri, yang paling banyak dilakukan saat
kelas listening apa saja pak?
(For the activity itself, what do they usually do at the listening class, Sir?)
34
ET: Biasanya sih, ya mengacu pada vocab ya, pasti teks. Ya naratif,
deskriptif dan yang lainnya. Trus biasanya kalau ada sisa waktu saya
minta mereka mendengarkan lagu bahasa inggris sambil mereka
melengkapi lirik di lagu itu. Jadi mereka meengkapi teks.
(Usually, referring to the vocabulary, they definitely have a text.
Narrative, descriptive and others. Then if they have spare time, I ask
them to listen a song and complete the missing lyrics from that song)
R: Bapak sendiri untuk mencari materi listening mengalami kesulitan tidak
pak?
(Do you also get difficulties in finding the listening materials?)
ET: Saya sebenarnya cukup kesulitan. Di internet pun saya cari yang
native speaking sedikit susah, jadi kebanyakan saya yang baca.
(Actualy I have a problem in searching the material. I have difficulties
in searching native speaking in the internet, so sometimes I read the
questions or story to the students)
---------------------------------------------------------------------------------------------------
(Interview/21/03/2013)
From the interview, the researcher made notes to gather some problems
Table 2.2: The Field Problems in the English Teaching and Learning
Process in VIII A Class for SMP Bopkri 1 Yogyakarta
No. Field Problems Code
1. The students had less opportunity to listening English. S
2. The students were not familiar with English sound and spelling. S
3. Some students find difficulties to listen to the recording. S
4. The students lacked vocabularies. S
5. Only few students brought dictionaries. S
6. Many students were noisy in the listening laboratory. TL
7. The teacher sometimes dictated the listening materials to the T
students.
8. The activities that the teacher gave were less varied. T
9. The teacher found it difficult to find the listening materials. T
10. The tasks given by the teacher were not interesting enough. MT
11. The listening material made by the teacher is sometimes MT
inappropriate.
12. The materials in the listening laboratory were also limited. MT
S: Students T: Teacher TL: Teaching and Learning Process MT: Materials
35
From the identified problems above, the researcher then decided some
crucial problems that were feasible to solve as presented in the table 2.3.
improving the students’ listening skill through podcasts. Therefore, the research
would only concern in solving the problems related to the students’ listening skill.
The researcher and the English teacher discussed the crucial problems to
learn listening. This could be seen from the fact that they seldom listened some
recording. It made them difficult to hear the recording. This condition absolutely
vocabulary. Also, they often got wrong in spelling some English words when
they were listening to the recording. Because of those existing problems, the
English teaching and learning processes did not run effectively and successfully
From the observations and pre-test, the researcher noted that the students
often made mistakes in answering the assignments. They also lost many important
36
After the researcher and English teacher discussed the crucial problems
that needed to be solved, they agreed that those problems were related to the
listening skill. Then, the researcher and the English teacher agreed to do the
a. First of all, to get students’ attention to the lesson, the researcher and the
English teacher agreed to use podcast in the listening activities since the
b. Then, to drill the students’ vocabularies, the researcher and the English
researcher and the English teacher agreed to use some kinds of listening
sounds, the researcher and the English teacher agreed to use listening
laboratory.
podcasts.
The researcher hoped that by applying podcasts, the students of VIII A class
able to improve their English listening skill and achieve the score of their
4. Action Plans
The researcher tried to solve the field problems by using some steps, the
first step was writing a course grid. The course grid consisted of the basic
Cycle 1 was conducted in two meetings. The basic competency for Cycle
1 was responding the meaning that contain in simple short monologue and
meetings. The basic competency for Cycle 2 was responding the meaning
worksheet, and the teacher’s explanation. The podcasts related to the activities
was used in every meeting. It was used in every meeting to improve the
The second step was writing lesson plans for every meeting. There were four
lesson plans in this research because the researcher got to the class to do the
activities in four meetings. The lesson plans were made according to the course grid
made before. All of the elements in the lesson plans were based on the course grid.
The text-based syllabus design method was used in the learning activity steps.. The
(Modeling of the Text), JCOT (Joint Construction of the Text) and ICOT
(Individual Construction of the Text). The course grid and the lesson plans could
a. Plans of Cycle 1
determined the form of the pre-test and the use of podcasts to be applied in
Cycle 1. Then, she designed the lesson plans and the tasks. In order to know the
th
the first meeting on 12 April, 2013. The test was in the form of answering the
questions based on the recording. The students were required to use headsets in
Cycle 1 consisted of two meetings. For the use of podcasts which were
applied in Cycle 1, the researcher and the English teacher agreed to make the
activities that would be used to improve the students’ listening skill and make the
students familiar with English sounds and spellings. First, the researcher would use
researcher and the English teacher planned to make many kinds of assignment using
audio podcasts to drill students’ listening skill. The researcher would also check
students’ spelling. Third, the researcher and the English teacher planned to make
many vocabulary assignments based on the recording. The assignments were also
school students. The last, because of the monitors in the listening laboratory did
not run well, the researcher would give some homework to the students about
In order to make the activity interesting, the topics of the podcasts were
changed in every meeting. Therefore, the students would not feel bored in joining
the listening class. The researcher hoped that by giving an interesting topic the
students would be more enthusiastic and interested in having the listening class.
th
meetings. The first meeting of Cycle 1 was conducted on Monday, 15 April,
th
2013 and the second meeting was conducted on Wednesday, 17 April, 2013.
The actions were focused on implementing podcasts which required the students
to answer some assignments based on the recording. In this cycle, while the
researcher implemented the action, the teacher took notes at the back of the class
checklist sheet. The data during Cycle 1 was collected through classroom
of the first meeting was “Unforgettable Experience”. It was about a recount text.
First of all, the researcher gave stimulation to the students by telling them about a
she was explaining the materials. The students were listening to the story seriously.
Then, she checked students’ understanding by asking them “is it clear?” If there
were some students feeling confused, she explained using Indonesian. After that, the
researcher asked them some questions (WH+H questions) related to the story she
told. Some of the students answered using English, some of them answered using
Indonesian. They were very enthusiastic. Then she chose them randomly to retell
their unforgettable experience. Some of them were afraid and asking a question to
the researcher “Could we tell it by using Indonesian, Miss?” and she permitted
them. They seemed to be enthusiastic and interested in retelling their story that day.
Then she asked them the characteristics of recount text. Many of them raised their
After that the researcher explained the materials. Before the students were
asked to do the assignment, she asked them to listen the sample of recording to
know whether the recording was clear or not. Then she gave them the question-
answer sheets. The first assignment was about checking the right picture’s based on
the recording. She explained the question-answer sheets by using English from her
microphone that available in headset. She asked whether the picture clear or not.
After the students understand the assignment, the researcher asked them to listened
The students listened to the recording seriously and tried to answer all of
the questions. After that, the students turned their answer sheets to their friends.
Then the researcher asked them to answer the questions. Many of them raised
their hands as volunteers to answer the questions. They were very enthusiastic to
answer the questions. Some of the students found difficulties in understanding the
story, so the researcher asked some of them who understood the story to retell it to
their friends. The researcher paid more attention to the students’ answer and
Sometimes she asked the reason of their answer to check their understanding skill.
sheet to the students. Then she asked them to put on the headset and explained the
questions clearly using the microphone on the headset. There were true-false
42
questions and circle vocabulary questions. The researcher asked whether the
statements in the questions were clear or not. After the questions were explained,
the researcher played the recording. The students were listening to the recording
twice. Then, after the students listened to the recording twice, the researcher asked
them to put their headsets and turn their answer sheets to their friends and then
answer the questions together. While the students were answering the questions,
the researcher sometimes asked the reasons for their answers. Sometimes she
asked them the meaning of some vocabularies on the questions or recording. They
felt very enthusiastic at that day although they found some difficulties in the
questions. At the end of the meeting, she asked them to listen to some podcasts in
the website that she wrote on the white board, so they could drill their listening
skill.
nd
2) 2 meeting
th
The second meeting was conducted on Wednesday, 17 April, 2013, with
a topic on “Fiction Story”. The meeting was started by asking the students some
questions about their homework. The researcher had given them the homework to
listen to podcasts, and she then asked what kinds of podcasts they heard. Then,
they answered loudly. Some of them listened to a dialogue, some of them listened
to a fiction story, and another listened to both the dialogue and the fiction story
43
and also monologue. The researcher asked the students whether they got
students said that they did not find difficulties because they could download the
script. Some of them said they found difficulties in listening to the native
speakers, but overall they were happy to listen to the podcasts by themselves.
In this stage, the researcher gave the students stimulation before she
explained the topic to them. She asked them to tell a fiction story they liked using
English. They were very enthusiastic to tell their favorite fiction story. In this
meeting, they tried to tell the story using English, although sometimes they used
Indonesian. In this second meeting, the students listened to some parts of the story
in the recording. Then, they were asked to answer the part of the story in the
recording then continued it per part. They looked more active than before.
In this meeting, there was one fiction story the students had to listen. The
story was divided into two parts. The students were asked to circle the right
sentences on their handout based on the recording. The same as the first meeting,
before the students listened to the recording, the researcher always asked them to
put their headsets and check the headset. After the headsets were ready to use, she
explained the questions using the microphone available in the headset using
English. She also asked whether the questions were clear or not. After that, the
students listened to the recording. They did the assignments seriously. After they
finished listening to the recording, the researcher asked them to answer the
questions. They were very enthusiastic to answer the questions. Many of them
answered the questions correctly. The same as the first meeting, the researcher
also asked the students to listen to the podcasts on the website. But in this meeting
she gave them some website address because they had a holiday when the third
Soal kali ini terdiri dari 2 audio dan merupakan satu kesatuan cerita
mengenai seorang gadis bernama Goldilock. Masing-masing audio
terdiri dari 2 jenis soal, yaitu mengurutkan gambar menjadi cerita yang
benar dan melingkari pilihan jawaban yang tepat. (The assignment
consists of 2 audio (one story). Each of the audios consists of 2 types of
assignments, they were arranging the pictures and multiple choice.)
Field note 6, April 17, 2013
c. Reflection of Cycle 1
After implementing the action, the researcher and the collaborator evaluate
the action. The discussion was done based on the observations in the teaching and
learning process, the students’ and the collaborator’s opinions. The research team
members discussed the problems and solutions in each meeting, and at the end of
45
the cycle they discussed the whole stages of the cycle as a consideration to plan
From the first until the second meeting in Cycle 1, the researcher always
used classroom English to motivate the students. She used English when she
explained the materials and asked the students some questions. Sometimes she
answered the researcher’s questions using both English and Indonesian. The
researcher also gave the students some interesting assignments using podcasts. It
was different audio podcasts in every assignment, so the students did not feel
bored with the activities. The English teacher gave positive responses to the
There were two kinds of texts the researcher used in her research, recount
text and narrative text. Those texts consisted of many new vocabularies that
unfamiliar for the students. The assignments could improve the students’
vocabulary mastery skill. Beside that, the researcher also asked the students to
write some difficult vocabularies or the new vocabularies they heard. Their
interview.
46
In order to make the listening class more interesting, the researcher made
audio recording easy to listen in each meeting. Therefore, the students did not feel
bored in the class because they always listened different interesting recording in
every meeting during the research conducted. There were two topics in the Cycle
interview conducted after the action of Cycle 1, the researcher found the
students were interested in both topics taught in their listening activities. It can
R : Gini, saya mau tanya, gimana selama 2 kali pertemuan sama saya?
(I want to ask you, what is your feeling after having 2 meetings with
me?)
S : Asik miss. (It is interesting, Miss.)
R : Asiknya gimana? (Why is it interesting?)
S : Ya itu, materinya kan menarik, udah gitu juga soalnya macem-
macem, ada gambar-gambarnya lagi, jadi gak bosen kita, hehe...
(The materials were interesting, the assignments were varied, and
they also consist of some pictures, so I did not feel bored.)
R: Researcher S: Student (Interview 9 line 3-6, April 19, 2013)
47
listening skill practices and student’s involvement. The homework that the
researcher gave to the students could help them improve their listening skill
the students’ vocabulary mastery skill in the practice of teaching listening skills
and made the students more interested in joining the listening class in the first
cycle. Most of them were actively engaged in the activities. Based on the
interviews held after the actions, those indicated that they were enthusiastic
about the activities. But, because there were many of them that have difficulty in
the spelling, they have many mistakes in the listening assignments. It was
because some of the assignments requiring them to write the vocabularies they
heard. To overcome that problem, sometimes the researcher wrote the right
spelling in the whiteboard and asked the students to write them, so if they find
a. Plans of Cycle 2
After implementing the actions in Cycle 1, the researcher and the English
teacher did a reflection. Based on the reflection in the first cycle, they agreed to
continue the similar actions, use classroom English, make many kinds of
the recording, and give them homework to listen podcasts available on website
by themselves.
The English teacher gave the researcher idea to add the picture and the
Based on the reflection in the first cycle, some of the students still had
vocabulary questions. In the Cycle 2 she would ask them some spelling of the
vocabulary from the assignments. By asking the spelling, she expected that they
Still the same as in the first cycle, in the second cycle the researcher and
the English teacher agreed tried to apply interesting topics for podcasts in order
not to make the students bored. The topics were changed in every meeting.
Beside that, to make the students discipline, the researcher asked them to raised
their hand before they answer all of the questions from the teacher.
49
The topic of the meeting was “Holiday”. In this cycle, the activities were almost
such as to open the lesson, to elicit the material that would be learnt, to give the
asking the students about their holiday using English. It was because the
students in the third grade had National Examination and the students from first
and second grade had already had a holiday last week. Many of them were very
enthusiastic to raise their hand. She chose them randomly and listened to their
story seriously. When they were telling their holiday story, some of them used
both, English and Indonesian, while another used Indonesian. After they finished
their story, she asked their friends to retell the story and asked them some
questions (WH+H questions) based on the story. It was like what they did in the
first cycle. That made the Cycle 2 was different with Cycle 1 was the students
raised their hand first before answering the questions, so the class did not be
noisy.
She then asked them about their homework. Some of them said that they
felt very happy because the audio contained the script so they could check their
spelling and also the difficult vocabularies. In this meeting, she also checked the
headsets before they used it. That made the meeting was more different than
before was more various assignments. In this meeting she explained using
identifying true-false statement, connecting right and left sentence and checking
the right picture. They looked enthusiastic with the teaching and learning
process. Many of them who were inactive at the meeting before became active
in this meeting. In discussing the assignments, she gave them the recording
script and asked them to write all of the difficult vocabularies they found in the
script or recording, then they checked the right spelling and the meaning.
R meminta Ss menulis setiap kosa kata sulit yang mereka temui dengan arti
dan ejaan yang tepat sehingga mereka mudah mengingatnya. (R asked Ss to
write every difficult vocabulary they found from the materials with the right
meaning and spelling so they can easy to remember.)
Field note 7, April 29, 2013
In the last teaching and learning process, the students had opportunity to
listen a song. The students were also given instructions to complete the song’s
lyric by the researcher. That activity could check their vocabulary and their
spelling. They were enthusiastic to listen to the song. It could be seen when the
researcher replayed the song, the students who finished completing the lyric
followed singing a song. In the last meeting, she gave the website addresses
contained of podcasts again to them so they can drill their listening skill.
51
nd
2) 2 Meeting
st
The second meeting was conducted on Wednesday, 1 May, 2013. Firstly,
the researcher asked the students about their homework. They were very happy to
do the homework because they could drill their English sounds and spelling by
listening some podcasts from the website recommended by the researcher. The
same as the second meeting in the Cycle 1, by the topic of “Fiction Story” the
researcher did the meeting by asking the students about their favorite fiction
stories. They were enthusiastic to raise their hand and tell the fiction stories they
liked to the class. The researcher chose two students to tell their favorite fiction
stories. In this meeting, the students tried to tell the story using English. The other
students were listening to their friends seriously because the researcher asked
them to analyze the stories. They were asked to analyze the character of the
stories, the problems occurred in the stories and the moral of the stories. They
analyzed the stories using English, sometimes the researcher corrected their
vocabulary mistakes.
52
was a story consisting of four audios that they had to hear. Each audio had
different type of question. The story title was “Rabbit and Turtle”. The story was
interesting enough so the students did not feel bored to listen the recording. She
also checked the headsets before asking the students to listen to the recording and
explained the questions clearly using English. She explained the questions using
Soal terdiri dari empat audio dimana setiap audionya terdiri dari soal
yang berbeda, yaitu soal pilihan ganda, memilih benar atau salah
mengenai pernyataan dalam kolom, serta mengurutkan gambar sesuai
dengan rekaman. (The assignments consisted of four audios in which
each audio had different types of questions, they were multiple choices,
true-false statements and arranging the pictures into right story.)
Field note 7, April 29, 2013
At the end of discussing the assignment, the researcher gave the students
the script of the story and asked them to find some difficult vocabularies from the
script. After that, she also asked them to write all of the difficult vocabulary they
found from. The same as in every meeting, the researcher gathered their listening
There second activities had different story. The title of the story was “Ant
and Dove”. The story consisted of two audios, each audio had different type of
assignments. They were pairing the sentences in the left with the right pictures in
53
the right and circling the vocabulary they heard from the recording. Again, the
researcher also gathered the students score after had discussing the assignments.
mastering. It could be seen from the type of every question given to them. She
also gave the source of audio podcast to drill their listening skill in the last time
of the meeting.
c. Reflection of Cycle 2
Having implemented the actions in the Cycle 2, the researcher and the
during the implementation of the actions and the interviews with the English
teacher and the students after the actions were implemented. The classroom
English used in the Cycle 2 could improve students’ motivation in learning the
materials. Many of them tried to answer the questions and told some stories
corrected their vocabulary mistakes. This cycle indicated that the students’
R :Kalau menurut bapak siswanya jadi lebih aktif gak pak? (Do you think
the students become more active, Sir?)
(continued)
54
(continued)
ET : Ya kalau saya lihat sih ya ada beberapa yang tadinya pendiam trus
jadi aktif,
(Yes, I see that some passive students now become more active)
R : Iya pak, hehehe… kemudian, setelah pake media podcasts ini apakah
ada kemajuan untuk listeningnya pak? (Yes, Sir. Is there any
improvement of the students’ listening skill after conducting the
podcasts?)
ET : Saya rasa ada ya, kemarin juga saya liat mereka nilainya bertambah
kok rata-rata. Terus untuk kemampuan vocabulary juga ada
peningkatan, saya lihat kemarin waktu ada kosa kata sulit di teks
recount itu juga banyak siswa yang memperhatikan. (Yes, I saw their
scores improved. And also their vocabulary skill is improved, they
paid more attention to some difficult vocabularies in the recount text
you gave.)
(Interview 13, line 9-12, May 03 2013)
feeling during the Cycle 2. Many of them had improvement in the vocabulary
mastery, English spelling and sounds after had listening activities through
R : Waktu kamu listening pake media podcasts itu apa yg kamu rasain?
(what do you feel having listening using podcasts?
S : Lebih enak aja miss. (It is fun for me, Miss.)
R : Enak gimana? (Why?)
S : Ya jadi gampang ngerjainnya. Kalo dari segi teori sih lebih susah
dari biasanya, tapi kalo dari segi soal-soalnya sih ya karena
menarik jadi rasanya lebih enjoy aja aku. (It was easy to do the
assignments. In theory side looks more difficult, but in the
assignments side, it was easier than before because the assignments
were interesting enough, so I could enjoy it.)
(Interview 15, line 5-8, May 08, 2013)
R : Iya, saya mau tanya ni, kemaren belajar sama saya gimana
rasanya? (I will ask you some questions, what do you feel having
listening using podcasts?)
S : Enak miss, jelas. (It was fun and clear.)
(continued)
55
(continued)
R : Jelas ya. Terus kamu ada peningkatan gak kira-kira? (do you think
your listening skill improves?)
S : Ada miss, di vocab sama pendengaran lah, saya jadi sedikit familiar
kalo ndengerin percakapan dalam bahasa inggris. (Yes, my
vocabulary and listening skills improve. I become more familiar with
the listening English dialogue.)
(Interview 16, line 9-12, May 08, 2013)
In the Cycle 2, the researcher could handle the students and complete the
teaching and learning stages. She had a rule that the students had to raise their
hands before answering the questions and the English teacher also gave positive
R : Ooo, gitu ya pak, hehe… Kalau untuk interaksi antara saya dengan
siswa bagaimana pak (What about the interactions between the
students and me, Sir?)
ET : Ya bagus sejauh ini, trus juga ada peningkatan dari hari ke hari.
Apalagi di dua pertemuan terakhir kemarin siswa sudah jauh lebih
terkontrol dari sebelumnya, soalnya ya itu, Miss kasih mereka
aturan untuk angkat tangan sebelum menjawab, jadi kelasnya gak
rame kayak biasanya. (I think good enough, then there is
improvements day by day. Moreover in last two meetings, the
students could be more controller than before. You gave them the
rule to raise their hands before answering the questions, so the class
was not noisy like before.)
(Interview 13, line 7-8, May 03, 2013)
They showed positive attitudes during the lessons. They began to submit their
assignments completely. Since the students understanding was getting better, the
evaluate the students’ works better. In some previous meetings, many of the
students frequently cited their friends, but that was highly reduced by
At the end of the actions the researcher could gather the students’ and the
English teacher’s opinions and responses about the overall changes that happened
during and after the actions were implemented and the obstacles that appeared.
57
teaching and learning of listening. The following script is one of the interviews with the
(continued)
S :Ada miss, pertama vocab saya nambah, kedua ya saya jadi tambah
banyak cerita bahasa inggris. (Yes Miss, the first, my vocabulary
is improved, and the second, I know many English story.)
(Interview 19, line 7-16, May 08, 2013)
1. Cycle 1
In Cycle 1, there were some problems related to listening skills that have
to be solved. The students’ behavior affected the completion of the teaching and
learning process and severely affected the overall completion and submission of the
learning materials. There were some students that had difficulty in the spelling, so
they had many mistakes in their assignments. To overcome that problem, the
researcher used audio podcasts in their listening activity. Sometimes she wrote the
right spelling in the whiteboard and asked them to write it, so if they found those
skill. In the first meeting, she used English to explain the material, but when the
meeting, although some of the students used both English and Indonesian when
they were telling the story. Sometimes she also checked their vocabulary
could drill their vocabulary mastery. Sometimes she also asked them to write the
59
difficult vocabulary from the script, so they had their own list of vocabulary that
made the students felt interested. She always gave them stimulation by asking
them WH+H questions before playing the recording. The students looked very
enthusiastic to answer the questions. In the first meeting, they felt confuse about
the language, but when she said that they could used both English and
skill and made the students more interested in the class. Most of students were
actively engaged in the activities. Based on the interviews held after the action,
2. Cycle 2
learning indicators for listening and establish a conducive teaching and learning
process. After conducting some actions, the students have improved in four main
issues addressed in this research. Firstly, the students gave opportunity to learn
new vocabularies from the assignments given to them. They were also asked to
write all of difficult vocabulary with the right spelling and meaning they found
assignments make the materials given by the researcher were interesting enough,
so they did not get bored in the class. There were many kinds of assignments
Giving reward to the students who had highest score in every assignment
was effective to motivate the students in learning listening skill. Moreover, the
researcher used some podcasts audios that contained of back song to support the
teaching and learning process. The students were more enthusiastic and interested in
learning English when they got the audio. The researcher also had positive response
from the students when she applied the rule to raise hand before answer the
questions. It made the students more discipline than the first cycle.
skill improved. In Cycle 2, there were many of them tried to answer the
questions using English, although they still had some vocabulary mistakes. The
researcher also paid more attention to the students’ sentence production and
The podcasts were successful to make the students familiar with learning
listening. Drilling the students some vocabularies could make the students
guessing the English spelling correctly. They had better score since they did not
make mistake in spelling English words. Using different topics in each meeting
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could make the students felt enjoyable with the activity. They were not bored
because they listened different recording and they did various assignments.
3. Discussions
At first cycle, students were given short podcasts material. The duration of
podcasts material was not more than three minutes. At this cycle students seemed
was increasing. It could be seen from students’ activities. They were asked to play
another audio podcasts by the researcher. Once experience has been gained in this
area, podcasts could also be seen as one option among a range of possibilities for
using and producing authentic materials with the new functions of collaborative,
important. It is the key to holding students’ attention. The researcher chose the
recount and narrative text in her research that were familiar to the students. She
also chose some interesting audio podcasts, so they were enthusiastic to listen to
(2005) argues that computers provide students and teachers with great access
computer, the researcher just had to download the material (audio podcasts)
from some websites, and then save those materials in flash disk. The researcher
the students to write the difficult vocabulary they heard from the audio with the
correct meaning and spelling after they got the audio script. Sometimes they just
wrote the meaning under the unfamiliar vocabularies. Some of them were
creative to make the vocabulary table that made them easier to find the
discussed the material first before conducted the research. The researcher also
adapted the material which appropriate with the students’ skill. The researcher
would make the students felt interested first in the class, so they would enjoy the
The researcher and the collaborator decided to end the research in Cycle
2 because they saw that the students’ listening skill had improved. In conclusion,
the differences of teaching and learning process of listening skill during Cycle 1
The use of the podcasts with applying some actions was successful in
improving the students’ listening skill in two cycles. That finding could be
inferred from the observations of the teaching and learning process, and the
interviews with the students and the collaborator. Besides, it was also supported
by the result of the pre-test and post-test of the students’ listening skill. The
researcher conducted the pre-test on Friday, April 12, 2013. In this listening test,
the students were asked to do some assignments. The topic of the pre-test was
narrative story. The assignments were based on some recording. There were five
64
assignments in the test. The assignments consisted of checking the right picture,
multiple choices, true-false statements, and circling the right vocabulary. The
researcher had score table to gather all of the students’ score in every type of
assignments.
Meanwhile, the post-test was conducted on Friday, May 03, 2013. The
topic of the post test was recount story. The students were asked to answer the
assignments the same as in the pre-test. There were four assignments in the test.
The assignments consisted of checking the right picture, multiple choices, true-
false statements, and circling the right vocabulary. To assess the students’
listening skill in the post-test, the researcher also made a score table. The
researcher had different column for each type of assignments. The students’
listening scores in the pre-test can be seen in the Appendix. Meanwhile, the
summary of the result of the pre-test can be seen in the table below:
Table 2.5: The Result of the Students’ Listening Skill Scores in the Pre-test
From the table 2.5, based on the researcher’s assessment, it was found
that the mean of the students’ listening skill score was 70.22. From that
assessment, it can be inferred that the students’ listening skill was low because
In the post test, the researcher assessed the students’ listening skill scores
by using the same score table. The result of the students’ listening scores in the
65
post-test can be seen in the Appendix. The summary of the students’ listening
Table 2.6: The Result of the Students’ Listening Skill Scores in the Post-test
Based on the table 2.6, from the researcher’s assessment, it was found
that the mean of the students’ listening skill score was 76.59. Thus, almost the
students had passed the minimum passing grade (KKM). From that result, it
could be concluded that the students’ listening skill had improved since the
means of the students’ listening skill score had improved. The table shows that
To make the data clearer, the researcher presents the data in the following
chart:
Picture 2: The chart of the students’ score improvement from the pre test
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76
74
72 Pre-Test
70 Post-Test
68
66
Students
Score
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
relevant to this study. The detailed explanation of each point is presented below.
A. Conclusions
the result of this research was satisfying. This research was successful in the
effort to improve the students’ listening skill through podcast supported by some
other actions such as correcting the word spelling, giving the students rewards,
applying some listening assignments, etc. After conducting the research at SMP
each meeting for two cycles. The researcher created some fun activities using
podcasts for the students. During the teaching and learning process, she often
used the audio podcasts to motivate them in learning listening. In addition, she
also completed the audio with varied assignments, so they did not get bored.
using podcasts as the media to improve students' listening skills. During two
meetings in the Cycle 1, the researcher provided some simple audio podcasts to
the students, so they did not get bored. The audio was also able to encourage the
students to listen more carefully. In the two meetings, the researcher gave varied
66
67
vocabularies, arranging some pictures based on the recording, and circling the
researcher gave the recording script to check the students’ spelling and
vocabulary mastery. When they found some difficult vocabularies, she also
asked them to write the vocabularies with the correct meaning and spelling in
their book. In the end of each meeting, the researcher also gave them some
website addresses in which there were many examples of audio podcasts and
script in order to drill the students about English sounds and word spellings.
vocabulary mastery and word spelling. It could be seen from the increasing
numbers of the students who got high scores in some assignments. The
weakness in Cycle 1 was only about the classrooms discipline, the researcher
had not been able to manage the class so that the students were crowded. But it
In the Cycle 2, the researcher gave the rules to the students to raise their
hands before they answered some questions without chatting with their friends
next to them, so that the researcher could control the class. In this cycle, the
researcher added audio podcasts with back song so that the students felt enjoy
when they were listening and answering the assignments. She gave them more
complex assignments in the Cycle 2, it was done to see how far the students
68
mastered English sounds and spellings. She gave some assignments like
vocabularies that sound in audio, multiple choices, sort images, and true-false
activities, she added some interesting images in the assignments. She also
beginning of discussing the topic. When they finished listening to the recording,
she also gave them the recording script. At the end of each meeting, she also
gave some audio podcast website addresses for them so they can practice the
In the second cycle, many students got good scores. It means there was
than the previous cycle because of the researcher’s rule. The researcher also
gave the songs to the students to be heard in order to refresh their brains. They
did not merely listen to the songs, but they filled the missing lyrics in order to
successfully solved through podcasts. The use of podcasts could make the listening
activities more enjoyable and interesting. By using podcasts, the students got more
questions with the right answer and spelling. In general, this can be seen
69
from the comparison between the mean score of the pre-test and that of the post-
test.
B. Suggestions
toward the English teachers, the students of junior high school and other
researchers.
1. To English Teachers
The English teachers should determine podcasts that are able to make
students practice their listening in the meaningful contexts. During the research
conducted, the researcher used some media such as PC, headsets, speakers,
pictures and handouts. The English teachers can apply those media even other
media that can support the teaching-learning process so that the students will be
Many students are unfamiliar with the English sounds and spellings. They
feel confused when they heard English dialogues or monologues. They seldom
listen to English conversation or songs either inside or outside the class. They
also had some mistakes in spelling and meaning. To solve this problem, the
students can train themselves by using podcasts. They should practice a lot
Bopkri 1 Yogyakarta. The other researchers may follow this study in different
contexts in order to find more actions to improve the students’ listening skill.
This study may be used as one of the resources before the researchers do an
Brown, H.D. 2000. Principle of Language Learning and Teaching. San Francisco:
San Francisco University.
Edirisingha, P., Rizzi, C., Nie, M., Rothwell, L. 2007. Podcasting to Provide
Teaching and Learning Support for An Undergraduate Module on
English Language and Communication. Retrieved February 24, 2012
from: Turkish Online Journal of Distance Education, July, 2007, Vol. 8
No. 3, article 6. (http://tojde.anadolu.edu.tr/tojde27/pdf/article_6.pdf)
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Feez, S., & Joyce, H. 1998. Text-Based Syllabus Design. Sydney: Research
Macquiarie University.
Hasyuni. 2006. The Students’ Preferred Activities for English Listening Classes
(A Survey Conducted to the Second and Fourth Semester Students of
English Department of FKIP Universitas Bengkulu Academic Year
2005/2006). Unpublished Thesis of Teacher Training and Education
Faculty of Universitas Bengkulu.
P, Neil Morris. 2010. Podcasts and Mobile Assessment Enhance Student Learning
Experience and Academic Performance. Retrieved February 24, 2012 from:
The Higher Education Academy UK Centre for Bioscience
December 01, 2010.
(http://journals.heacademy.ac.uk/doi/pdf/10.3108/beej.16.1)
Tooth, T. 2000. The Use of Multi Media in Distance Education. South Australia:
The Commonwealth of Learning.
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1
FIELD NOTES
76
Field notes 1
Hari, tanggal : Jumat, 22 Maret 2013
Waktu : 09.10--11.00 WIB
Lokasi : Ruang Kepala SMP Bopkri 1 Yogyakarta
Hal : Permohonan ijin penelitian
Keterangan : KS : Kepala SMP Bopkri 1 Yogyakarta
GBI : Guru Bahasa Inggris
P : Peneliti
NO. AKTIVITAS
1. P datang ke sekolah pukul 09.10 WIB. P menemui KS di ruangannya. P dan KS
berjabat tangan, lalu KS mempersilahkan P untuk duduk.
3. P menunggu GBI di ruang KS. P bertemu GBI, P berjabat tangan dengan GBI.
P mengutarakan maksud kedatangannya yakni untuk meminta ijin penelitian di
kelas VIII. GBI menyambut baik kedatangan P dan menanyakan perihal
penelitian. Kemudian GBI memberi ijin penelitian kepada P. GBI
mempersilahkan P untuk melakukan penelitian di kelas VIII A. P
menyampaikan proposal dan instrumen penelitian akan segera diserahkan
setelah P berkonsultasi dengan dosen pembimbing penelitian. Selain itu P juga
meminta waktu untuk melaksanakan observasi kegiatan belajar-mengajar di
kelas terlebih dahulu sebelum melakukan penelitian. GBI mempersilahkan P
untuk datang hari Senin, 1 April 2013, untuk melakukan observasi kelas.
4. Pada pertemuan P dengan GBI kali ini, selain meminta ijin untuk penelitian, P
juga melakukan wawancara kepada GBI terkait pembelajaran Bahasa Inggris di
kelas VIII yang diterpakan oleh GBI serta kendala-kendala yang sering
dijumpai GBI.
5. Setelah selesai mewawancara, P diajak GBI untuk melihat Lab Listening yang
ada di lantai 2. Sambil melihat-lihat, P mengajukan beberapa pertanyaan terkait
77
lab kepada GBI. Pukul 11.00 WIB P mohon diri pamit kepada GBI juga
kepada KS.
Field notes 2
Hari, tanggal : Senin, 01 April 2013
Waktu : 08.45-11.00 WIB
Lokasi : Ruang TU SMP Bopkri 1 Yogyakarta dan ruang kelas VIII A
Hal : Observasi kegiatan belajar-mengajar
Keterangan : KS : Kepala SMP Bopkri 1 Yogyakarta
GBI : Guru Bahasa Inggris
S : Siswa
P : Peneliti
NO. AKTIVITAS
1. P datang ke sekolah pukul 08.45 WIB. P menemui KS untuk menyalami dan
memberitahu KS bahwa pada hari itu P akan melakukan observasi kegiatan
belajar mengajar bahasa Inggris di kelas VIIIA. KS mempersilahkan P untuk
menunggu GBI di ruang Tata Usaha (TU). P bertemu GBI dan langsung
menyerahkan surat ijin penelitian kepada GBI. Kemudian P dan GBI menuju
ruang kelas VIII A.
2. Kelas bahasa Inggris hari Senin jatuh pada pukul 09.10. GBI dan P memasuki
kelas 5 menit setelah bel pergantian pelajaran berbunyi. Susana kelas gaduh
saat GBI dan P masuk ruang kelas. GBI meletakkan barang-barang bawaannya
di meja guru dan P mencari tempat duduk kosong di barisan paling belakang.
Kemudian GBI berdiri di depan kelas dan memberikan salam. GBI menyapa
siswa dengan sapaan “good morning students.” Diikuti pertanyaan “how are
you today?”. S merespon sapaan dan pertanyaan GBI dengan mengatakan
“good morning Sir, I’m fine, thank you. And you?”. GBI menjawab “I’m fine
too, thank you.”
Field notes 3
Hari, tanggal : Senin, 01 April 2013
Waktu : 12.15-14.00 WIB
Lokasi : Lab. Listening
Hal : Observasi kegiatan belajar mengajar
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
NO. AKTIVITAS
1. P datang ke sekolah pukul 12.15 WIB dan langsung menuju Lab Listening.
Disana baru ada GBI.
79
Field notes 4
Hari, tanggal : Jumat, 12 April 2013
Waktu : 07.00-08.10 WIB
Lokasi : Lab Listening
Hal : Pre-test
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
O : Observer
NO. AKTIVITAS
1. P ditemani O yang P mintai tolong untuk mengambilkan gambar sewaktu P
melakukan penelitian tiba di sekolah pukul 07.00 WIB.
2. Pukul 07.10 WIB P, GBI, dan O masuk ke Lab listening. GBI memberitahu S
bahwa untuk beberapa pertemuan ke depan akan di ajar oleh P.
diberikan.
5. Setelah soal selesai diperdengarkan 2 kali, P meminta S melepaskan headset
mereka dan langsung menukar lembar jawaban mereka ke teman sebelahnya.
6. P membahas soal dengan melakukan tanya jawab kepada S. sesekali P
meminta salah satu S untuk menjawab soal dan mengatakan alasan mereka
menjawab. S sangat antusias mengangkat tangan berharap ditunjuk
menjawab soal. P juga membahas beberapa kosa kata asing yang sulit yang
mereka temukan dalam soal maupun jawaban.
7. Setelah selesai membahas soal, P meminta S menjumlah score benar mereka
di setiap bagian soal. Kemudian S diminta mengumpulkan soal dan jawaban
di meja bagian depan.
8. Pukul 07.45 WIB rangkaian pre-test selesai dan S mengucapkan salam tanda
berakhirnya pelajaran.
9. P, O dan GBI berbincang-bincang mengenai pre-test yang baru saja
dilaksanakan. Pukul 08.10 WIB P dan O berpamitan pulang kepada GBI.
Field notes 5
Hari, tanggal : Senin, 15 April 2013
Waktu : 09.10 – 10.05 WIB
Lokasi : Lab Listening
Hal : Implementasi kegiatan listening dengan media podcast dengan
tema ‘Unforgettable Experience’. Cycle 1a
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
O : Observer
absent Miss.”
Field notes 6
Hari, tanggal : Rabu, 17 April 2013
Waktu : 11.40 – 13.00 WIB
Lokasi : Lab Listening
Hal : Implementasi kegiatan Listening dengan media podcast dengan
tema “Fiction Story”. Cycle 1b
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
O : Observer
Field notes 7
mudah mengingatnya.
4. Production Setelah selesai bertanya-jawab, P
S mendengarkan rekaman membagikan handout kepada mereka
dialog recount kemudian dan meminta mereka memasang headset
mengisi soal yang diberikan mereka kembali. P menjelaskan soal
dengan benar. yang dibagikan melalui mic yang
Beberapa S menjawab soal terdapat dalam headset dan S
yang diberikan dengan benar. mendengarkan dengan serius. Seperti
biasa, rekaman akan diperdengarkan dua
kali, sehingga P meminta S untuk
mendengarkan dengan cermat dan tidak
ribut. Setelah rekaman diperdengarkan
dua kali dan S selesai menjawab soal, P
mulai membahas soal dengan mulai
bertanya jawab dengan S. kali ini P
tidak hanya menanyakan alas an mereka
menjawab pertanyaan, tetapi juga ejaan
dari jawaban yang tepat. Kemudian P
meminta mereka menjumlahkan
jawaban benar dan memberitahukannya
kepada P secara bergantian. Setelah soal
selesai dibahas dan P melihat ternyata
masih banyak sisa waktu yang ada,
maka P memberi kesempatan kepada S
untuk mendengarkan lagu sambil
mengisi lirik yang kosong. S sangat
antusias mendengarnya dan mulai
memasang headset mereka satu persatu.
Kemudian P mulai memperdengarkan
lagu. Pada putaran kedua terlihat S yang
telah selesai mengerjakan soal ikut
menyanyi sesuai lirik yang mereka
kerjakan.
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Field notes 8
Field notes 9
Hal : post-test
Pertemuan 6
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
O : Observer
NO. AKTIVITAS
1. P ditemani O tiba di sekolah pukul 07.00 WIB.
2. P menuju Lab Listening bersama O. Disana sudah ada GBI. P mempersiapkan
keperluan post-test dan O membantu P membagikan handout di masing-
masing meja S. GBI kembali ke kelas untuk mendampingi S berdoa terlebih
dahulu.
5. Pada pukul 07.15 WIB, P memberi salam pembuka dan membuka pertemuan
pada hari ini. Kemudian P memberi instruksi kepada S untuk memasang
headset mereka sambil mendengarkan sampel rekaman untuk mengecek
headset masing-masing.
Field notes 10
Hari, tanggal : Rabu, 08 Mei 2013
Waktu : 12.20 – 13.10 WIB
Lokasi : Ruang TU
Hal : Mewawancarai siswa terkait dengan pembelajaran Listening
menggunakan
media podcast
Keterangan : GBI : Guru Bahasa Inggris
P : Peneliti
S : Siswa
KS : Kepala Sekolah
NO. AKTIVITAS
1. P tiba di sekolah pukul 12.10 WIB. P meminta maaf kepada GBI karena baru
104
2
INTERVIEW GUIDE
LINE AND INTERVIEW
TRANSCRIPTS
106
INTERVIEW GUIDELINE
2. Siswa
1) Apakah kamu suka pelajaran bahasa Inggris? Mengapa?
2) Kegiatan apa yang biasa diterapkan oleh guru bahasa Inggris di kelas?
3) Menurut kamu, bagaimana kegiatan di kelas bahasa Inggris yang
biasa diterapkan oleh guru bahasa Inggris?
4) Kegiatan seperti apa yang kamu sukai untuk kelas bahasa Inggris?
5) Dalam pelajaran bahasa Inggris ada empat skill, yaitu listening,
speaking, reading dan writing. Dari keempat skill tersebut, mana yang
paling kamu sukai? Mengapa?
6) Dari keempat skill yang tadi sudah disebutkan, mana yang menurut
kamu paling susah? Mengapa?
7) Apa kesulitan terbesarmu dalam mempelajari bahasa Inggris?
107
2. Siswa
1) Menurut kamu bagaimana pelajaran bahasa Inggris hari ini? Mengapa?
2) Apakah kamu menyukai belajar listening dengan menggunakan media
podcast?
3) Apakah kegiatan di lab membantu meningkatkan kemampuan
listening kamu?
4) Apakah kamu lebih termotivasi untuk belajar listening dengan
menggunakan media podcast?
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INTERVIEW TRANSCRIPTS
Interview 01
22 Maret 2013
Ruang Guru
R: researcher ET: English Teacher
Line Interview
1. R : Selamat siang Pak. Mohon maaf sebelumnya saya meminta waktu
buat wawancara.
11. R : Untuk kesulitan lainnya Pak, misalnya apakah mereka susah pada
saat menggunakan lab atau bagaimana?
12. ET : Oh, iya Miss, mereka itu saking aktifnya dikelas ya sering rebut
sendiri itu, terus kalau giliran ditanya mereka ya gak tau apa yang
baru saja diterangkan. Kalo pas speaking juga, mereka lebih
banyak reading aloud, yam au gimana lagi miss, mereka kan
kemampuannya beda-beda. Kalo soal lab, enggak sih kalau itu,
110
tidak ada kesulitan. Soalnya sudah saya kenalkan masuk lab itu
dari kelas VII. Jadinya mereka ya sudah tau.
13. R : Kemudian untuk skill yang paling dikuasai kelas VIII tu apa ya
Pak?
14. ET : Mereka bagus pada, rata-rata sih ya, speaking dan readingnya sih.
Untuk listeningnya kan ya mereka tergantung vocabnya juga ya,
mereka tau mendengarkan tapi kalau tulisannya salah kan ya saya
salahkan.
15. R : Tapi selama ini pelajaran listening itu sering tidak pak?
16. ET : Listening biasanya kita hanya satu minggu satu jam. Biasanya
saya ambil yang waktunya hanya satu jam pelajaran, hari Jumat.
Tapi tidak setiap minggu, karena ya saya mengejar materi yang
untuk ujian semester.
Interview 02
01 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Minta waktu sebentar buat wawancara ya dek?
2. S : O iya mbak.
3. R : Namamu siapa dek?
4. S : Saya Yola.
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5. R : Iya, mau tanya, kamu seneng pelajaran bahasa inggris gak sih?
6. S : Lumayan sih.
7. R : Lumayan, kenapa?
8. S : Yak arena bisa belajar bahasa inggris.
9. R : Dirumah suka les gitu gak?
10. S : Les.
11. R : Les, dimana?
12. S : Di ELTI Mba.
13. R : Trus kalau Pak ndaru biasanya ngapain aja kegiatan dikelas?
14. S : Belajar baca, menulis juga Mba.
15. R : Menurut kamu asik gak pelajaran bahasa inggris selama ini?
16. S : Ya lumayan asik sih
17. R : Kalo di kelas bahasa inggris tu yang paling kamu senengin waktu
pelajaran apa? Pas topik apa gitu.
31. R : Kalo listening, kamu susah gak dengerin dialog atau monolog
gitu?
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Interview 03
01 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Namamu siapa dek?
2. S : Vita Mba.
3. R : Saya minta waktu sebentar buat wawancara ya?
4. S : Ya mbak.
5. R : Vita suka bahasa inggris gak sih?
6. S : Suka Mba.
7. R : Sukanya kenapa?
8. S : Ya enak aja mba pelajarannya.
9. R : Biasanya Pak Ndaru kalo ngajar bahasa inggris tu ngapain aja?
10. S : Ya nyatet, trus sama diskusi gitu doing.
11. R : Trus paling seneng kegiatan apa? Listening apa speaking, apa
reading, writing gitu?
14. S : Reading Mba, kan soalnya ada bacaannya, jadi kita tinggal baca
aja, hehe…
32. S : Ooo, belum pernah Mba. Pak Ndaru cuma kasih lagu gitu kok
biasanya.
Interview 04
01 April 2013
Ruang Tata Usaha (TU)
R: researcher S: student
Line Interview
1. R : Namanya siapa?
2. S : Anom Bagaskara
3. R : Anom, minta waktunya sebentar ya.
4. S : Iya mba.
5. R : Kamu suka pelajaran Bahasa Inggris gak sih?
6. S : Suka.
7. R : Kenapa?
8. S : Suka aja mba. Soalnya dirumah tontonannya juga film-film
berbahasa inggris.
18. S : Listening.
19. R : Listening ya. Kenapa?
20. S : Mmm, ya karena sukanya ndengerin lagu bahasa inggris juga, jadi
kalo pas ada kata yang gak tau artinya langsung ku cari di kamus
gitu.
21. R : Ooo, bagus. Trus kalo yang paling susah itu skill apa?
22. S : Eee, apa ya, kadang-kadang readingnya salah.
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31. R : Brarti kamu gak kesulitan dong kalo denger dialog atau monolog
bahasa inggris gitu?
37. R : Enak dong berarti tiap listening refreshing terus ya, ndengerin lag
uterus gitu?
40. S : Iya, pernah mba, trus nanti ngerjain soal yang berkaitan dengan
cerita itu to? Pernah, tapi yang ngomong Pak Ndaru, jadi kita
ndengerin beliau.
41. R : Ooo, berarti yang dari LKS itu ya? Kalo yang bentuk rekaman
belum pernah?
42. S : Iya Mba dari LKS. Gak pernah kalo yang bentuk rekaman gitu.
43. R : Ooo, oke deh, makasih ya waktunya, boleh balik ke kelas.
44. S : Iya mba, sama-sama.
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Interview 05
01 April 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Namanya siapa dek?
2. S : Nindya.
3. R : Minta waktu sebentar ya. Nindya suka pelajaran bahasa inggris
gak?
4. S : Suka mba.
5. R : Suka ya, kenapa?
6. S : Soalnya dari SD juga udah les bahasa inggris to mba, trus SMP
juga les, jadi ya suka aja, udah kebiasaan.
29. R : Mmm, kalo di bahasa inggris sendiri kamu ngerasa sulit di bagian
mana?
33. R : Trus biasanya buat ngatasin biar kamu kuat di vocabnya itu kamu
ngapain?
34. S : Ya kadang suka bikin catetan sendiri sih mba kalo dapet kata-kata
sulit gitu, biar nanti bisa cari artinya.
35. R : Ooo, biar gampang ya. Trus kalo listening di lab gitu Pak Ndaru
suka nyuruh ndengerin dialog gitu gak?
36. S : Biasanya sih Pak Ndaru yang mbacain mba. Ada soal listening
dari LKS gitu terus Pak Ndaru yang baca soalnya, kita njawab
gitu mba.
37. R : Ooo, berarti didikte ya. Trus kalo ndengerin lagu, lagu-lagunya
susah gak kata-katanya?
38. S : Ya kadang ada yang susah mba, kalo pas ada yang bahasanya gak
ngerti gitu, apasih namanya, kayak bahasa gaulnya sana gitu
mungkin ya.
39. R : Ooo, kata-kata slang gitu ya. Selain itu kegiatan di kelas listening
119
ngapain?
40. S : Ya kebanyakan gitu aja sih mba.
41. R : Ooo, trus kalo lagu-lagunya itu kebanyakan lagu baru apa lagu
lama?
Interview 06
01 April 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Siang dek, namanya siapa?
2. S : Andito.
3. R : Andito suka pelajaran bahasa inggris?
4. S : Suka mba.
5. R : Iya, kenapa?
6. S : Pelajarannya tu kalo sama Pak Ndaru tu gampang diinget.
7. R : Kalo kegiatannya Pak Ndaru dikelas apa aja?
8. S : Kebanyakan teori.
9. R : Teori ya, kalo diskusi gitu sering apa jarang?
10. S : Jarang mba.
11. R : Enak gak Pak Ndaru ngajarnya?
12. S : Enak sih.
13. R : Kalo pas dikelas yang paling kamu senengin materi apa?
14. S : Speaking mba
15. R : Kenapa kok seneng speaking?
120
16. S : Soalnya kan kita jadi bisa latian gitu mba buat ngomong pake
bahasa inggris.
23. R : Ooo, itu kalau didengerin rekaman dari native speaker atau orang
luar negri gitu ya?
Interview 07
01 April 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Namanya siapa ya?
2. S : Ara Mba.
3. R : Minta waktunya sebentar ya Ara. Ara suka pelajaran bahasa
inggris gak?
4. S : Suka mba.
121
9. R : Ooo, kalo menurut Ara, kegiatan yang paling enak pas dikelas
bahasa inggris tu ngapain?
10. S : Pas ndengerin lagu mba, tapi kadang suka salah-salah njawabnya.
11. R : Ooo, itu kan pas listening di lab ya?
12. S : Iya ding mba, hehe…
13. R : Iya, kalo yang paling susah tu pas ngapain?
14. S : Ya itu mba, pas ndengerin rekaman, kan kadang ngomongnya
cepet, jadi kita gak tau itu ngomong apa, hehe…
15. R : Hehehe…iya ya. Tapi sejauh ini sama Pak Ndaru mbosenin gak?
16. S : Enggak sih mba.
17. R : Trus kalo selain ndengerin lagu, pas listening di lab itu ngapain
aja?
21. R : Ooo, gitu ya, berarti juga gak pernah tau tu yang namanya
Podcast?
Makasih ya waktunya.
30. S : Iya mba, sama-sama.
Interview 08
19 April 2013
Ruang Guru
R: researcher ET: English Teacher
Line Interview
1. R : Siang Pak. Ini saya minta waktu untuk wawancara sebentar boleh
kan?
11. R : Gitu ya pak. Ya besok saya print grayscale coba ya pak. Hehe..
12. ET : Iya miss.
13. R : Oya pak, menurut bapak, apakah kemampuan vocab anak-anak
bertambah dengan adanya aktivitas listening dengan media
podcast?
14. ET : Iya, bertambah Miss. Kan banyak vocab baru buat mereka yang
123
15. R : Iya pak, soalnya siswa pesti lupa kalo gak dicatet e, hehe…
Kemudian, kalau untuk materinya sendiri bagaimana pak?
Apakah cukup menarik?
16. ET : O sangat. Banyak variasinya miss. Saya saja gak kepikiran buat
soal ngelingkarin vocab yang ada di rekaman itu waktu liat
handoutnya. Bagus miss.
17. R : Hehe, iya ya pak?itu saya juga mengacu di buku mata kuliah sih
pak, jadi ya banyak macemnya.
18. ET : Iya. Siswa juga keliatan lebih antusias kok miss, soalnya
materinya menarik. Banyak gambar-gambar juga, jadi bikin siswa
seneng. Udah gitu mereka juga dapet cerita baru dari rekaman itu.
21. R : Oiya pak, makasih sarannya. Sekian dulu mungkin pak, mnanti
kalau mau merepotkan lagi ya saya minta ijin lagi, hehe..
22. ET : Halah miss kayak apa aja, gak merepotkan kok ini. Maklah
seneng saya, hehe..
Interview 09
19 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Siang dek Yusuf, saya wawancara sebentar ya?
2. S : Ooo, iya miss boleh.
3. R : Gini, saya mau tanya, gimana selama 2 kali pertemuan sama
saya?
4. S : Asik miss.
124
5. R : Asiknya gimana?
6. S : Ya itu, materinya kan menarik, udah gitu juga soalnya macem-
macem, ada gambar-gambarnya lagi, jadi gak bosen kita, hehe...
8. S : Nambah Miss.
9. R : Kenapa bisa bertambah?
10. S : Ya karena soalnya tu banyak yang berhubungan dengan vocab,
Miss. Dari rekamannya aja kita udah nambah banyak vocab,
Miss.
11. R : Gitu ya. Trus ada kesulitan gak selama saya mengajar?
12. S : Mmm, gak ada sih miss, enak kok pokoknya, hehe...
13. R : Hehe, kalo menurut kamu cara saya ngajar itu mbosenin apa gak?
14. S : Ah, ya enggak miss, orang temen-temen juga pada aktif kok,
berarti ya gak mbosenin.
17. R : Ya itu kan kalo dikelas, ini kan saya ngajarnya di lab, hehe...
18. S : Iya sih miss, hehe, ya kan jarang juga kita ke lab, jadi ya pesti
seneng lah.
19. R : Iya deh. Trus kamu ada saran gak buat pertemuan berikutnya?
20. S : Mmm, apa ya? Gak ada sih miss, udah enak kok.
21. R : Serius?
22. S : Iya miss.
23. R : Yaudah kalo gitu, makasih ya udah mau ngeluangin waktu. Dah
sana pulang.
Interview 10
19 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Elang, saya wawancara sebentar ya?
2. S : Oh, iya miss bisa, hehe...
3. R : Hehe. Gimana Lang belajar sama saya?
4. S : Asik miss, gak bikin bosen.
5. R : Suka berarti ya belajar pakai media podcast?
6. S : Suka miss.
7. R : Ada peningkatan nggak kemampuan listening kamu?
8. S : Ada miss.
9. R : Bagian mananya yang nambah?
10. S : Ya vocabnya, ya pendengarannya, hehe...
11. R : Oya, kenapa kok bisa meningkat? Kalo materinya gimana?
12. S : Ya itu miss, rekamannya tu enak buat didengerin, ada
backsongnya sih, hehe, gambarnya juga banyak, jadi gak bikin
bosen. Trus juga kan kita banyak dapet kosa kata baru, jadi ya
vocabnya nambah miss.
13. R : Oke deh. Trus ada saran gak buat pertemuan berikutnya?
14. S : Ya dibanyakin lagi aja miss gambarnya, biar lebih seneng, hehe...
15. R : Iya deh nanti saya usahain tambah banyak gambarnya.
16. S : Oke miss.
17. R : Yaudah, makasih ya, gek pulang, hati-hati dijalan, hehe...
18. S : Iya miss, hehe...
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Interview 11
19 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Dek Dias. Minta bantuan lagi nih. Boleh ya wawancara?
2. S : Hehe iya miss.
3. R : Gimana belajar bahasa Inggris bareng saya?
4. S : Ya seneng miss.
5. R : Senengnya kenapa?
6. S : Ya pelajarannya asik aja miss.
7. R : Asik apanya? Materinya atau apanya?
8. S : Ya materinya, ya soal-soalnya, ya pembahasannya, semuanya deh
miss.
13. R : Ya nanti kalo pas ada kata-kata susah saya langsung kasih artinya
ya kepotong-potong to rekamannya, hehe...
16. S : Ada dong miss, saya jadi seneng ndengerin lagu-lagu bahasa
inggris juga jadinya.
Interview 12
19 April 2013
Ruang kelas VIII A
R: researcher S: student
Line Interview
1. R : Siang Sepna, lagi sibuk gak ni?
2. S : Enggak kok miss.
3. R : Saya tanya-tanya sebentar boleh ya?
4. S : Ya miss.
5. R : Kamu selama 2 pertemuan ini sama saya gimana rasanya?
6. S : Seneng miss. Asik gitu belajarnya jadinya.
7. R : Asik gimana?
8. S : Ya miss kan kalo ngajar enak, jadi gampang dimengerti gitu.
9. R : Ooo, gak pernah bosen apa?
10. S : Enggak miss, orang soalnya aja asik, macem-macem, ada
gambar-gambar lucunya lagi, jadi ya gak bosen, hehe...
11. R : Iya ya. Trus kamu pernah kesulitan gak selama proses belajar
mengajar bareng saya?
12. S : Kesulitnnya paling kalo pas gak tau artinya aja miss, jadi suka
kira-kira sendiri apa maksud pertanyaan ma jawabannya.
13. R : Ehehehe, gitu ya. Trus rekamannya enak apa susah didenger?
14. S : Enak kok miss, ada backsongnya juga, jadi kayak kebawa suasana
gitu kadang.
15. R : Iya ya. Trus kamu ngerasa ada peningkatan gak selama saya ajar
listening?
16. S : Ada miss, ya vocab saya jadi nambah, trus juga saya jadi tertarik
buat baca-baca cerita bahasa inggris sambil nyari artinya di
kamus.
128
Interview 13
03 Mei 2013
Ruang TU
R: researcher ET: English Teacher
Line Interview
1. R : Siang pak. Saya tanya-tanya sebentar ya pak.
2. ET : O iya silahkan miss.
3. R : Gini pak, saya mau tanya pendapat bapak mengenai listening
dengan media podcast itu bagaimana pak?
6. ET : Kalo itu sudah jelas ya, mereka sangat antusias. Kalo gak ke lab
gitu mereka malah tanya, ‘kapan ke lab lagi Pak?’ gitu
8. ET : Ya bagus sejauh ini, trus juga ada peningkatan dari hari ke hari.
Apalagi di dua pertemuan terakhir kemarin siswa sudah jauh
lebih terkontrol dari sebelumnya, soalnya ya itu, Miss kasih
mereka aturan untuk angkat tangan sebelum menjawab, jadi
129
11. R : Iya pak, hehehe… kemudian, setelah pake media podcast ini
apakah ada kemajuan untuk listeningnya pak?
12. ET : Saya rasa ada ya, kemarin juga saya liat mereka nilainya
bertambah kok rata-rata. Terus untuk kemampuan vocabulary
juga ada peningkatan, saya lihat kemarin waktu ada kosa kata
sulit di teks recount itu juga banyak siswa yang memperhatikan.
17. R : Wah, bapak bisa saja, hehe… kemudian untuk kesan pesannya
pak?
18. ET : Ya sudah cukup baik ya, disatu sisi saya jadi punya pengalaman
baru dengan adanya penelitian ini, disatu sisi siswa juga jadi
mengalami peningkatan kemampuan, ya kesannya baik begitu ya.
Kemudian untuk pesan ya semoga skripsinya cepat selesai, begitu
saja miss.
19. R : Wah, terima kasih banyak lho pak, hehehe.. amin. Yasudah pak,
sekian dulu wawancaranya. Nanti kalau ada yang perlu
ditanyakan atau ada kekurangan ya saya hubungi lagi.
Interview 14
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Halo yusuf, mau tanya-tanya sebentar ya.
2. S : Iya miss.
3. R : Belum lupa kan kemaren belajar sama saya?
4. S : Belum lah miss, baru juga kemaren, hehe...
5. R : Iya, kemaren belajar listening dengan media podcast sama saya tu
rasanya gimana?
Interview 15
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Waktu saya ngajar kemaren masih inget kan dek Arum?
2. S : Masih miss, hehe...
3. R : Iya, soalnya saya mau tanya-tanya ni soal kemaren.
4. S : Oke miss.
5. R : Waktu kamu listening pake media podcast itu apa yg kamu
rasain?
14. S : Gak pernah miss, malah setiap mau pelajaran tu pengennya cepet-
cepet ke lab.
17. R : Ooo, iya bener juga ya, hehe... trus ada yang perlu dikomplain
gak tentang cara ngajar saya?
18. S : Gak ada sih miss, eh, paling ini aja sih, missnya masih kurang
tegas sama temen-temen, jadi kalo lagi ada temen yang jawab
soal itu ada beberapa yang gak merhatiin.
132
19. R : Ooo, iya, oke deh. Makasih ya waktunya. Boleh ke kelas lagi.
20. S : Oke miss, sama-sama. Besok ngajar disini aja miss, hehehe...
21. R : Hehehe, ya besok ya...
Interview 16
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Halo Kevin. Lagi ngapain tadi dikelas?
2. S : Lagi ngerjain tugas Miss.
3. R : Ooo, ada tugas dari Sir Ndaru ya?
4. S : Iya.
5. R : Ya, saya mau tanya- tanya sebentar ya sama dek Kevin.
6. S : Iya Miss.
7. R : Kemaren belajar sama saya masih inget kan?
8. S : Masih lah miss, hehe…
9. R : Iya, saya mau tanya ni, kemaren belajar sama saya gimana
rasanya?
13. R : Ooo, gitu ya. Mmm, kamu pernah jenuh gak pas belajar pake
media podcast?
14. S : Enggak miss, malah saya semangat banget tiap mau ke lab,
hehe…
21. R : Waaah, masak guru mata pelajaran pake partner segala, hehehe…
22. S : Ya gak papa miss, biar enak kita, jadi mudeng semua.
23. R : Ya besok ya saya pikirin dulu, hehehe.. yaudah, makasih ya
waktunya, sana gek nyelesain tugas, nanti dimarHI Sir Ndaru lho.
Interview 17
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Eh, halo Ara, ketemu lagi ni.
2. S : Iya miss. Hehe, kangen saya sama missnya.
3. R : Kangen kenapa?
4. S : Ya kangen diajar listening lagi, habis enak e miss ngajarnya.
5. R : Wah, belum diwawancara udah njawab ini, hehe…yaudah, sini
duduk, mau tak wawancara sebentar.
6. S : Oke miss.
7. R : Iya, langsung aja ya, tadi kamu bilang saya enak ngajarnya,
enaknya dimana?
9. R : Gitu ya. Kamu pernah ngalamin kesulitan gak pas belajar bareng
saya?
kan naek ke lantai 2 tu rasanya capek banget, eh, tapi itu capek
miss, bukan jenuh, hehe…
14. S : Iya miss, saya jadi familiar sama kata-kata bahasa inggris kayak
yang di lagu sama di film-film itu.
19. R : Oke deh, makasih ya udah mau diwawancara. Sekarang bisa balik
ke kelas.
20. S : Segitu aja miss? Oke deh, besok main-main kesini ya miss.
21. R : Iya deh..hehehe…
Interview 18
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Siang Moerdekhai, masih inget saya kan?
2. S : Masih dong miss, ayo miss, kapan kita listening di lab lagi?
3. R : Hehehe, besok minta Sir Ndaru ya. Moer, saya tanya-tanya
sebentar ya?
4. S : Oke miss.
5. R : Moer waktu listening sama saya gimana Moer?
6. S : Asik miss, tapi ya kadang saya takut salah denger gitu miss, jadi
pesti deg-degan, hehehe.
135
7. R : Wah, masak?
8. S : Iya miss.
9. R : Kan itu saya ulang 2 kali to rekamannya, masak masih takut salah
denger? Belum cukup apa diulang 2 kali?
10. S : Ya udah cukup sih miss, Cuma pesti deg-degan aja tiap mau
ndengerin rekaman trus ngerjain soal, hehehe…
12. S : Mmm, ya ada pertambahan sih miss, kayak nambah kosa kata
baru gitu, terus juga saya kan jadi sering denger orang ngomong
pake bahasa inggris, jadi ya sedikit ngerti gitu lah miss,jadi
seneng nonton film berbahasa inggris sekarang saya miss,
hehehe..
13. R : Iya kah? Bagus dong, hehehe.. trus soal-soalnya atau materinya
mbosenin gak sih menurutmu?
15. R : Penasaran ya, ehehehe… berarti seneng ya belajar sama saya, gak
pernah bosen apa?
19. R : Jadi penjaga sekolahan dong saya kalo disini terus, ehehehe..
20. S : Ya maisud saya ngajar disini.
21. R : Wah, ya besok ya saya pikirin lagi, hehehe.. yaudah makasih ya
waktunya, boleh ke kelas lagi.
Interview 19
08 Mei 2013
Ruang TU
R: researcher S: student
Line Interview
1. R : Halo Samuel, apa kabar?
2. S : Baik miss.
3. R : Saya minta waktu sebentar ya.
4. S : Iya miss.
5. R : Kemaren kamu listening pake podcast perasaannya gimana?
6. S : Seneng miss, enak, jadi lebih mudeng sama materinya.
7. R : Ooo, kamu pernah ngalamin kejenuhan gak selama belajar bareng
saya?
8. S : Enggak miss.
9. R : Bener ni? Kalo kesulitan gitu, ada gak?
10. S : Iya miss. Ya ada sih beerapa.
11. R : Pas kapan tu?
12. S : Ya kalo saya kurang paham rekamannya gitu miss, suka bingung
sendiri, akhirnya tanya temen, ehehehe..
15. R : Masak? Iya deh, ehehe… trus kamu ngerasa ada peningkatan gak
setelah listening sama saya pake media podcast itu?
16. S : Ada miss, pertama vocab saya nambah, kedua ya saya jadi
tambah banyak cerita bahasa inggris.
17. R : Oke deh, hehe..mmm, apa lagi ya, oya, saya minta kesan
pesannya dong.
18. S : Mmm, ya selama belajar sama miss vero tu enak, asik, gak
mbosenin, trus pesannya semoga miss vero mau ngajar disini,
hehehe..
19. R : Waaah, kok semua pesennya gitu ya? Kalian kompakan ya?
20. S : Hahaha, ya dari kemaren itu kita minta Sir Ndaru ke lab tapi
137
3
OBSERVATION SHEET
139
OBSERVATION SHEET
B Whilst-Teaching
1. The teacher presents a sample recording to check the audio √
system.
5. The teacher makes the instruction before the students √ Guru menentukan berapa kali audio
listening the recording. diputar
15. The students listening to the song and answer the script. √
141
16. The teacher ask the students to answer the complete song. √
C Post-Teaching
1. The teacher gives opportunity to the students to ask about the √
matterial has been given.
2. The teacher asks the students what material has just been √
discussed.
D Methods
1. The teacher decreases students’ low confidence and increase √
the students’ confidence to be more speak up.
E Teacher-students’ interaction
1. The students feel free to ask, agree, and express their idea. √
OBSERVATION SHEET
B Whilst-Teaching
1. The teacher presents a sample recording to check the audio √
system.
15. The students listening to the song and answer the script. √
16. The teacher ask the students to answer the complete song. √
C Post-Teaching
1. The teacher gives the students opportunity to ask about the √
matter has been given.
2. The teacher asks the students what material has just been √
discussed.
D Methods
1. The teacher decreases students’ low confidence and increase √
the students’ confidence to be more speak up.
E Teacher-students’ interaction
1. The students feel free to ask, agree, and express their idea. √
OBSERVATION SHEET
B Whilst-Teaching
1. The teacher presents a sample recording to check the audio √
system.
15. The students listening to the song and answer the script. √
16. The teacher ask the students to answer the complete song. √
C Post-Teaching
1. The teacher gives the students opportunity to ask about the √
matter has been given.
2. The teacher asks the students what material has just been √
discussed.
D Methods
1. The teacher decreases students’ low confidence and increase √
the students’ confidence to be more speak up.
E Teacher-students’ interaction
1. The students feel free to ask, agree, and express their idea. √
OBSERVATION SHEET
B Whilst-Teaching
18. The teacher presents a sample recording to check the audio √
system.
32. The students listening to the song and answer the script. √
33. The teacher ask the students to answer the complete song. √
C Post-Teaching
5. The teacher gives the students opportunity to ask about the √
matter has been given.
6. The teacher asks the students what material has just been √
discussed.
D Methods
6. The teacher decreases students’ low confidence and increase √
the students’ confidence to be more speak up.
E Teacher-students’ interaction
4. The students feel free to ask, agree, and express their idea. √
4
PRE-TEST
&
POST-TEST
156
PRE TEST
A. Audio I
Listen to a part of the story. Check ) the correct picture based to the recording.
3. What people do
B. Audio II
Listen to a part of the story. Answer the questions correctly.
C. Audio III
Listen to a part of the story. Are these statements true or false? Check (9)
the correct answer.
No Sentences True False
D. Audio IV
Listen to a part of the story. Answer the questions correctly.
1. What happened with the icicles?
a. It melted like an ice cream.
b. It melted into a glass of milk.
c. It melted into a small lump of ice.
d. It melted by the sun.
E. Audio V
Listen to the end of the story. Circle the “V2” that you hear based on
the recording.
got confused looked Placed
Worried dwindled Cheated
Slipped vanished Dug
Found wrote Cried
Created peeped Sprouted
159
POST TEST
F. Audio I
Listen to the recording. Check (9) the correct picture based on the
2. The destination
3. The weather
4. Morning activity
160
G. Audio II
Listen the recording III again. Are these sentences true or false? Check (9)
the correct answer.
No Sentences True False
1. I spent three weeks for my winter vacation.
2. I spent my winter vacation in my hometown
which is Daytona Beach, Florida.
3. It was sunny every day and the temperature was
almost 18 degrees.
4. I visited my grandmother and I spent every
morning having a cup of coffee and reading the
newspaper.
5. I saw The Aviator and also an interesting movie
called Spanglish
H. Audio III
Listen to the recording. Answer the question based on the recording.
1. What time did she wake up?
a. She woke up at five a.m.
b. She woke up at seven a.m.
c. She woke up at eight a.m.
d. She woke up at eight p.m.
161
I. Audio IV
Listen to the recording. Circle the “V2” that you hear based on the recording.
5
COURSE GRID
164
IMPROVING STUDENTS’ LISTENING SKILLS THROUGH PODCASTS IN SMP BOPKRI 1, YOGYAKARTA GRADE VIII, ClASS A
IN THE ACADEMIC YEAR OF 2012 / 2013
COURSE GRID
Cycle 1
Standard Competency: 8. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana
Cycle 2
Basic Competency Indicators Materials Activities
Topics Functions Vocabulary Key structure
8. Memahami The students are able Holiday Asking and giving Difficulty • WH Presentation
makna dalam teks to: information. words of the question: 1. The teacher asks students
lisan fungsional • Identify sounds and story: What+ to be about their most
dan monolog spellings in Example: Amusement, (was, memorable holiday
pendek sederhana monologue and fireworks, were)+object+ 2. Students answer the
• When did the ? teacher's questions.
berbentuk narrative dialogue recount. story happen? waterslide Simple past 3. Teachers tell students the
dan recount untuk • Answer questions • The story pools tense: S+ to be topic will be taught.
berinteraksi relating to the happened at (was, were)+ 4. The teacher asks the
dengan lingkungan recording properly. summer. object students about the most
sekitar Examples: memorable holiday
experience.
• When was 5. The teacher pointed to one
8.2. Merespon the story of the students to share the
happen? experience of their
makna yang • The story vacation.
terdapat dalam was 6. The teacher asks the
monolog pendek happened at students about the holiday
sederhana secara summer. experience include:
akurat, lancar, dan 9 Who has the
experience
berterima untuk
9 When these
berinteraksi experiences occurred
dengan lingkungan 9 Where they occur
sekitar dalam teks 9 What are some
berbentuk narrative accomplishments
dan recount 9 How perpetrator
impression
Practice
7. Students listen to a
recording while answering
168
dengan lingkungan character of the , granted, (was, were)+ 4. The teacher asks the
sekitar story is Rabbit formatted, object students replied with
and Turtle. consistently, Examples : a story that is known
realized, students include:
riverbank • Who is the 1) The characters in
8.2. Merespon
main the story
makna yang character of 2) Problem in the story
terdapat dalam the story? 3) The moral of the story
monolog pendek • The main Practice
sederhana secara character of 5. Students listen to a
akurat, lancar, dan the story is recording about a story
Rabbit and 6. The teacher asks the students
berterima untuk
Turtle. to listen to a story correctly.
berinteraksi 7. Students answer some
dengan lingkungan questions given.
sekitar dalam teks Production
berbentuk narrative 8. Students listen to recordings
dan recount recount monologue while
filling the given problem
correctly.
9. Some students read the
questions that have been
answered with the
correct pronunciation.
170
6
LESSON PLANS
171
Standar Kompetensi :
¾ Mendengarkan
8. Memahami makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk narrative dan recount untuk berinteraksi dengan
lingkungan sekitar
Kompetensi Dasar :
8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara
akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk narrative dan recount
Indikator :
1. Siswa dapat merespon berbagai informasi yang terdapat dalam rekaman
monolog recount.
2. Siswa dapat mengidentifikasi berbagai informasi dalam rekaman monolog
recount.
A. Tujuan Pembelajaran
Mendengarkan
Pada akhir pelajaran siswa dapat :
1. Mengidentifikasi berbagai informasi dalam rekaman monolog recount.
2. Menjawab pertanyaan yang berkaitan dengan rekaman dengan benar.
B. Materi Pembelajaran
• Rekaman monolog recount.
• Soal yang berkaitan dengan rekaman.
C. Teknik Pembelajaran
PPP (presentation, practice, production)
172
D. Langkah-Langkah Kegiatan
E. Sumber Belajar
1. Buku teks yang relevan.
2. Rekaman dan script cerita.
3. Media: Komputer, Headset, Hand out, Students worksheet, White
board and Board Marker.
F. Penilaian
Setiap jawaban yang sempurna diberi skor
1. Jumlah skor maksimal keseluruhan 24.
Nilai maksimal = 10
SkorPerolehan
Nilai Siswa = SkorMaksimal x10
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APPENDIX
1. Listen to the story. Check (9) the best picture based on the recording.
1) Single or married.
2. Listen to the story. Are these statements true or false? Check (9) the correct
answer.
th
8. They broke when Kate had her 17 years old.
9. Kate and her ex-boyfriend becomes an enemy.
10. Kate never saw her ex-boyfriend.
3. Listen the recording again. Circle the verbs that you hear based on
the recording.
A. Tujuan Pembelajaran
Mendengarkan
Pada akhir pelajaran siswa dapat :
1. Mengidentifikasi berbagai informasi (Wh+H questions) dalam rekaman
monolog narrative.
2. Menjawab soal monolog berdasarkan rekaman.
B. Materi Pembelajaran
• Rekaman monolog narrative.
• Script soal.
C. Teknik Pembelajaran
E. Sumber Belajar
4. Buku teks yang relevan.
5. Rekaman dan script cerita.
6. Media: Komputer, Headset, Hand out, Students worksheet, White
board and Board Marker.
F. Penilaian
Setiap jawaban yang sempurna diberi skor 1.
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APPENDIX
Listen the recording. Circle the correct answer after you hear the recording.
• Audio I
2) a. ....in which all the animal and birds leave together peacefully.
b. ....in which all the animal and birds live together peacefully.
• Audio II
• Audio III
8) a. ....the doves picked up the net in the beaks and flew into the sky.
b. ....the doves picked up the net in the beats and flew into the sky.
• Audio IV
11) a. They chatted late into the night, still waiting for the deer return.
b. They chatted lake into the night, still waiting for the deer return.
• Audio V
• Audio VI
• Audio VII
18) a. Suddenly, the deer leaped up and ran to the pond near the path.
b. Suddenly, the deer leaped up and ran to the pond near the past.
19) a. ....the mouse quickly cut the cords and release the tortoise.
b. ....the mouse quickly cut the cords and releases the tortoise.
• Audio VIII
2. Audio I
a. Green. c. Purple.
b. Golden. d. Brown.
a. Horse. c. House.
b. Hunter. d. Hell.
b. Listen the part of the story again. Arrange the picture from the first
based on the recording.
3. Audio II
II. Listen the continuation of the story again. Arrange the picture from the
first based on the recording.
185
Standar Kompetensi :
¾ Mendengarkan
8. Memahami makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk narrative dan recount untuk berinteraksi dengan
lingkungan sekitar
Kompetensi Dasar :
8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara
akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk narrative dan recount
Indikator :
5. Siswa dapat merespon berbagai informasi yang terdapat dalam rekaman
monolog dan dialog recount.
6. Siswa dapat mengidentifikasi berbagai informasi dalam rekaman monolog
dan dialog recount.
A. Tujuan Pembelajaran
Mendengarkan
Pada akhir pelajaran siswa dapat :
1. Mengidentifikasi berbagai informasi dalam rekaman monolog dan dialog
recount.
2. Menjawab pertanyaan yang berkaitan dengan rekaman dengan benar.
B. Materi Pembelajaran
• Rekaman monolog dan dialog recount.
• Soal yang berkaitan dengan rekaman.
C. Teknik Pembelajaran
PPP (presentation, practice, production)
186
D. Langkah-Langkah Kegiatan
E. Sumber Belajar
7. Buku teks yang relevan.
8. Rekaman dan script cerita.
9. Media: Komputer, Headset, Hand out, Students worksheet, White
board and Board Marker.
F. Penilaian
Setiap jawaban yang sempurna diberi skor
1. Jumlah skor maksimal keseluruhan 10.
Nilai maksimal = 10
SkorPerolehan
Nilai Siswa = SkorMaksimal x10
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APPENDIX
1. Listen to the dialogue. Are these statements true or false? Check (9) the
correct answer.
2. Listen to the dialogue. Connect the word in the left with the best description
on the right.
1. Lake Tahoe a. The interviewer.
189
2. February b. Month that Ashley’s grandparent met after they
get separated.
3. Ashley c. Who has the summer story.
4. August d. The place where Ashley’s mom grew up.
7. Listen the dialogue again. Check (9) the correct picture based on the
recording.
th th
2. 15 or 50 anniversary
5. Engaged-married or married-divorce
191
A. Tujuan Pembelajaran
Mendengarkan
Pada akhir pelajaran siswa dapat :
1. Mengidentifikasi berbagai informasi (Wh+H Questions) dalam rekaman
monolog narrative.
2. Menjawab soal berdasarkan rekaman.
B. Materi Pembelajaran
• Rekaman monolog narrative.
• Script soal.
C. Teknik Pembelajaran
D. Langkah-Langkah Kegiatan
No Kegiatan Belajar Karakter Waktu
192
h. Practice
Siswa mendengarkan rekaman mengenai sebuah
cerita secara sepenggal- sepenggal dengan durasi
±1 menit. (App 1)
Guru meminta siswa mendengarkan dengan baik
cerita tersebut.
Siswa dipanggil secara acak untuk menjawab
beberapa pertanyaan yang diberikan.
Siswa mendengarkan cerita lagi sambil menyusun
gambar sesuai urutan cerita dan memilih benar atau
salah pada suatu pernyataan. (App 2)
c. Production
Siswa mendengarkan sebagian rekaman monolog
narrative sambil mengisi soal yang diberikan
dengan benar. (App 3 dan 4)
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APPENDIX
194
1. Appendix 1
a. Audio I
Listen to the recording. Answer the questions correctly.
1. Who had an argument about who was faster?
a. A turtle and a snake. c. A snake and a mouse.
b. Audio II
Listen the recording. Are these statements true or false? Check (9)
the correct answer.
No Sentences True False
10. Appendix 2
a. Audio III
Listen to the recording. Arrange the picture into the correct story based
on the recording.
b. Audio IV
Listen to the recording. Are these statements true or false? Check (9)
the correct answer.
No Sentences True False
Listen to the part of the story. Match the sentence with the correct
picture based on the story.
1. An ant was busy collecting a.
food on the banks of the river.
d.
5. The ant climbed onto it and
floated in safety to the bank.
e.
Listen the continuation of the story. Circle the Regular Verb (Verb 2) that
you hear from recording.
missed usedUsed saved Passed
slipped Stopped melted Tempted
7
STUDENTS’ SCORE
198
8
ATTENDANCE LIST
205
9
PHOTOGRAPHS
207
Picture 1
The researcher was giving explanations of the the assignment by using the
microphone contain on the headset.
Picture 2
The researcher was having discussions with the students about the assignments.
208
Picture 3
Picture 4
Picture 5
The students were having discussion with their friends before answering the
questions.
Picture 6
The teacher were asking the students some questions related to the topic.
210
10
PERMIT LETTERS
211
212
213
214