The Effect of Using Educational Multimedia in Dictation on Students’

Listening Comprehension at MA Darul Hikmah Pekanbaru

Agustina
Islamic University of Riau
email: [email protected]

Abstract
The main goal of the study was to investigate the effect of using
educational multimedia in dictation on students‟ listening comprehension at MA
Darul Hikmah Pekanbaru. This was a quasi-experimental research which involved
control class and experimental class. The population of the study was 175 and the
sample was 52. The instrument of the study had been tested its validity and
reliability by conducting try-out test two times. The instrument was given in
control class and experimental class before and after giving treatments. The
treatments were only given to experimental class meanwhile in control class
remained using the conventional teaching technique. The data were analyzed by
using indipendent sample t-test and paired sample t-test then the effect size and
improvement were calculted. The result of the study shows that both control class
and experimental class had improvement of their listening comprehension. But,
the improvement of experimental class was much higher that control class was.
The improvement of listening comprehension in experimental class was 43,2%
but in control class was only 11,5%. In short, it can be concluded that the using of
educational multimedia in dictation provely could improve students‟ listening
comprehension.

Key words: Educational multimedia in dictation, listening comprehesion.

Efek Penggunaan Multemedia Pendidikan pada Kegiatan Pendiktean

Terhadapa Pemahaman Menyimak Siswa di MA Darul Hikmah Pekanbaru

Abstrak
Tujuan utama dari penelitian ini adalah untuk menginvestigasi efek dari
penggunaan multimedia pendidikan dalam pendiktean terhadap pemahaman
menyimak siswa di MA Darul Hikmah Pekanbaru. Penelitian ini merupakan
penelitian quasi-eksperimen yang melibatkan kelas kontrol dan kelas eksperimen.
Populasi pada penelitian ini terdiri dari 175 siswa dan sampelnya terdiri dari 52
siswa. Instrumen yang digunakan dalam penelitian ini telah diuji validitas dan
reabilitasnya. Instrumen tersebut diberikan kepada kelas kontrol dan kelas
eksperimen baik sebelum maupun setelah diberikannya perlakuan (treatment).
Perlakuan tersebut hanya diberikan kepada kelas eksperimen sementara kelas
kontrol tetap diajarkan menggunakan teknik mengajar seperti biasanya (cara
konvensional). Data yang diperoleh dianalisa menggunakan teknik uji t sampel
bebas dan uji t sampel berpasangan kemudian efek size dan peningkatannya di
ukur. Hasil dari penelitian ini menunjukkan bahwa baik pada kelas kontrol

1
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maupun kelas eksperimen memiliki peningkatan pada kemampuan pemahaman

menyimaknya. Namun, peningkatan yang terjadi pada kelas eksperimen jauh lebih
baik dari pada peningkatan yang terjadi pada kelas kontrol. Peningkatan
pemahaman menyimak siswa pada kelas eksperimen mencapai 43,2 % sedangkan
pada kelas kontrol hanya 11,5%. Singkatnya, dapat disimpulkan bahwa
penggunaan multimedia pendidikan dalam pendiktean terbukti dapat
meningkatkan pemahaman menyimak siswa.

Kata kunci: Multimedia pendidikan dalam pendiktean, pemahaman menyimak.

1. INTRODUCTION where people always practice the

Listening is one of the four target language most of the time.
language skills (the others are Unfortunately, finding English native
reading, speaking and writing). Sevik speakers in Indonesia is difficult
(2012: 10) cites definition of listening enough. So that, the students just
from Cameron as the receptive use of listen to English pronounciation
language whose the goal is to make which sound like „Indonesian style‟
sense of the speech, and the focus is so that if they listen to pronounciation
on meaning rather than language from native speakers, they do not
(Cameron, 2001). He also agrees with understand instead. However, the
Sarıçoban (1999) who states that case like this is believed not only
listening is the ability to identify and happen in Indonesia, but also many
understand what others are saying. language learners in other countries
For learners, listening is how spoken face such problem as well. In
language becomes input (i.e., it is the consequence, considering to find the
first stage of learning a new problem solving, some studies have
language). In the classroom, listening been conduced world wide.
process is acquired from the teacher, In last decades, many experts
a CD, or other learners. Listening is have developed the ways to improve
not only hearing but it is also the listening skill. Two of them are using
process of interpreting messages of multimedia and conductiong
what people say. Listening spoken dictation. Multimedia is the use of
English can guide the students to text, graphics, animation, pictures,
immitate teacher‟s pronounciation or video, and sound to present
immitate recorded voice from CD (or information (Najjar, 1996: 129) and
multimedia) and it makes them to dictation is one of popular techniques
immitate pronounciation like native in used in teaching language
speakers. (Hassankiadeh, 2013).
For foreign language learners, One reason for the trend of
especially for the EFL students, using multimedia is caused by the
listening may be one of difficult skills assumption that multimedia
to learn. Those students do not use to information can help people to learn.
listen to the voice of native speakers. It is believed as a means which able
However, many theories suggest that to help people learn lots of knowledge
to acquire language, it needs situation and acquire information more quickly

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compared to traditional classroom and dictation technique could help

lecture. students in learning process.
Najar also cites some research Dictation has also been
findings which found that learning considered as an effective tool that
achievement was higher when the can help teachers and learners during
information was presented via language teaching/learning processes
computer-based multimedia systems to promote learning (Hassankiadeh,
than traditional classroom lectures 2013: 129). However, Hassankiadeh
(Najjar, 1996: 130). Najjar mentions also states that it was ignored during
that over 200 studies that compared the years in foreign language classes.
learning information between Dictation has been used in language
traditional classroom and computer- learning for many years. There are
based multimedia sytems show that many researchers who work on
the meta-analyses in learning were dictation as a useful tool in
higher when the information was learning/teaching a language. For
presented via computer-based example, Norris‟ (Norris, 1993: 72)
multimedia systems than traditional studied dictation as a beneficial tool
classroom. for managing and motivating learners
Najjar also gives examples of in language classrooms
some studies which show that using (Hassankiadeh, 2013: 129).
multimedia instruction could save Hassankiadeh (2013: 130)
time in learning (Najjar, 1996: 130). emphasizes that although there are
For example, Kulik, Bangert adn some studies which concentrate on
Williams (1983) found one study that dictation as a learning tool not just as
recorded an 88% savings in learning a testing procedure, there is little
time with computerized instruction attention to techniques, methods and
(90 minutes) versus classroom strategies which can be used in
instruction (745 minutes) and another language classes. He also agrees with
study that recorded a 39% savings in Alkire (2002) who mentioned that
learning time (135 minutes for the following benefits in utilizing
computerized instruction versus 220 dictation as a learning instrument:
minutes for classroom instruction). 1. Dictation makes the students and
Eventually, these research findings the teacher aware of the students
are so impressive that educational comprehension errors
multimedia is not only able to help (phonological, grammatical or
students learn but also to save both).
learning time. 2. It shows learners the kinds of
Moreover, some experts of spelling errors they are prone to
language teaching development have make.
created many combinations of 3. It assists learners to practice in
multimedia with some techniques or comprehending and transcribing
method. One of them is Azimi‟s study clear English prose.
related to educational multimedia in 4. It gives learners valuable practice
dictation (Azimi, 2014). Azimi agrees in note-taking.
that the combination of multimedia 5. It gives practice in correct form of
speech.

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6. It can help develop all four skills. time. People learn the material faster
7. It helps to develop short-term and have better attitudes toward
memory. learning the material when they learn
8. It can be a good indicator of overall in an interactive instructional
language. environment.
9. It involves the whole class. Kim and Gelman (2008: 124)
10. It is psychologically powerful and point out that multimedia can support
challenging. vocabulary acquisition and help to
While doing dictation, a teacher increase achievement scores of
can become a model of producing English lessons, it means that
pronounciation from the passages of multimedia is also useful for
authentic materials such as a narrative developing students‟ listening and
story by dictation. The teacher reads reading skills. He also mentions that
aloud the text or list of words piece an effective way to improve the
by piece and pauses while the learning of English vocabulary is to
students are writing what they have offer graphics to illustrate the
heard. Then the scripts will be definition through multimedia.
marked. The correct or incorrect on Students were likely motivated to
the scrips can be checked. As result, success and achievement in
students have learnt new vocabulary vocabulary learning when visual text
of both written and sound forms. and sound of its pronounciation
Subsequently, Najjar states that were presented with graphics because
people enjoy multimedia, prefer text alone did not usually translate in
multimedia learning materials and a manner that is meaningful to the
believe that multimedia help them learners, while graphics allowed them
learn. The use of text, graphics, to visualize the definition in a more
animation, pictures, video and sound meaningful way and recorded voice
to present information can gain allowed them to immitate the correct
comprehension in learning specific pronounciation. Kim and Gelman also
lessons effectively and efficiently. suggest that developers of vocabulary
Compared to traditional classroom, learning instruction and curriculum
the via computer-based multimedia should reconsider of using
classroom is much more interesting multimedia within their presentations
and interactive. (Kim & Gelman, 2008: 124). They
Computer-based multimedia also believe that using multimedia
instruction tends to be more properly in classromm is a good way
interactive than traditional classroom to help students to gain English
lectures. Interactivity can be thought achievement which provide enjoyable
of as mutual action between the learning for students and easy-handle
learner, the learning system and the teaching by the teachers. Although
learning material (Fowler (1980) in “all multimedia messages are not
Najjar (1996:130)). Interactivity equally effective” for EFL students
appears to have a strong positive (Mayer, 2001, p. 79), an appropriate
effect on learning and interactivity is and suitable multimedia can help
associated with learning achievement them to develop all English language
and retendtion of knowledge ove skills including listening skill.

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Dictation is described as a students able to catch the point or

technique used in both language figure out what teacher dictates.
teaching and language testing in Nation and Newton (2009:
which a passage is read aloud to 59-60) suggest that a dictation text
students, with pauses during which should consist of 100 to 150 words
they must try to write down what they long which contains suitable material
heard as accurately as possible for learners‟ level. A dictation text
(Richards, Platt, and Platt, 1992). can be taken from material that the
Dictation is used as a technique where learners have studied before of will
the learners receive some spoken study, or it can be take from other
input, hold this in their memory for a book of a similar level. Usually a
short time, and then write what they dictation text should not contain
heard. This writing is affected by words that the learners have not met
their skill at listening, their command before.
of the language, and their ability to According to Nation and
hold what they have heard in their Newton (2009: 62-65), dictation
memory. Dictation has been technique has many variations, such
thoroughly examined as a language as running dictation, one chance
proficiency test (Oller and Streiff, dictation, dictation of long phrases,
1975). But, it also needs a good guided dictation, dictation for a mixed
pronounciation belongs to the teacher class, peer dictation, completion
to make the proces of listening run dictation, perfect dictation, sentence
well. Good pronounciation and dictation and unexploded dictation.
intonation is neccesary to make

Figure 1. The variations of dictation based on Nation and Newton (2009)

Running dictation
One chance
dictationof long
Dictation
phrases
Guided dictation
Variations of Dictation for a mixed
dictation class
Peer dictation
Completion
dictation
Perfect dictation
Sentence dictation
Unexploded
dictation
According to Nation and
Newton (2009: 64), the steps of
completion dictation are:

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1. The learners are given several the passage is read to the testee.
printed copies of the text. One However, it is different from dictation
copy has a few words missing, the in that the testee is provided with an
next copy has more words missing, incomplete form of the passage.
and so on. Furthermore, it is similar to cloze in
2. The learners listen to the text being that the testee should fill in the
read by the teacher phrase by blanks. But, in cloze text the students
phrase and fill in the words just fill in the blanks without writing
missing on their first copy. exactly what is heard.
3. Then the teacher reads the text Based on an observationvat MA
again and the learners fill in the DARUL HIKMAH Pekanbaru
missing words on the next copy conducted on Thursday, 22 January
which has more words missing 2015, it was found that most students
than the first copy. were not able to comprehend English
4. This continues until the learners are conversation ( when they were
writing the whole dictation. listening to conversation of an
Here is an example of English movie shown by the teacher)
completion dictation: because they could not figure out
what the speakers said (only about 5
When ______ person dies ________ Bali, students or 20% students who could
family and friends ___________ not
understand). They might hear English
conversations of the movie but they
usually sad. For them, death ___________ could not comprehend them, they
___________ beginning of life. prefered to read the script of
___________ dead person will come translation at the bottom side of TV
screen. It means that what they have
back ________ ________ world
learned at schools for very long time
__________ another shape. Before cannot be very useful in their real life.
this happens, ________ old body Besides, it shows that English
language education is not very
must go. effective there.
Unfortunately, the term of Considering the theories which
completion dictation is not always suggest that educational multimedia
used by experts. Marzban and in dictation has good effect toward
Abdollahi (2013) mention another students‟ listening comprehesion,
name of completion dictation, that is however, to prove the existence of the
partial dictation. They explain that in effect, a study must be carried out
partial dictation, a passage with some which intends to find out the
deletions is given to the testees, but effectiveness of educational
read in complete form. The testees are multimedia in dictation toward
required to fill in the deleted parts as listening comprehension with a title
they hear the passage. Marzban and “The Effect Of Using Educational
Abdollahi (2013: 239) also mention Multimedia In Dictation On The
that partial dictation is, in fact, an Students’ Listening Comprehension
activity between cloze and dictation At Ma Darul Hikmah Pekanbaru”.
tasks. It is similar to dictation in that

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2. METHOD According to Singh et, al. (2006:

The design of this research was 128), cluster sampling refers to
a quasi-experimental research. randomly-selected groups, not
Creswell (2012: 309) clarifies that a individual. In cluster sampling, all the
quasi-experimental research occurs members of selected groups have
because many experimental situations similar characteristics. After doing
in education need to use intact observation for the population and
groups, but it is not randomly. This asking to the English teacher, it found
research had two variables namely that class XI IIS 1 has similar
education multimedia in dictation and characterictics to class XI IIS 2. As
listening comprehension. Education result, class XI IIS 1 and class XI IIS
multimedia in dictation was the 2 were the sample of this research.
independent variable and listening In order to obtain the data
comprehension was the dependent which support this research, the
variable. instruments used was listening
Students‟ listening comprehension test. In this study, the
comprehension was measured by writer will take the data from the
using pre-tes and post-test. The students‟ answers of both pre-test and
research participants was divided into post-test. The experimental group will
two groups, namely control group and be treated by using educational
experimental group. multimedia in dictation in teaching
For the experimental group, it and learning process, but the control
was given treatment by using group just do as usual teaching and
educational multimedia in dictation. learning activities. The tests consists
The reason of dividing into two of questions which measures
groups was to investigate whether the student‟s listening and reading
treatment has effect toward students‟ comprehensionl both in the pre-test
listening comprehension of and the post-test. The questions of
experimental group or not. pre-test and post-test are similar.
The research was conducted at However, before giving the tests to
MA Darul Hikmah Pekanbaru, the students, the questions of the test
located on Manyar Sakti street must be valid and reliable. According
Pekanbaru. The research was to Singh et, al (2006: 147), validity is
conducted from July to August 2015. an evaluation of the adequacy and
The population of this research appropriateness of the interpretations
was the eleventh grade students of and uses of assessment results. It
MA DARUL HIKMAH Pekanbaru in generally means that the instrument
academic year 2014/2015. In this measures what it purports to measure.
school, the grade XI consists of 6 The validity of the test will be used a
classes where the total number of the spreadsheet program SPSS (the
students is 175. There were two Statistical Package for the Social
classes of social major, three classes Science) version 20. Singh et, al.
of social science major and two (2006: 149) mention that reliability
classes of religion major. refers to the consistency of
In this research, the sample was measurement, that is, how consistent
selected by using cluster sampling. test scores or other assessment results

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are from one measurement to another. reptile house; (4) Good neighbours;
To measure reability of the test, it will (5) The princess and the pea; and (6)
use SPSS as well. The lucky octopus.
In finding reliability of
instruments, the writer used Split-half 3. FINDINGS AND DISCUSSION
formula by using SPSS 20. To The research was conducted at
determine the instrument whether it MA Darul Hikmah Pekanbaru, Riau.
was reliable or not, the value of rcounted Its purpose was to investigate whether
have to be compared with rtable. there is any significant effect of
educational multimedia in dictation
If the value of rcounted > rtable = on students‟ listening and reading
reliable; comprehension at Ma Darul Hikmah
If the value of rcounted < rtable = not Pekanbaru. The design of this
reliable. research was quasi-experiment. The
participants were selected by using
In this study, there are five cluster sampling. The students of
indicators of listening comprehension class XI IIS 1 were as the control
and each indicator is provided by group and the students of class XI IIS
some questions. The listening 2 were as the experimental group.
indicators are: (a) The students are For the experimental group, the
able to identify the topic/thema of the students were given some treatments
English spoken audio; (b) The by using educational multimedia in
students are able to get general dictation as technique of teaching
understanding the English spoken English. There were six meeting used
audio; (c) The students are able to get in conducting this research. However,
specific/detail information of the for the control group, they were not
English spoken audio; (d) The given any treatments. They were
students are able to identify where taught by using usual
suitable location according to the methods/techniques.
converstation/talk; and (e) The Before giving treatments to the
students are able to guess or predict experimental group, both control
what will happen or next response group and experimental group were
based on the English spoken audio given pre-test. The aim of giving pre-
which they have just heard. test was to make sure that the class of
The module used in this XI IIS 1 and XI IIS 2 were
research was downloaded from the homogeneous. After giving pre-test
internet related to narrative text and for both groups, and after giving
narrative audio. The writer adapted treatments only for experimental
the reading texts to combined them group, the post-test was given again
the technique of educational for those groups. The purpose of
multimedia in dictation. Then the giving post-test was to receive the
question were created based on data and then to be measured or
indicators of listening comprehension investigated wheter the educational
and reading comprehension. The titles multimedia in dictation give effect or
were: (1)The chickens take a holiday; not toward students‟ listening and
(2) Lazy Jack; (3) Harry Potter at the reading comprehension.

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However, before the tests given, (three) times. After listening, the
each question of the test should be students are asked to read and
valid and reliable. In order to make comprehend the text. Then, the
valid and reliable questions, the try students answer the following
out was conducted. The writer questions related to the text.
conducted try out in class XI MIA 3. At the first meeting, the module
Then, some rejected items were used was The chikckens take a
replaced or modified. If the questions holiday. At this time, there were
were too easy, they should be many students complained because
replaced or modified with more they said they did not understand the
difficult ones and vice versa. words said by the speakers. They said
The test consists of 15 items to that the audio is not clear and too fast.
measure students‟ listening They looked confused because the
comprehension. The test scores teacher never gave treatment like this
obtained from the students‟ responses before.
were analyzed by using quantitative At the second meeting, the
data analysis. Frequency counts, module used was Lazy Jack. Similar
percentages, mean scores and to the first meeting, the students still
standard deviation of the data were looked confused. But, at this time the
presented in the descriptive statistical students had known what to do and
analyses. The hypotheses developed the guide by the teacher helped them
by this study were tested using an very much. The treatment ran well
independent sample t-test and a although the students still found
paired-sample t-test. difficulties in answering the blanks
and reading comprehension questions.
3.1 The Description of Using At the third meeting, the
Educational Multimedia In module used was Harry Potter ant
Dictation the reptile house. The treatment used
The treatment of educational at this meeting was not only using
multimedia was given in experimental speakers but aslo projector, because
class. There were 6 (six) meetings the a short video need to be presented.
using this treatment. There are 6 (six) In the beginning, the students were
modules used in the treatment, amazed with the video and the did not
namely The chickens take a holiday, focus to fill in the blanks. Then the
Lazy Jack, Harry Potteer at the teacher asked the students not to
reptile house, Good neighbours, the focus on video but they need to focus
princess and the pea and the lucky on listening. Then the students
octopus. Each meeting used only one listened to the conversation from the
module. All the genres of the modules video and in the end, they could
are narrative. Each student was given manage to do listening and
a piece of paper with an incomplete comprehending the story easily.
text of the story, then the teacher At the fourth meeting, the
played the recorded voice. The module used was Good neigbours. At
students listened to the audio and this meeting the students could
filled in the blanks based on what consentrate easily in listening to the
they heard. The audio was played 3

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story and could fill in the blanks and listened to the audio concentrately
answer the questions confidently. and the activity of the treatment ran
At the fifth meeting, the module well.
used was The princess and the pea.
At this meeting, the studets started to 3.2 Data Presentation of Students’
participate enthusiastically because Pre-test Listening
they had undestood what to do in the Comprehension Between
activities of educational multimedia Control Class and
in dictation. No students complained Experimental Class
at this meeting. They seemingly enjoy In the pre-test, questions related
the treatment. The activity of the to listening comprehension are item
treatment ran well. number 1 to item number 15. The
At the sixth meeting, the scores of listening comprehension
module used was The lucky octopus. pre-test between control and
This was the last meeting of using the experimental class can be seen as
treatment. The students enjoyed the follows:
listening process and they are active
in comprehending the text. They

Table 1. Students’ Pre-test Listening Comprehension Scores

Pre-test Listening Comprehension Scores
No Participants
Control Class Experiment Class

1 Student 1 60,00 46,67

2 Student 2 60,00 26,67
3 Student 3 66,67 26,67
4 Student 4 46,67 20,00
5 Student 5 53,33 26,67
6 Student 6 46,67 73,33
7 Student 7 53,33 40,00
8 Student 8 40,00 60,00
9 Student 9 46,67 46,67
10 Student 10 26,67 40,00
11 Student 11 66,67 66,67
12 Student 12 60,00 40,00
13 Student 13 60,00 53,33
14 Student 14 33,33 26,67
15 Student 15 33,33 53,33
16 Student 16 20,00 26,67
17 Student 17 40,00 60,00
18 Student 18 46,67 46,67
19 Student 19 53,33 40,00

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20 Student 20 33,33 53,33

21 Student 21 46,67 33,33
22 Student 22 46,67 53,33
23 Student 23 13,33 73,33
24 Student 24 26,67 66,67
25 Student 25 33,33 66,67
26 Student 26 40,00 66,67
TOTAL 1153,34 1233,35
MEAN 44,36 47,44

Based on table 1, It shows 3.3 Data Presentation of Students’

that the calculation of listening Listening Comprehension
comprehension total pre-test scores of Post-test Between Control
control class is 1153,34 and its mean Class and Experimental Class
is 44,36. Meanwhile, the calculation In the post-test, the question
of listening comprehension total pre- battery related to listening
test scores of experimental class is comprehension are same with the pre-
1233,35 and its mean is 47,44. In test, that is item number 1 to item
control class, the highest score of number 15. The questions are the
listening comprehension pre-test is same but the batteries of answer are
66,67 and the lowest is 20,00. different. The scores of listening
Meanwhile in experimental class, the comprehension post-test between
highest score of listening control and experimental class can be
comprehension pre-test is 73,33 and seen as follows:
the lowest is 20,00.

Table 2. Students’ Post-test Listening Comprehension Scores

Post-test Listening Comprehension Scores
No Participants
Control Experiment

1 Student 1 60,00 60,00

2 Student 2 60,00 53,33
3 Student 3 66,67 66,67
4 Student 4 46,67 53,33
5 Student 5 46,67 26,67
6 Student 6 46,67 73,33
7 Student 7 53,33 86,67
8 Student 8 40,00 73,33
9 Student 9 53,33 46,67
10 Student 10 26,67 80,00
11 Student 11 73,33 86,67

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12 Student 12 66,67 60,00

13 Student 13 60,00 60,00
14 Student 14 40,00 73,33
15 Student 15 46,67 66,67
16 Student 16 33,33 60,00
17 Student 17 40,00 73,33
18 Student 18 60,00 66,67
19 Student 19 66,67 60,00
20 Student 20 40,00 60,00
21 Student 21 60,00 66,67
22 Student 22 53,33 80,00
23 Student 23 20,00 80,00
24 Student 24 33,33 93,33
25 Student 25 46,67 86,67
26 Student 26 46,67 73,33
TOTAL 1286,68 1766,67
MEAN 49,49 67,95
experimental class, the highest score
Based on table 2, It shows that of listening comprehension post-test
the calculation of listening is 93,33 and the lowest is 26,67.
comprehension total post-test scores
of control class is 1286,68 and its 3.4. Hypotheses Testing
mean is 49,49. Meanwhile, the First Hypotheses
calculation of listening The result scores of students‟
comprehension total post-test scores listening comprehension scores
of experimental class is 1766,67 and between control class and
its mean is 67,95. In control class, the experimental class were analyzed by
highest score of listening using independent sample t-test. It is
comprehension post-test is 73,33 and presented as follow:
the lowest is 20,00. Meanwhile in

Table 3. The Analysis of Independent Sample T-test of Pre-test Listening

Comprehension scores between Control and Experimental Group
Research Standard Sig. (2-
Subject Mean N Df T
Groups Deviation tailed)
-
Control Group 44,36 14,10 26 50 0,469
Pre –test 0,729
Experimental
47,44 16,25 26
Group

Based on table 3, the output of

independent sample t-test shows that
t-test result is -0,729 its degree of

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freedom (df) is 50, standar deviation differences is very small, it is only

of experimental group is 16,25 and 0,01.
control group is 14,10. The result Moreover, based on the analysis
shows that the mean scores between of table 4.24, value p = 0,469, it
both groups did not differ very much means that the 2-tailed value was
(44,36 for control group and 47,44 for bigger than 0,05 (p>0,05). It can be
experimental group). concluded that Ha1 is rejected whereas
In independent sample t-test Ho1 is accepted. It means that the first
calculation, effect size statistics hypothesis accepted is “There is no
provide an indication of the significant difference on students’
magnitude of the differences between mean score of listening
two groups. The following calculation comprehension pre-test between
was used to determine how far the control group and experimental
differences between the groups. group at the eleventh grade of MA
ῆ2 = Darul Hikmah Pekanbaru.”

ῆ2 = Second Hypotheses
The analysis of listening
ῆ2 = comprehension pre-test and post-test
ῆ2 = 0,01 scores of control group were
Based on the calculation of analyzed by using paired sample t-test
listening pre-test between control through SPSS 2.0. Its result is
class and experimental class result, it presented as follow:
found that the magnitude of the

Table 4. The Analysis of Paired Sample T-test between Pre-test

and Post-test of Listening Comprehension (Control Group)
Research Standard Sig. (2-
Subject Mean N Df T
Groups Deviation tailed)
Control -
Pre-test 44,36 14,10 26 25 ,000
Group 4,546
Post-test 49,49 13,22 26

From table 4 above, the output listening comprehension of control

of paired sample test shows that t-test group, the formula eta-squared is used
result is -4,546, its degree of freedom as follows:
(df) is 25, mean score of listening pre- ῆ2 =
test is 44,36 and listening post-test is
49,49. By comparing the significance, ῆ2 =
if probability > 0.05, so null
hypothesis (Ho) is rejected and if ῆ2=
probability < 0.05, alternative ῆ2= 0,45
hypothesis (Ha) is accepted. The result of data analysis
Moreover, to find out the based on inferential statistics shows
percentage of significant effect that the category of effect size was
between pre-test and post-test

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modest effect (0,45 is between 0,21 – students‟ listening comprehension up

0,51). to 11,5%.
Futhermore, to determine the Therefore,based on the second
percentage of students‟ listening hypotheses testing, Ho2 is rejected and
comprehension improvement of Ha2 is accepted. So that, the second
control class is as follows: hypothesis accepted is : “There is
Improvement = significant difference on students’
Post-test mean score – Pre-test mean mean score of listening
score x 100 % comprehension between pre-test and
post-test of control group at the
Pre-test mean score eleventh grade of MA Darul Hikmah
= 49,49 - 44,36 x 100 % Pekanbaru.”.
44,36
= 5,13 x 100 % Third Hypotheses
44,36 Similar to the result of listening
= 11,5 % comprehension pre-test and post-test
of control group, the results of
Based on the calculation, it was listening comprehension pre-test and
identified that after conducting 6 post-test of experimental group were
meetings without using treatment of also analyzed by using paired sample
educational multimedia in dictation in t-test through SPSS 2.0. It is
control clas, it could only improve presented as follow:

Table 5. The Analysis of Paired Sample T-test between Pre-test

and Post-test of Listening Comprehension (Experimental Group)
Research Standard Sig. (2-
Subject Mean N Df T
Groups Deviation tailed)

Experimental Pre-test 47,44 16,255 26 25 -7,418 ,000

Group
Post-test 67,95 14,485 26

From table 5 above, the output experimental group, the formula eta-
of paired sample test shows that t-test squared is used as follows:
result is -7,418, its degree of freedom ῆ2 =
(df) is 25, mean score of listening pre-
test is 47,44 and listening post-test is ῆ2 =
67,95. By comparing the significance,
if probability > 0.05, so null ῆ2=
hypothesis (Ho) is rejected and if ῆ2 = 0,69
probability < 0.05, alternative The result of data analysis is
hypothesis (Ha) is accepted. based on inferential statistics shows
Moreover, to find out the that the category of effect size was
percentage of significant effect moderate effect (0,69 is between
between pre-test and post-test 0,51 – 1,00).
listening comprehension of

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Futhermore, to determine the students‟ listening comprehension up

percentage of students‟ listening to 43,2 %.
comprehension improvement of Therefore, based on the third
experimental class is as follows: hypotheses testing, Ho3 is rejected and
Improvement = Ha3 is accepted. So, it means that the
Post-test mean score – Pre-test mean third hypothesis accepted is : “There
score x 100 % is significant difference on students’
Pre-test mean score mean score of listening
= 67,95 - 47,44 x 100 % comprehension between pre-test and
47,44 post-test of experimental group at the
= 20,51 x 100 % eleventh grade of MA Darul Hikmah
47,44 Pekanbaru”.
= 43,2 %
Fourth Hypotheses
Based on the calculation, it was The result scores of students‟
identified that after conducting 6 post-test listening comprehension
meetings by using treatment of scores between control class and
educational multimedia in dictation in experimental class were analyzed by
experimental class, it could improve using independent sample t-test. It is
presented as follow:

Table 6. The Analysis of Independent Sample T-test of Post-test Listening

Comprehension scores between Control and Experimental Group
Research Standard Sig. (2-
Subject Mean N Df T
Groups Deviation tailed)
-
Post – Control Group 49,49 13,22 26 50 ,000
4,800
test
Experimental
67,95 14,48 26
Group
was used to determine how far the
Based on table 6, the output of differences between the groups.
independent sample t-test shows that ῆ2 =
t-test result is -4,8 its degree of
freedom (df) is 50, standar deviation ῆ2 =
of control group is 13,22 and
experimental group is 14,48. The ῆ2 =
result shows that the mean scores ῆ2 = 0,31
between both groups is different Based on the calculation of
enough (49,49 for control group and listening post-test between control
67,95 for experimental group). class and experimental class result, it
In independent sample t-test found that the magnitude of the
calculation, effect size statistics differences is small, it is 0,31.
provide an indication of the Moreover, based on the analysis
magnitude of the differences between of table 4.24, value p = 0,000, it
two groups. The following calculation means that the 2-tailed value was

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smaller than 0,05 (p<0,05). It can be were taught by using educational

concluded that Ha4 is accepted multimedia in dictation, so that their
whereas Ho4 is rejected. It means that improvement was much higher than
the fourth hypothesis accepted is students of control group was.
“There is significant difference on At the beginning of treatment,
students’ mean score of listening the experimental students felt strange
comprehension post-test between and the said it was very difficult to
control group and experimental comprehend what speaker said
group at the eleventh grade of MA through multimedia tool. At that time,
Darul Hikmah Pekanbaru.” they said they cannot understand the
pronounciation of recorded voice of
3.5 Educational Multimedia Could native speakers. However, after doing
Improve Students’ Listening this treatment for the third time and
Comprehension so on, they finally could enjoy the
Based on hypoteses testing, the listening process and participated
finding of this research proves that actively in the learning process by
educational multimedia could using these educational multimedia in
improve students‟ listening dictation techniques. They looked
comprehesion. However, although the enthusiastic and stayed focus when
students of control group had also listening to the audio. They said that
improved their listening they started to undestand what the
comprehension but the improvement speaker said little by little. They also
was not as high as the students of kept asking the meaning of some
experimental group did. words.
The students of control group The comparison of listening
were not given any treatments of comprehension between pre-test and
educational multimedia, they just post-test of control and experimental
studied through conventional way. group is shown in the following table:
But students of experimental group

Table 7. Comparison of Student’ Listening Comprehension

Result Before and After Treatment
The Mean Score of Listening Comprehension
Students of Progress
Pre-test Post-test
Control Group 44,36 49,49 11,5%
Experimental
47,44 67,95 43,2%
Group

Based on table 7, it shows that but their progress was not as high as
control students‟ listening the progress belonged to experimental
improvement is 11,5% and students, because the experimental
experimental students‟ listening students had improved their listening
improvement is 43,2% if compared comprehension up to 43,2%.
with previous test. Although control Therefore, it can be concluded
students could also improve their that the use of educational multimedia
listening comprehension up to 11,5% in dictation was proven could

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improve students listening Students Listening Skill of Tenth

comprehension significantly. Grade Science Program (X MIA
4) At SMA Negeri 4 Malang.
4. CONCLUSION Azimi, Esmaeel. 2014.
Based on the result of data Contemporary Educational
analysis, the findings of this research Technology: The Effects of
are listed as follows: Educational Multimedia in
1. There is significant effect of Dictation and Its Role in
using educational multimedia in Improving Dysgraphia in
dictation on students‟ listening Students with Dictation
comprehension at MA Darul Difficulty. Vol 5 No. 4: 331-
Hikmah Pekanbaru. 340.
2. Based on the statement above, it Barta, Éva. 2010. WoPaLP: Test
can be concluded that the Takers’ Listening
implementation of educational comprehension Sub-Skills and
multimedia in dictation could Strategies. Vol. 4: 59-85.
improve students‟ listening Berk, Ronald A., 2009. International
comprehension especially in Journal of Technology in
learning narrative audio and Teaching and Learning:
text. Multimedia teaching with video
clips: TV, movies, YouTube,
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