1 THE EFFECTIVENESS OF TEACHING LISTENING ON NEWS ITEMS TEXT USING VIDEO (An experimental study with the tenth Year Students’ of MA MATHOLI’UL HUDA Pucakwangi – Pati in the academic year of 2011/2012) A. BACKGROUND OF THE STUDY Listening is one of success key in mastering language especially English as a second language. It is a process of taking and dissolving the main topic from the conversation or spoken language that has been listened. 1 If it can be applied well, this basic skill can improve the basic building of language that has been recorded. Someone who has competent in listening not only get the meaning of spoken text, but also get the opportunity to master tenses, vocabulary, pronunciation, intonation, and idiom. Because listening has many contributions for our life, we can do this as a habit to develop this skill. Teaching English at senior high school in Indonesia is based on a system which is called curriculum. Since 2006, the renewed curriculum was 1 Patrisius Istiarto Djiwandono, Strategi Belajar Bahasa Inggris, Belajar Menyimak, Membaca, Menulis, dan Berbicara dengan Taktis, (Malang: PT Malta Printindo, 2009), p.4.
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THE EFFECTIVENESS OF TEACHING LISTENING ON NEWS
ITEMS TEXT USING VIDEO
(An experimental study with the tenth Year Students’ of MA MATHOLI’UL
HUDA Pucakwangi – Pati in the academic year of 2011/2012)
A. BACKGROUND OF THE STUDY
Listening is one of success key in mastering language especially
English as a second language. It is a process of taking and dissolving the main
topic from the conversation or spoken language that has been listened.1 If it
can be applied well, this basic skill can improve the basic building of
language that has been recorded. Someone who has competent in listening not
only get the meaning of spoken text, but also get the opportunity to master
tenses, vocabulary, pronunciation, intonation, and idiom. Because listening
has many contributions for our life, we can do this as a habit to develop this
skill.
Teaching English at senior high school in Indonesia is based on a
system which is called curriculum. Since 2006, the renewed curriculum was
applied. Namely school based curriculum or KTSP. This curriculum is aimed
to prepare the students in mastering four language skills those are listening,
speaking, reading and writing and language aspect.2 Deal with those
requirements of Indonesian students, like any other learners of language of
English also meet difficulties in learning English, because their native
language is quite different from English. Those elements that are similar to
his native language will be simpler for him, and those elements that are
different will be difficult. Even though it may be different for each learner,
generally the area and the degree of difficulties they encounter are almost
1 Patrisius Istiarto Djiwandono, Strategi Belajar Bahasa Inggris, Belajar Menyimak, Membaca, Menulis, dan Berbicara dengan Taktis, (Malang: PT Malta Printindo, 2009), p.4.
2 Standar isi untuk satuan badan pendidikan dasar dan menengah, standar kompetensi dan kompetensi dasar SMA/MA (Badan standar sosial pendidikan, 2006), P.134.
similar. However, the problem will appear when language learners from
different countries with different cultures and backgrounds meet and speak
different languages because the text and its pronunciation is quite different.
The material that has been taught for students of senior high school
not only vocabulary and grammar but also genres. Genres are a written text
that have systemic linguists and characteristic lexicogrammatical features.3
One of them is news item text. It is taught by teacher in order to inform about
events of the day which are consider newsworthy or important. However,
many students in Senior High School have difficulties to analyze the
organization of news item text in teaching learning process focused on
listening. Students have difficulties to analyze the organization of news items
text that have been listened, because it is using English as a second language
for them. Listening in learning process is basically the process when the
teacher explains the material or speaks use English; and the students just
listen, so the students is bored in the learning process.
English teacher has to be a facilitator to help students in order to
master all skills. Teacher must try to give good model. Then, encourage them
to practice the language. English teacher can use media and other source in
teaching activity. Teacher can use the media to teach or explain difficult
material to understand, or to make learn activity cheerful and not
monotonous.
Media is the means of communicating with large number of people,
television, radio and news paper. According to Gerlach and Ely (1971) said
that media in general human, material, or event that build the condition of
students so that they able get knowledge, skill, or attitude. In this case is
teacher, textbook, and school environment also media.4 Media will offer
different situation which increase students’ interest of the lesson. Media can
be used by both teachers and students. It gives more detail information and
3 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, (Australia: Gred Stabler AEE, 1998), p. 190.
4 Azhar, Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2005), p. 32
focuses students on the material and skill that is being taught. The use of
media also allows students to be involved in teaching and learning process. It
gives teachers and students opportunity to do activity together. Then, teacher
has to know the appropriate media for the students. Media is divided to three
parts; those are audio, visual and audio-visual media. The writer will take the
effectiveness of audio-visual media especially video as a learning aids.
Video is needed to make learning process success. Video is type of
magnetic tape used for recording moving pictures and sound or copy of a film
programmed that is recorded on videotape. It is connected with seeing or
sight used in teaching to help people understanding something.
Some studies have also proven that video are very helpful way for
students in learning in new language, especially English. For example,
Awwalul Mukaromah (073411014) an IAIN student in her thesis entitled, the
effectiveness of teaching speaking hortatory exposition text using video clip.
Another study was conducted by Nur Zaenah (073411018) an IAIN student in
her thesis entitled, the use of video critic as a medium of teaching to improve
students’ ability in writing analytical exposition text.
Because of the reasons above the writer wants to run an experimental
study in MA Matholi’ul Huda Sokopuluhan Pucakwangi Pati in the academic
year of 2011/2012 by implementing video as a media to improve students’
understanding in news items text.
B. RESEARCH QUESTION
How is the effectiveness of teaching listening on news items text using
video with the tenth Year Students’ of MA MATHOLI’UL HUDA
Pucakwangi – Pati in the academic year of 2011/2012?
C. OBJECTIVE AND BENEFIT OF THE RESEARCH
1. Objective of the study
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In this thesis, the writer do the research “the effectiveness of teaching
listening on news items text using video” is to find out the effectiveness
of teaching listening news items text using video.
2. Benefit of the research
a. For the writer
The result of the investigation will be useful reference for the
writer to improve the knowledge about listening on news items text
using video and it will be useful in the future as the prospective teacher
in preparing teaching process.
b. For the teacher
The result of research is expected can give reference and improve
their way to teach news items text.
c. For the students
It hopes that the students will enjoy following the English class.
They will be easy to understand the lesson and memorable, so that, it
can improve their understanding on news items text.
d. For the reader
It is hoped can give more information and contribute the
knowledge
D. PREVIOUS RESEARCH
The research will describe some works which are relevant to these thesis
to make the thesis arrangement easier:
1. Awwalul Mukaromah (073411014) an IAIN student in her thesis entitled,
the effectiveness of teaching speaking hortatory exposition text using
video clip. (An Experimental Research at Eleventh Grade of MAN 1
Kebumen in the Academic Year of 2010/2011). The result of study shows
that the pre-test average of the experimental group was 62.84 and control
group was 62.32. While, the post-test average of the experimental group
was 75.05 and control group was 69.47. It was found that t-test was
(3.481), whereas the t-table was (1.99) for a = 5%. The t-test score was
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higher than the t-table (3.481 > 1.99). It was meant that Ha was accepted
while Ho was rejected. Since t-test score was higher than the t-table, using
video clip was effective media in improving students’ speaking skill in
MAN 1 Kebumen.5
2. Nur Zaenah (73411018) an IAIN student in her thesis entitled, the use of
video critic as a medium of teaching to improve students’ ability in writing
analytical exposition text. (A Classroom Action Research with Students of
X1-1 of SMA Wahid Hayim Tersono Batang in the Academic Year of
2010 – 2011). Based on the results of the research, it can be concluded that
by using video critics in teaching writing, teacher can improve students’
writing ability. And it was hoped that it can be valuable as the information
resource for students, teachers, and the writer herself.6
E. LITERATURE REVIEW
1. Teaching listening for Senior High School
According to Andrew Basquille, Listening is the activity of paying
attention to and trying to get the meaning from something that has been
listened. While hearing is passive, successful listening is definitely an
active skill which requires involvement.7
Listening is the success key in mastering language especially
English as a second language. It is a process of taking and dissolving the
main topic from the conversation or spoken language that has been
listened.8 Listening is the process in trying to hear the attention the process
of understanding speech in a first or second language. The study of
5 Awwalul Mukaromah , “The Effectiveness of Teaching Speaking News items Text Using Video Clip”, Thesis S1 IAIN Semarang FT Tarbiyah of IAIN, 2011
6 Nur Zaenah, “The Use of Video Critic as a Medium of Teaching to Improve Students’ Ability in Writing Analytical Exposition Text.”, Thesis S1 IAIN Semarang FT Tarbiyah of IAIN, 2011
7 Andrew Basquille, Listening Skills: Improving Learners’ Skills with News Reports
8 Patrisius Istiarto Djiwandono, Strategi Belajar Bahasa Inggris, Belajar Menyimak, Membaca, Menulis, dan Berbicara dengan Taktis, p.4.
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listening comprehension processes in second language learning focuses on
the role of individual linguistic units (e.g. phonemes, words, grammatical
structures) as well as the role of the listener’s expectations, the situation
and context, background knowledge and the topic.
According to Rost, “listening is a process holding a continuum of
active passive process, where is the process is under the control of the
listener, and passive process”. He adds some definition about listening in
order to give more clarity, there are: “listening means the process where is
the listener catch what the speaker has said; to get the speaker’s idea; to
decode the speaker message; to unpack the speaker’s content; to receive
the transfer of images, impression, thought, beliefs, attitudes, and
emotional from the speaker”.9
From definitions above, the writer conclude that Listening is the
act of hearing attentively. Listener gets the information from the speaker,
and then can result imagination and understanding. When a person decides
to communicate with another person, he or she does so to fulfill the need.
The person wants something, feels discomfort, and or has feeling or
thoughts about something. In deciding to communicate, the person selects
the method or code which he or she believes it will effectively deliver the
message to the other person. The code used to send the message can be
either verbal or nonverbal. When the other person receives the coded
message, they go through the process of decoding or interpreting it into
understanding and meaning. Effective communication exists between two
people when the receiver interprets and understands the sender’s message
in the same way the sender intended it.
Larry Alan Nadig states that there are three basic Listening Modes.
First, Competitive or Combative Listening. It happens when listeners are
more interested in promoting our own point of view than in understanding
or exploring someone else’s view on listening. They either listen for
9 Michael rost.2002. Teaching and researching listening. Great Britain: personal education limited. P.2.
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openings to take the floor, or for flaws or weak points they can attack. As
they pretend to pay attention they are impatiently waiting for an opening,
or internally formulating their rebuttal and planning their devastating
comeback that will destroy the argument and make them the victor.
Second, In Passive or Attentive Listening we are genuinely interested in
hearing and understanding the other person’s point of view. We are
attentive and passively listen. We assume that we heard and understand
correctly. but stay passive and do not verify it. Finally,
Active or Reflective Listening is the single most useful and important
listening skill. In active listening we are also genuinely interested in
understanding what the other person is thinking, feeling, wanting or what
the message means, and we are active in checking out our understanding
before we respond with our own new message. We restate or paraphrase
our understanding of their message and reflect it back to the sender for
verification. This verification or feedback process is what distinguishes
active listening and makes it effective.10
Based on curriculum (KTSP 2006) the target of teaching English in
Senior High School is to gain all of function skills, those are listening,
speaking, reading and writing.11 It means that the target of education is to
make students be able to communicate oral or written to solve their
problems in their daily life. From the quotation above, the purpose of
teaching English in Senior High School is the ability of communication
with their mastering in four skills.
English teacher has to make listening class that gives more chance
for students to communicate. He/she can link the lesson with students’
daily problems and give materials relate on how to solve the problems. It
is also good if students can learn moral values from the lesson that will be
used in their daily life. The important thing for the teacher is to give the 10Larry Alan Nadig, Tips on Effective Listening, taken
from:http://www.drnadig.com/listening.htm, accessed on February 6th 2012
11 Standar isi untuk satuan badan pendidikan dasar dan menengah, standar kompetensi dan kompetensi dasar SMA/MA, P.134
students more opportunity to practice their listening skill by providing
more activity that put them into the real practice of communication.
2. News items text
News items is one kind of genres. Linda gerot and Peter wignel state
that genre is a type of writing that provides systematic linguistics and
characteristic lexicogrammatical features. The genres are described in
school and non-school environment. These genres arose in social interaction
to fulfill human social purposes.12 Culture context created genres that every
text has communicative purpose, generic structure, and characteristic of
linguistics.13 Each genre has specific language features. According to Gerrot
and Wignel, there are kinds of genre:
First, Spoof. It is genre which has social function to retell an event
with a humorous twist. Generally, it focuses on individual participants, use
material processes and use past tense.14
Second, Recount. It is genre which has social function to retell an
event to inform or to entertain the viewer. It tends to use past tense, material
processes and specific participants.15
Third, Report. It is a genre which has social function to describe the
way things are in the environment, with reference to a range of natural,
man-made and social phenomenon. It tends in using relational processes and
generic participants.16
12 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 190.
13 Department Pendidikan Nasional, Kurikulum 2006 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2006), p. 37.
14 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 192.
15 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p.194.
16 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 196.
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Fourth, Analytical Exposition. It is a genre which has social function
to persuade the reader or listener that something is the case. Usually it uses
simple present tense, focuses on generic human and non-human participants
and uses relational processes.17
Fifth, News Item. It is a genre which has social function to inform
the readers, listeners, or viewer about events of the day which are
considered newsworthy or important. It has significant lexicogrammatical
features; such as short in headlines, using material processes to draw the
event and using projecting verbal processes in sources stage.18
Sixth, Anecdote. It is a genre which has social function to share and
distribute an account of an unusual or amusing incident with others.
Especially it uses temporal conjunction, material processes, exclamations,
rhetorical questions and intensifiers; such as really, quite, very and etc.19
Seventh, Narrative. It is a genre which has social function to amuse,
entertain and to deal with actual or vicarious experience in different ways:
narrative deal with problematic events which lead to a crisis or turning point
of some kind, which in turn find a resolution. It tends to use past tense,
material processes, temporal conjunctions and temporal circumstances.20
Eight, Procedure. It is a genre which has social function to describe
the process of making something, how something is accomplished through a
sequence of actions or steps. It mainly uses the material processes, temporal
conjunction and simple present tense.21
17 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 197.
18 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 200.
19 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 202.
20 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 204.
21 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 206.
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Ninths, Description. It is a genre which has social function to
describe a particular person, place or thing deeply. It tends in using simple
present tense, attributive and identifying processes, also uses epithets and
classifiers in nominal groups.22
Tenth, Hortatory Exposition. It is a genre which has social function
to persuade the reader or listener that something should or should not be the
case. It has significant lexicogrammatical features; such as using simple
present tense, mental processes, material processes and relational
processes.23
Eleventh, Explanation. it is a genre which has social function to
explain the processes involved in the formation or workings of natural or
social cultural phenomenon. Commonly it uses simple present tense and
passive voice to get the right of theme, and uses the material processes and
relational processes.24
Twelfth, Discussion. It is a genre which has social function to
present (at least) two points of view about an issue. It tends to use
comparative form, material processes, relational processes and mental
processes.25
Finally, Review. It is a genre which has social function to critique an
art work or event for a public audience. For example works of art include
movies, TV shows, books, plays, operas, recordings, exhibition, concerts
and ballet. It has significant lexicogrammatical features; such as using
22 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 208.
23 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 209.
24 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 212.
25 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 214.
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metaphorical language, opinions with attitudinal lexis, elaborating and
extending clause and group complexes to package the information.26
In this research, the writer will focuses on one genre that is news
items text. Bambang Sugeng and Noor Zaimah in their book stated that
news items is a text written which has function to give information to
readers, listeners, or viewers about events of the day which are regarded
newsworthy or important.27 Didin kholidin also states that news items is a
text which informs readers about events of the day. The events are
considered newsworthy or important.28
From the definition above, the writer can conclude that the news
items text is the factual text which has the purpose to inform the readers
about events of the day which are considered newsworthy or important.
Specifically news item text inform publicly about the thing happened which
is considered as newsworthy. It is important to be known publicly as it often
happens in one part of region and the function of news item text is to
socially spread the news.
The social function of news item is to informs readers’ of daily
newspaper about events of the day which are regarded as newsworthy or
important. Newspaper need to make the news as readable as possible in
order to attract as many readers as possible. News stories especially the ones
published in afternoon newspaper often make the events of the day as
dramatic or as sensational as they can in order to make more people buy
them.29
26 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 217.
27 Bambang Sugeng and Noor Zaimah, Contextual English 1 for Grade X Senior High School, (Solo: PT Tiga Serangkai Pustaka Mandiri, 2009), p.189
28 Didin kholidin, News Item text, taken from: http://smanpluspropriau.com/index.php?option=com_content&view=article&id=92:news-item&catid=65:bahasa-inggris. Retrieved on February 6th 2012
29 Literacy and Education research Network and the Directorate of Studies, A Genre-Based Approach to Teaching Writing Book 1: An Introduction to Genre- Based Writing, (Australia: Common Ground. 1990), p.34.
It means that the purpose of news item text is to give the important
information deals with events that are regarded as newsworthy in some way.
The information consist of the answer of word question (who, what, where,
why, when and how). Besides that, the purpose of it is to interest the
readers, so they are interested to find the news.
Each text of genres has a specific structure based on the
communicative purpose of the text itself. However, there are similarities
among the texts which have some purposes. The similarities create an
expectation of the general schematic structure on the text that is called
generic structure of a text. The generic structure of news item usually has
three components. First, Newsworthy Events. It is put at the beginning
because the reader needs to get the angle on the events before deciding
whether to read on. This stage gives information about who, what, when,
where, and why the events occurred. This information has to be compressed
into a small space because news story writers have to share space on the
page with lots of other newspaper stories. This part recounts the event in the
summary form. Second, Background Events. It contains information about
the events that lead up to. It can include information about how and why the
events occurred, the circumstances surrounding the crisis. After the lead up
events’, the news writer will often give more information about what
happened during and after the Crisis what is likely to happen in the future.
The stage fills out the context of the events for the reader. It elaborates what
happened with the news, to whom and in what circumstances. Third,
Sources. The news story has to show where the journalist got the
information about the events. The news story is supposed to be about real
events. If the writer is to appear reliable or the writer wants to highlight its
importance, the she needs to point to a reliable and relevant source of
information. This stage is called sources because it shows who provided the
information. The sources point up the significance of the events that lead to
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and followed the crisis makes the events newsworthy.30 This part includes
comments by participants in, witnesses to and authorities’ expert on the
event.
News Item Text has The Significant Lexicogrammatical Feature.
Firstly is short. The telegraphic information about story summarized in one
sentence headline. For example, “KILLER CYCLONE WRECKS 4
TOWNS”. Second, use material or action processes to re-tell story. For
example, started moving, left, destroyed, flattened, ripped, through, were
unroofed, drowned, etc. Third, use projecting verbal processes in sources
stage. Fourth, focus on circumstantial meanings (especially in newsworthy
background). Finally, often dramatic use of participant structure especially
thematic position.31
3. Video as media
One way to support teaching and learning process is media. It can
make teacher’s presentation in the classroom easier. It is also expected that
students will get better understanding from the teacher’s explanation;
therefore, media also has contribution in improving students’ skill.
Gerlach and Ely state that the media is person, material or events that
established condition which enable the learners acquire knowledge, skill
and attitude.32
Based on the statement above, media is needed to help students in
acquiring lessons that are being taught. Media gives some resourceful
teaching aids that help both teacher and students in material.
30 Literacy and Education research Network and the Directorate of Studies, A Genre-Based Approach to Teaching Writing Book 1: Factual Writing, (Australia: Common Ground. 1990), p.34.
31 Literacy and Education research Network and the Directorate of Studies, A Genre-Based Approach to Teaching Writing Book 1, p.34.
32 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), P. 3.13
Anderson has classified teaching media into three categories. First,
Visual media. They are media that can be seen. For example: magazine,
newspaper and textbook. Second, Audio media. They are media that can
be listened. For example : radio and mp3 player.. Finally, Audio-visual
media. They are media that have sound and picture.33 For example :
television and video.
In this study, the writer use the audio-visual media named video as
the interaction media, because by using video, it can motivate the students
to learn and pay attention to the material given and make students
understand well and easier gained the material as second language
learners.
Video is the technology of electronically capturing, recording,
processing, storing, transmitting, and reconstructing a sequence of still
images representing scenes in motion.34
From the definition, writer say that video is the pictures in the
frame, where frames from mechanism LCD. So, that is can seen by us that
the pictures are motion. By teaching using video combines entertainment
and instruction, to make the learning enjoyable.
There are three basic types of video which can be used in class.
First, Programmers uses recorder to record the program from a television
channel should be engaging for our students and of a sensible length. This
type named off-air programmers. Apart from overall language level, some
off-air video is also extremely difficult for students to understand,
especially where particularly marked accents are used or where there is a
high preponderance of slang or regional vernacular. The best programmers
and excerpts are ones which we can use for a range of activities including
33 Listyaning Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook (Semarang: IKIP PGRI Press, 2007), P. 48-59
prediction, cross-cultural awareness, teaching language, or as spurs for the
students’ own creativity. Second, the learners use real-world video. There
is no reason why we and our students should not use separately published
videotape material such as feature films, exercise manual, wildlife
documentaries or comedy provided that there are no copyright restrictions
for doing this. Once again we need to make our choice based on how
engaging and comprehensible the extract is likely to be, and whether it has
multi-use potential. We need to judge the length of the extract in the same
way too. Finally, using language learning videos. Many publishers now
produce free-standing language learning videos- or videos to accompany
course book. Frequently these have accompanying workbooks. The
danger of language learning videos, however, is that they fail the quality
test either because the production is poor, the situations and the language
are inauthentic, or the content is too unsophisticated. Our choice,
therefore, has to be limited to those sequences which our students will
accept and enjoy.35
According to Harmer, there are some reasons why can add a
special, extra dimension to the learning experience. First, Seeing Language
in Use. One of the advantages of video is that the students do not just hear
language they see it too. Second, Cross- Cultural Awareness. Video
uniquely allow students a look at situations far beyond their classroom.
Video is also of great value in giving students a chance to see such things
as what kinds of food people eat in other countries, and what they wear.
Third, the Power of Creations. When students use video cameras
themselves they are given the potential to create something memorable
and enjoyable. Finally, Motivation. Most students show an increased level
of interest when they have a chance to see language in use as well as hear
it, and when this is coupled with interesting task.36
35 Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson Education Limited, 2001), p. 284.
36Jeremy Harmer ,The Practice of English Language Teaching, p. 28215
4. Using of Video in Teaching News Item Text
Teaching English as a foreign language sometimes make the
teachers realize that are transferring knowledge to the students are not
easy. A good teacher will not surrender, if the students are boring with the
lesson.
There are many reasons why video is used as a tool in teaching
English. The first reason is video has the ability to use both auditory and
visual system. Learners can construct a meaning of a story from either
audio or visual information alone, but it appears that when presented
together, each source provides additional and complementary information.
Through video, learners can write a summary of a movie completely better
than when they only listen to the audio-only version. It means that
information that is obtained visually is memorable. Second, videos can
connect students with faraway place. Videos permit the students to
observe the dynamics of interaction as they observe native speakers in
authentic situation and using different accents, registers, and paralinguistic
cues such as gestures and postures. Videos give great sense of what the
country would be like if the students visited it. Third, videos can enhance
self-confidence and breakdown social-stereotypes. Authentic videos have
even been shown to inspire self-confidence. As a result, students say that
they have fewer obstacles about using their second language.
Fourth, videos give opportunities for students to learn foreign culture.
Videos appear to be a rich source for teaching culture because it presents
students with an image of a “living vibrant people who use the target
language for daily communication.” It is also said that today’s students are
part of the TV era and that visual aids help them with cultural awareness.
Fifth, videos help to demonstrate abstract ideas. Videos, by nature, are
filled with valuable extra-linguistic clues. Research shows that exposure to
visual stimuli increases students' comprehension and retention of lexical
items. Then, that visual exposure, when joined with an audio component,
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significantly increases students' comprehension of a video text. It means
that videos help to give pictures of abstract ideas.
The writer applies video as alternative media in teaching news
item. Using video in teaching listening on news items text is actually help
students in improving vocabulary and listening skill easily, because video
gives description about something case. It can help students to build their
ability in listening news items text.
Without any media, when the teacher asks students to listen, they
will get difficulty. By using video as a technical tool, it can help engage
students especially to improve students’ ability in listening, especially in
teaching listening news item text.
According to Kenneth Beare:37
They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time.
From the statement above, the writer conclude that listening for
senior high school need consistently practice and supporting media
especially video that is short for the beginner ESL students.
The writer suggests that listening use audiovisual resources can be
effective language learning tools. According to Hanson-Smith (2004),
there are many benefits of using videos as in-class learning resources. In
addition, video is increasing access to professional audiovisual resources
that are free, authentic, and suitable for language learning development.
Finally, it can be give the benefits of implementing a video production
component in language classes. Sharp (2005) also states that describes a
37 Kenneth Beare, “The Challenge of Teaching Listening Skills”, taken from http://esl.about.com/cs/teachinglistening/a/a_tlisten.htm, accessed February 3th 2012
