THE EFFECTIVENESS OF USING PODCAST IN TEACHING LISTENING …

THE EFFECTIVENESS OF USING PODCAST IN TEACHING

LISTENING COMPREHENSION VIEWED FROM

STUDENTS’ LISTENING HABIT

(An Experimental Research at SMP Muhammadiyah 1 Way Jepara)

A Thesis

By

JUNI BAYU SAPUTRA

S891308050

GRADUATE SCHOOL OF ENGLISH EDUCATION STUDY

PROGRAM SEBELAS MARET UNIVERSITY

SURAKARTA

2014

perpustakaan.uns.ac.id digilib.uns.ac.id

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PRONOUNCEMENT

This is to certify that I myself write this thesis, entitled THE

EFFECTIVENESS OF USING PODCAST IN TEACHING LISTENING

COMPREHENSION VIEWED FROM STUDENTS‘ LISTENING HABIT (An

Experimental Research at SMP Muhammadiyah 1 Way Jepara). It is not a

plagiarism or made by others. Anything related to others‘ work is written in

quotation, the source of which is listed on the bibliography.

If then this pronouncement found to have violated the law, I am ready to

accept any academic punishment, including the withdrawal or cancellation of my

academic degree.

Surakarta, 26 August 2014

Juni Bayu Saputra


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ABSTRACT

Juni Bayu Saputra. S891308050. The Effectiveness of Using Podcast in

Teaching Listening Comprehension Viewed from Students’ Listening Habit (An Experimental Research at SMP Muhammadiyah 1 Way Jepara), A Thesis.

English Education Department, Graduate School, Sebelas Maret University,

Surakarta. Consultant I: Prof. Dr. Joko Nurkamto, M.Pd. Consultant II: Dr.

Hersulastuti, M.Hum.

The objectives of this research are to find out whether: (1) podcast is more

effective than movie to teach listening comprehension; (2) students having high

listening habit have better listening comprehension than those having low

listening habit; (3) there is any interaction effect between teaching media and

different listening habit on the students‘ listening comprehension.

For the purpose of the topic, three groups of students consisting of eighty

four were cluster randomly selected and were divided into two groups of twenty

eight as the experimental and control class. Research method was quasi-

experimental. The instruments were multiple choice test and questionnaire. Both

groups were taught in the same style. Before the instruments were used, a tryout

had been administered to know the validity and reliability of the instruments.

Furthermore, it was found out that the data were in normal distribution and

homogeneous based on the normality testing and homogeneity testing. The

researcher analyzed the listening test scores of students who had high and low

listening habit in both groups. Multifactor Analysis of Variance (ANOVA) and

Tukey test were applied with the level of significance α =0.05.

The results of the test and the related comparisons, findings showed that: (1)

podcast is more effective than movie to teach listening comprehension; (2)

students having high listening habit have better listening comprehension than

those having low listening habit; (2) there is interaction effect between teaching

media and different listening habit on the students‘ listening comprehension.

To sum up, podcast is an effective media to teach listening to the eighth

grade students of SMP Muhammadiyah 1 Way Jepara, in the academic year

2014/2015. However, in the implementation of the media, a teacher must consider

about the students‘ level of listening habit. As proved in the research, listening

habit influences the students‘ listening comprehension. By considering the

students‘ level of listening habit, a teacher can choose the media he/she uses

properly to teach listening in order to improve students‘ listening comprehension.

Key term: Podcast, Movie, Students’ Listening Comprehension, Students’

Listening Habit.


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MOTTO

Persistence is the key of success. Success is not about how

much money you make. It is about the difference you make in

people's lives and the kindness you make in your heart.

-Juni Bayu Saputra-


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DEDICATION

With the deep profound love, this research is devoted to:

My beloved parents and my big families for their patience, understanding,

tolerance, supports, prayers and encouragement.

My endless love and sweetheart Hesti Tusiana Dewi for her never ending

supports and her prayers.

My best friends at Class A and generally for my friends at English

Department of Graduate Program with whom I exchanged ideas and

developed friendship, and for all the people in my life especially for all of my

teachers, the light of my life, now and in the past, who have been giving me a

great deal of attention, invaluable assistance and support, I hope Allah will

always bless you all.

My Alma mater, Sebelas Maret University, from which I have a great deal of

knowledge and insight about life, love and hope of the future.


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ACKNOWLEDGMENTS

All praise is due to Allah, I would like to express my deepest gratitude to

Allah, the most gracious, the most merciful, because without His countless

blessing and guidance as well as His compassion, this thesis would not have been

accomplished. In addition, this thesis can never be accomplished without the help

of others during the process of writing. Therefore, the researcher would like to

express his deepest gratitude and appreciation to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University.

2. The Head of Graduate Program of the English Education Department.

3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, for all his guidance,

advice, and encouragement during the completion of this thesis.

4. Dr. Hersulastuti, M.Hum., the second consultant, for her guidance, advice, and

encouragement during the writing process of this thesis.

5. The principal of SMP Muhammadiyah 1 Way Jepara.

6. All teachers, especially the English teacher of the eighth grade students of

SMP Muhammadiyah 1 Way Jepara.

7. The eighth grade students of SMP Muhammadiyah 1 Way Jepara.

The researcher hopes and accepts gratefully every comment and suggestion.

Hopefully, this thesis will be useful for the readers.

Surakarta, 2014.

Juni Bayu Saputra


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TABLE OF CONTENT

TITLE PAGE ............................................................................................. i

APPROVAL PAGE. ................................................................................... Error! Bookmark not defined.

LEGITIMATION OF EXAMINERS ......................................................... Error! Bookmark not defined.

PRONOUNCEMENT ................................................................................. iv

ABSTRACT ................................................................................................ v

MOTTO ...................................................................................................... vi

DEDICATION ............................................................................................ vii

ACKNOWLEDGMENTS .......................................................................... viii

TABLE OF CONTENT .............................................................................. ix

LIST OF TABLE ........................................................................................ xii

TABLE OF FIGURE .................................................................................. xiii

TABLE OF ABBREVIATION ................................................................... xiv

TABLE OF APPENDICES ........................................................................ xv

CHAPTER I INTRODUCTION ................................................................ 1

A. Background of the Study ................................................................. 1

B. Problem Identification ..................................................................... 7

C. Problem Limitation ......................................................................... 8

D. Problem Statement .......................................................................... 9

E. Research Objective.......................................................................... 9

F. Significance of the Research ........................................................... 9

CHAPTER II LITERATURE REVIEW ..................................................... 13

A. Review of Theory ............................................................................ 13

1. Listening Comprehension ........................................................ 13

a. The Definition of Listening Comprehension ....................... 13

b. Types of Spoken Language ................................................. 14

c. Difficulties in Listening ....................................................... 16

d. Steps for Teaching Listening ............................................... 17

e. Listening Process ................................................................. 18

f. Macro and Micro Skills of Listening................................... 19

g. Aspect and Elements of Listening ....................................... 20

h. Assessment of Listening ...................................................... 21

2. Teaching Media ......................................................................... 28

a. Podcast ................................................................................. 29

1. Definition of Podcast ...................................................... 29

2. Types of Podcast ............................................................. 30

3. Podcasts as Language Learning Materials ...................... 31

4. Using Podcasts for Enhancing Listening Comprehension 31

5. The Steps of Using Podcast ............................................ 32

6. Advantages and Disadvantages of Podcast ..................... 33

b. Movie ................................................................................... 36

1. Definition of Movie ........................................................ 36

2. Why Movies are Chosen ................................................. 36


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3. How to Select Films and what to Consider .................... 37

4. How to Use Movies ........................................................ 38

5. Teaching Steps Using Movie .......................................... 41

6. Advantages and Disadvantages of Using Movies .......... 42

3. Listening Habit .......................................................................... 44

a. Definition of Habit .............................................................. 44

b. The Causes of Low Listening Habit .................................... 45

c. Factors Influencing Listening Habit .................................... 46

d. Bad Listening Habits ........................................................... 47

e. Improving Listening Habits ................................................. 52

f. Aspect and Elements of Listening Habits ........................... 55

B. Review of Related Studies .............................................................. 56

C. Rationale ......................................................................................... 63

D. Hypothesis ....................................................................................... 66

CHAPTER III RESEARCH METHODOLOGY ....................................... 67

A. Context of the Study ........................................................................ 67

1. Place of the Research ................................................................ 67

2. Time of the Research ................................................................ 68

B. Research Method ............................................................................. 68

1. Research Variable ..................................................................... 69

2. Experimental Design ................................................................. 70

C. Research Population and Sample ................................................... 71

1. Population................................................................................. 71

2. Sample ...................................................................................... 72

3. Sampling................................................................................... 72

D. Data Collection and Research Instrument ........................................ 73

1. Validity and Reliability of Listening Comprehension Test ..... 75

2. Validity and Reliability of Questionnaire ................................ 77

E. Data Analysis ................................................................................... 78

1. Prerequisite Test ....................................................................... 81

a. Normality Test ..................................................................... 81

b. Homogeneity Test ............................................................... 82

2. Hypothesis Testing ................................................................... 83

F. Statistical Hypotheses ...................................................................... 85

CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ........... 87

A. The Implementation of the Research .............................................. 87

B. Description of the Data ................................................................... 88

1. The Data of Listening Comprehension in Experimental

Class (A1) ................................................................................. 89

2. The Data of Listening Comprehension in Control Class (A2) . 90

3. The Data of Listening Comprehension on the Students who

Have High Listening Habit (B1) ............................................... 91


Have Low Listening Habit (B2) ............................................... 92


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Have High Listening Habit and Are Taught Using Podcast

(A1B1) ....................................................................................... 94


Have Low Listening Habit and Are Taught Using Podcast

(A1B2) ....................................................................................... 95


Have High Listening Habit and Are Taught Using Movie

(A2B1) ....................................................................................... 97


Have Low Listening Habit and Are Taught Using movie

(A2B2) ....................................................................................... 97

C. Hypothesis Testing .......................................................................... 98

1. Prerequisite Tests ..................................................................... 98

a. Normality Test ..................................................................... 98

b. Homogeneity Test ............................................................... 99

2. Two-way ANOVA ................................................................... 99

3. Tukey Test ................................................................................ 101

D. Discussion of the Findings .............................................................. 104

1. The Difference between Podcast and Movie on the

Students‘ Listening Comprehension ........................................ 104

2. The Difference of Listening Comprehension between

Students Having High Listening Habit and Students Having

Low Listening Habit................................................................. Error! Bookmark not defined.106

3. The Interaction between Teaching Media and Different

Listening Habit on the Students‘ Listening Comprehension ... 108

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ... 111

A. Conclusion ...................................................................................... 111

B. Implication and Suggestions ........................................................... 112

REFERENCES ............................................................................................ 119

APPENDICES ............................................................................................ 127


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LIST OF TABLE

Table 3.1. The Time Schedule for Research ............................................... 68

Table 3.2. Factorial Design 2x2 ................................................................. 71

Table 3.4. The summary for homogeneity test ........................................... 83

Table 3.5. The Summary for 2 x 2 Factorial Design ................................... 85

Table 4.1. The Research Implementation Summary ................................... 87

Table 4.2. Frequency Distribution of Data A1 ............................................ 90

Table 4.3. Frequency Distribution of Data A2 ............................................ 91

Table 4.4. Frequency Distribution of Data B1 ............................................ 92

Table 4.5. Frequency Distribution of Data B2 ............................................ 93

Table 4.6. Frequency Distribution of Data A1B1 ........................................ 94




Table 4.10. The Summary of Normality Test ............................................. 98

Table 4.11. Homogeneity Analysis of the Data .......................................... 99

Table 4.12. Table of the Mean Scores of the Cells ..................................... 100

Table 4.13. The Summary of Multifactor Analysis of Variance................. 100

Table 4.14. The Summary of Tukey Test ................................................... 101


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TABLE OF FIGURE

Figure 2.1: Types of Oral Language ........................................................... 15

Figure 4.1. Histogram and Polygon of Data A1 .......................................... 90

Figure 4.2. Histogram and Polygon of Data A2 .......................................... 91

Figure 4.3. Histogram and Polygon of Data B1 .......................................... 92

Figure 4.4. Histogram and Polygon of Data B2 .......................................... 93

Figure 4.5. Histogram and Polygon of Data A1B1 ...................................... 94





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TABLE OF ABBREVIATION

TEFL (teaching English as A Foreign Language) ...................................... 2

EFL (English as a Foreign Language) ........................................................ 3

SMP (Sekolah Menengah Pertama/Junior High School)............................ 3

MTs (Madrasah Tsanawiyah/Islamic Junior High School) ........................ 3

KEMDIKBUD (Kementerian Pendidikan dan Kebudayaan/The Ministry

of Education and Culture) ........................................................................... 4

BBC (British Broadcasting Corporation) .................................................... 30

RTHK (Radio Television Hong Kong) ....................................................... 30

SMA (Sekolah Menengah Atas/Senior High School) ................................. 56

ESL (English as a Second Language) ......................................................... 60

EMI (English as the Medium of Instruction) .............................................. 61

CMI (Chinese as the Medium of Instruction) ............................................. 61

Jl. (Jalan/street) ........................................................................................... 67

ANOVA (analysis of variance) ................................................................... 83

RPP (Rencana Program Pembelajaran/Lesson Plan) ................................ 131


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TABLE OF APPENDICES

Appendix 1a: Syllabus of SMP ................................................................... 127

Appendix 1: Lesson Plan for Experimental Class....................................... 131

Appendix 2: Lesson Plan for Control Class ................................................ 167

Appendix 3: Blue Print and Instrument of Listening Comprehension Test 199

Appendix 4: Blue Print and Questionnaire of Listening Habit ................... 208

Appendix 5: Validity and Reliability of the Listening Comprehension

Test ........................................................................................ 212

Appendix 6: Distractor, Difficulty Index, and Discrimination Index of

the Listening Comprehension Test ....................................... 216

Appendix 7: Validity and Reliability of the Questionnaire Test................. 225

Appendix 8: Homogeneity Test of the Population ...................................... 233

Appendix 9: Listening Comprehension Score of Experimental Class ........ 235

Appendix 10: Listening Habit Score of Experimental Class ...................... 236

Appendix 11: Listening Comprehension Score of Control Class ............... 237

Appendix 12: Listening Habit Score of Control Class ............................... 238

Appendix 13: Listening Comprehension Test of Experimental Class

Viewed from Students‘ Listening Habit ............................. 239

Appendix 14: Listening Comprehension Test of Control Class Viewed

from Students‘ Listening Habit .......................................... 240

Appendix 15: Descriptive Statistics ............................................................ 241

Appendix 16: Normality Test...................................................................... 264

Appendix 17: Homogeneity Test ................................................................ 271

Appendix 18: ANOVA ............................................................................... 273

Appendix 19: Tuckey Test .......................................................................... 277

Appendix 20: Table of Data Distribution.................................................... 278

Appendix 21: Research Licenses ................................................................ 287


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CHAPTER I

INTRODUCTION

This study deals with the effectiveness of using podcast in teaching listening

comprehension viewed from students‘ listening habit for the eighth grade students

of SMP Muhammadiyah 1 Way Jepara. This chapter presents and discusses the

background of the study, problem identification, problem limitation, problem

statement, research objective, and significance of the research.

A. Background of the Study

Listening plays an important role in communication. Listening also has

great importance in foreign language classroom (Nunan, 2002, in Richards &

Renandya, 2002, p.238). In language learning process, listening provides input for

students. If students cannot understand the input, the learning process cannot

begin (Rost 1994, p. 141-142).

Every teacher of language knows that one‘s oral production ability other

than monologues, speeches, reading aloud, and the like is only as good as one‘s

listening comprehension ability. But of even further impact is the likelihood that

input in the aural-oral mode accounts for a large proportion of successful language

acquisition. In typical day, we do measurably more listening than speaking.

Whether in the workplace, educational or home contexts, aural comprehension far

outstrips oral production in quantifiable term of time, number of words, effort,

and attention (Brown, 2004).

However, listening has hardly got the attention of educators in teaching and

learning of English as second or foreign language. School final examination,

university entrance examinations, and other examinations do not include listening


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as one of the components to be tested. That would be at least one reason why

listening has not been paid much attention. If it is not tested, teachers will not pay

attention to it. Another reason why listening has been ignored is because there are

still people who view listening as a passive skill. Wilson (2008, p. 21) points out

that listening is not a passive skill. Indeed, it is active, but all the activity happens

in the mind. Listeners guess, predict, infer, criticize and, above all, interpret.

In line with the previous statement, Rost (2002) suggests that listening is a

process involving a continuum of active processes which are under the control of

the listener. It is different from hearing which is the primary physiological system

that allows for reception and conversion of sound waves that surround the listener.

Furthermore, O‗Malley, Chamot, & Kupper (1989) in Gilakjani & Ahmadi (2011,

p. 977) state that listening comprehension is an active and conscious process in

which the listener constructs meaning by using cues from contextual information

and from existing knowledge, while relying upon multiple strategic resources to

fulfill the task requirement.

In addition, listening as comprehension is the traditional way of thinking

about the nature of listening. Indeed, in most methodology manuals listening and

listening comprehension are synonymous. This view of listening is based on the

assumption that the main function of listening in second language learning is to

facilitate understanding of spoken discourse (Richards, 2008, p. 3).

Regardless, teaching listening comprehension is one of the major tasks in

teaching English as a foreign language (TEFL) (Ur, 1989). Although listening is a

―receptive skill‖, rather than a ―productive skill‖, in the process of interpreting

messages of what people utter (Lindsay & Knight, 2006, p. 47), listening


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comprehension would be the hardest of all the four language skills of i.e.

listening, speaking, reading and writing, especially, to English foreign language

(EFL) learners. This situation can be traced to that ―listeners have to receive the

message in a foreign language, de-code it and comprehend it instantly in a

meaningful context; thereof, it would not be difficult to imagine that they might

encounter a variety of hurdles, for example grasping main ideas of the dialogues

in contexts, and therefore suffer from anxiety‖ (Su & Liu, 2012, p. 458).

Therefore listening comprehension is very important for the EFL learners.

Because, Mendelsohn (1994) in Gilakjani & Ahmadi (2011, p. 977) states that

listening plays an important role in communication as it is said that, of the total

time spent on communicating, listening takes up 40-50%; speaking, 25-30%;

reading, 11-16%; and writing, about 9%. In addition, Shouyuan (2003) in Guo &

Wills (2005), even says that listening is the most important component in the five

aspects of overall English competence he suggests as listening, speaking, reading,

writing and translation, it deserves particular attention. Teachers must actively

explore the nature and process of listening comprehension and study the theory

and methodology of listening comprehension in order to improve listening

teaching outcomes and make students recognize that listening comprehension is

the crucial aspect of English learning.

The objective of teaching English in Junior High School or Sekolah

Menengah Pertama (SMP) and Islamic Junior High School or Madrasah

Tsanawiyah (MTs) which is suitable with this research based on Curriculum 2013

is that the students can understand and apply their factual, conceptual, and

procedural knowledge based on their curiousness about the knowledge,


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technology, art, and culture related to phenomena and visible occasions (the

ministry of education and culture/Kementerian Pendidikan dan Kebudayaan

(KEMDIKBUD), 2013, p. 69). The objective of teaching listening is that the

students are able to understand the goal, structure of the text, and language aspect

of the oral and written texts or monologues. For the first grade, the oral

monologues are in the form of procedure and description. For the second grade,

oral monologues are in the form of description, recount, and narration. For the

third grade, oral monologues are in the form of narration, report, and procedure

(KEMDIKBUD, 2013, p. 66-72).

Listening comprehension covers four indicators that should be mastered by

the learners. They are making inferences, meaning, main idea, and orientation.

Furthermore, the students should gain the minimum passing grade about 70 in

order to be able to pass from the standard competence being taught (passing grade

of SMP Muhammadiyah 1 Way Jepara, 2014). On the other hand, there are many

students at SMP Muhammadiyah 1 Way Jepara who get score <70, so the

researcher classifies that the students get low listening comprehension.

The main cause that makes the students‘ listening comprehension becomes

low is the students‘ habit in following the listening class. Students tend to not

paying attention and ignoring the material in form of movies given by the teacher.

Movies are an enjoyable source of entertainment and language acquisition

(Ismaili, 2013, p. 122). Furthermore, students seem that they listen for fun only

and then become lazy to follow up the material. And, for most students, listening

is considered as skill that should be avoided because they cannot understand what

they are listening for. Another reason is because the language in movies is


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sometimes spoken very fast or hard to understand. In addition, listening skills did

not receive priority in language teaching. The emphasis of language teaching is

much laid on the written form. The students are given exposure to a written form

with little regard to listening. Opportunities for teaching listening, as well as

talking, have been limited because educators have traditionally used reading and

writing performance as measures of student achievement.

Listening habit is therefore considered as one of the serious causes in this

research. Richards & Schmidt (2002) state that habit is a pattern of behavior that

is regular and which has become almost automatic as a result of repetition (p.

236). Furthermore, listening habit is a pattern of behavior in identifying and

understanding what others are saying that requires an essential sound as the input

that is regular and which has become almost automatic as a result of repetition

(Saputra, 2014, p. 170).

Listening habit is divided in to two forms (high and low) and it consists of

calling or judging a subject, criticizing, reacting, listening for facts, paying

attention, yielding to distractions, lecture notes, review sessions, the easiness, and

thought speed. Regarding the causes above, the researcher classifies that the

students have low listening habit.

The listening problems that exist in the school are considered crucial to be

solved, since in order to complete the listening task, the students should give

attention to the listening material. Listening demands listener‘s engagement. Long

texts on subjects which students are not interested in will not only be

demotivating, but students might stop paying attention and once they do that it

becomes difficult for them to tune back into the topic (Harmer, 1998, p. 98).


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In order to make an effective teaching listening skill, a teacher should know

the difficulties in listening. Many students of English as a foreign language

encounter more difficulties in listening and speaking than in reading and writing

(Lam, 2002 in Richard & Renandya, 2002, p. 248). In reading, they are exposed to

a structured text. While in listening, the students are exposed to a flowing text. If

they fail to recognize a word or a phrase they have not understood, they often miss

the next part of the tape (Harmer, 1998, p. 99). Students of English as a foreign

language often have difficulty acquiring this skill, because they are not familiar

with the native speaker‘s speech and cannot control the speed of the speaker‘s

speech.

In line with the situation above, so the researcher proposes podcast as the

comparable solution of movie that can be used to increase the students‘ listening

comprehension. Podcast is a series of digital material files (either audio or video)

that are released episodically and downloaded through web syndication (Mathis &

Galloway, 2010). Furthermore, podcast contains many variations such as jokes,

story, and poetry which are suitable for each student‘s levels. In the class using

podcast the students can learn through more than one modality (listen to audio

files/watch video on content as well as read course materials) (Rallis & Shannon,

2006).

Research studies on podcasting have already acknowledged its potentiality

and have documented many evidences that podcasts can greatly help develop

students‘ language skills, especially in developing students‘ speaking and

listening skills in general (Hasan & Hoon, 2013; Ashton-Hay & Brookes, 2011;

O‘Bryan & Hegelheimer, 2007), and particularly in developing students‘ listening


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comprehension at different listening habit (Saputra, 2014). Considering the

previous studies, then the researcher believes that this research can also be

successfully used to improve the students‘ listening comprehension.

Regarding the condition above, then the researcher is interested to compare

a listening class by using podcast and movie viewed from students‘ listening

habit. Finally, in the end of the research, the students‘ listening comprehension

especially in indicator one, two, and three are expected to increase. Furthermore,

the result of students‘ listening comprehension in the class using podcast is

expected to be better than that of students‘ listening comprehension in the class

using movie.

In line with the explanation above, so the researcher entitles this research

with the effectiveness of using podcast in teaching listening comprehension

viewed from students‘ listening habit (an experimental research at SMP

Muhammadiyah 1 Way Jepara), in the academic year of 2014/2015.

B. Problem Identification

There are some problems which are identified dealing with the students‘

listening comprehension at the students of SMP Muhammadiyah 1 Way Jepara, in

the academic year of 2014/2015. They are as follows:

1. The quality of students‘ listening comprehension is low.

2. Students tend to not paying attention and ignoring the material in form of

movie given by the teacher.

3. Students seem that they listen for fun only and then become lazy to follow up

the material.

4. Students have low habit in following the listening class.


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5. Students cannot understand well to what they are listening for and listening is

considered as a hard skill to comprehend.

6. The language in movies is sometimes spoken very fast or hard to understand.

7. Listening has hardly got the attention of educators in teaching and learning of

English as second or foreign language. School final examination, university

entrance examinations, and other examinations do not include listening as one

of the components to be tested. That would be at least one reason why

listening has not been paid much attention.

8. Listening skills did not receive priority in language teaching. The emphasis of

language teaching is much laid on the written form. The students are given

exposure to a written form with little regard to listening. Opportunities for

teaching listening, as well as talking, have been limited because educators

have traditionally used reading and writing performance as measures of

student achievement.

C. Problem Limitation

To limit the research, it is necessary to focus on the problem discussed in

the research. The problems are limited into:

1. The difference between podcast and movie on the students‘ listening

comprehension.

2. The difference between students having high listening habit and students

having low listening habit on their listening comprehension.

3. The interaction effect between teaching media and different listening habit on

the students‘ listening comprehension.


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D. Problem Statement

Based on what have been stated in the background of the study above, the

problem of the study can be formulated as follows:

1. Is podcast more effective than movie to teach listening comprehension?

2. Do students having high listening habit have better listening comprehension

than those having low listening habit?

3. Is there any interaction effect between teaching media and different listening

habit on the students‘ listening comprehension?

E. Research Objective

In line with the problem formulation above, so the objectives of this

research are as follows:

1. To find out whether podcast is more effective than movie to teach listening

comprehension.

2. To find out whether students having high listening habit have better listening

comprehension than those having low listening habit.

3. To find out whether there is any interaction effect between teaching media

and different listening habit on the students‘ listening comprehension.

F. Significance of the Research

After conducting this study, the researcher hopes that the result of this study

can give benefit for:

1. Students

a. It can stimulate students to improve their listening comprehension since

they will find out that listening comprehension is not complicated. Their


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improvement in listening habit will help them master English well. As

the result, it will enrich their knowledge in listening comprehension.

b. It can provide student enjoyment in the learning process without ignoring

the teaching learning process itself. By this condition, students can

improve their attention, motivation, activeness and other aspects that

closely related to their listening habit.

c. It can promote the term of podcast as a media stream that combines

between audio and/or video and PDF files on the Net which is usually

uploaded at regular intervals to students, so that they can be familiar with

this media.

2. Teacher

a. For the other teachers, they can get a large knowledge about teaching

listening using podcast and the result of this study can be a useful input

in English teaching learning process especially for improving listening

comprehension.

b. Curriculum 2013 demands teachers to use authentic materials in the

teaching learning process. The content of podcast can be a good solution

to overcome this must. This is because podcast overs an authentic

material for the students. The authenticity and type of materials available

in podcast effectively bridges the gap between formal English and

informal language, making them suited to extensive listening, motivating

students‘ interest in listening to English inside and outside the classroom.

c. Podcast is easy and cheap or even free media that can be accessed by

every teacher; however, not all teachers are able to take the advantages of


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this media. This thesis can therefore be guidance for other teachers to

take the advantages of this media in order to improve their teaching

learning atmosphere and to increase the students‘ listening

comprehension.

d. The result of this study can inform the teachers about the importance of

teaching listening comprehension and listening comprehension itself for

the students; therefore, teacher can give much more priority to listening

skills in language teaching. It is because we do measurably more

listening than reading, speaking, or writing; whether in the workplace,

educational or home contexts, aural comprehension far outstrips oral and

written text production in quantifiable term of time, number of words,

effort, and attention. Furthermore, the emphasis of language teaching is

not much laid on the written form anymore. The students are not given

exposure to a written form with little regard to listening. In addition,

teachers can realize that students listening habit affects their

comprehension in listening; therefore, teachers can pay much more

attention to the students‘ listening habit while they are teaching listening

comprehension.

3. School

a. The result of this study can encourage the notion of proper internet

connection in the school. Podcast requires internet connection to

download it from the web. With the advantages over by podcast and

positive result provided in this thesis, the school can be surer to build a

proper internet connection. In addition, in the name betterment, teachers


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must be encouraged to access this media and the best encouragement that

school can over is by building a good internet connection. Furthermore,

the internet connection can also be used for other teachers, not only the

English teacher him/herself.

b. This thesis can inform to the school that gadget is necessary tool to bring

to the class. With the good internet connection, students can be

encouraged and well-motivated to search another podcast with their own

gadgets. On the other words, school does not need to forbid students to

bring their gadget to the school. The best thing that the school can do is

by giving good understanding on how to use their gadgets wisely.

4. Public

a. The result of this research can enrich the references of the next research

and generally this research might have advantages to Sebelas Maret

University.

b. It can encourage another student, particularly students of graduate school

of English education study program and all of Sebelas Maret University

in general to conduct further research in the future.


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CHAPTER II

LITERATURE REVIEW

This chapter is presented to review related literature covering: (1) review of

theory which include listening comprehension, podcast, movie, and listening

habit; (2) review of related studies; (3) rationale; and (4) hypothesis.

A. Review of Theory

1. Listening Comprehension

a. The Definition of Listening Comprehension

Jalongo (1992) states that listening involves three things: (1) hearing: a

physiological process that includes auditory acuity (the ability to hear) and

auditory perception (the ability to discriminate among sounds, to blend sounds

together, and to hold sequences of sound in memory); (2) listening: an act of

perception which includes focusing, becoming aware and selecting cues from the

environment; (3) auding: an act of comprehension that begins with hearing and

listening. It includes getting meaning from what is heard, associating sounds to

something already known, organizing, imagining, and appreciating what is heard

(p. 14). Vandergrift (1999) in Wang (2011, p. 1164) states that listening is

anything but a passive activity. It is a complex, active process in which the

listener must discriminate between sounds, understand vocabulary and

grammatical structures, interpret stress and intonation, retain what was gathered in

all of the above, and interpret it within the immediate as well as the larger socio-

cultural context of the utterance. Coordinating all of this involves a great deal of

mental activity of the part of the listener. Listening comprehension is also known


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as the process of understanding speech in a first or second language (Richards &

Schmidt, 2002, p. 313).

Rost (2002) defines listening, in its broadest sense, as a process of receiving

what the speaker actually says; constructing and representing meaning;

negotiating meaning with the speaker and responding; and creating meaning

through involvement, imagination and empathy. Furthermore, Howatt & Dakin

(1974) in Malkawi (2010, p. 771) state that listening is the ability to identify and

understand what others are saying. This process involves understanding a

speaker's accent or pronunciation, the speaker‘s grammar and vocabulary, and

comprehension of meaning. An able listener is capable of doing these four things

simultaneously. According to Brown (2001), listening is an important skill

through which language learners internalize linguistic information without which

they cannot produce language.

Based on the definition above, the researcher concludes that listening

comprehension is a complex, active and conscious process by which the listener

can get the message from the speaker‘s utterance and interpret the role of

individual linguistic units within the immediate as well as the larger socio-cultural

context of the utterance plus constructs meaning by using signals from contextual

information and from existing knowledge, while relying upon multiple strategic

resources to fulfill the task requirement.

b. Types of Spoken Language

Before planning the lessons for listening classroom instruction, it is important to

discuss several types of spoken language. In Etman (2009) Nunan suggested a

diagram to differentiate types of oral language as follows:


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Figure 2.1. Types of Oral Language

1. Monologue

In monologue the listener does not require to respond to message. It is also

called an informational listening. This is where information is communicated to

the listener. Monologue can be planned such as speech, news report, weather

forecast or other prewritten material or unplanned such as description of

something, emergency announcement etc. Monologues are example of one way

communication. The speaker usually uses spoken language for any length of time,

as in speeches, lectures, news etc. The stream of the speech will go on whether or

not the listeners comprehend.

2. Dialogue

Dialogue involves two or more speakers and can be subdivided into those

which exchange expressions that promote social relationship (interpersonal) and

those which purpose is to convey propositional or factual information

(transactional). Both types of dialogues can be between or among familiar people

or unfamiliar. Dialogue requires listeners to respond to what is being

communicated. The goal of dialogue is to develop interaction between people.

The listener communicates something back to the speaker. For example, greetings

between friends, a discussion at a business meeting, and giving or receiving

instructions (p. 3).


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c. Difficulties in Listening

Students often find difficulties in learning listening skills. There are some

problems in listening faced by the students in common. First is difficulty to

distinguish sounds. One problem that students have is distinguishing individual

sounds and word boundaries in the stream of speech (Shelton, 2008). Students

might not distinguishing between different sounds in English, for example words

like ―there‖, ―their‖, and ―they‘re‖. As a result, they cannot interpret the sound

accurately.

Second is the difficulty to make inferences from the listening text.

Learners have greater difficulty to make inferences than determined the

information directly from the listening text (Nunan, 1999: 209). Students do not

realize that listening is not good enough since they must think about what they

hear as they hear it.

Third the students‘ limited vocabulary. For students who study English as

a foreign language, the unknown words can be a barrier to get the information

from the text they listened. One problem that all people speaking a foreign

language have experienced is that they get left behind trying to work out what a

previous word meant (Case, 2008). As a result, they are failed to get the next

information from the listening text.

Forth is the difficulty to concentrate. It is caused by some factors. One of

the factors is that the students are not interested with the listening materials.

Another factor is the unfamiliarity with the sounds, words, and sentences. When

the students are not interested or are not familiar with the materials, they will

consider that the materials are difficult. As a result, it is hard for them to


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concentrate on the listening materials. It is tiring for student to concentrate on

interpreting unfamiliar sounds, words, and sentences for long periods (Yagang,

2008).

In addition, Ur (1989) points out several potential problems areas in her

book Teaching Listening Comprehension: (1) hearing the sounds; (2)

understanding intonation and stress; (3) coping with redundancy and ‗noise‘; (4)

predicting; (5) understanding (colloquial) vocabulary; (6) understanding different

accents; (7) (not) using visual or environment clues; (8) fatigue.

Considering the students‘ problems in listening, it is essential for the

teacher to find out the way about how listening can be improved and what media

are useful to be implemented in the classroom. Students should be given exposure

to a variety of listening materials such as everyday conversation, announcements,

storytelling, interviews, and news. The variety of listening materials will result in

the improvement of students‘ achievement in listening comprehension.

d. Steps for Teaching Listening

A typical lesson sequence from the current position involves three part

lesson sequence consisting of pre-listening, while listening and post-listening. The

pre-listening phase prepares the students for practice in listening for

comprehension through activities involving activating prior knowledge, making

predictions, and reviewing key vocabulary. The while-listening phase focuses on

comprehension through exercises which require selective listening, gist listening,

sequencing etc. The post listening phase typically involves a response to

comprehension and may require students to give opinions about a topic, etc.

(Richards, 2005, p. 7).


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e. Listening Process

In the listening process, there two kinds of process that need to be noticed.

They are top-down process and bottom-up process (Nation & Newton, 2009, p.

40). The top-down process is the processes the listener uses to assemble the

message piece-by piece from the speech stream, going from the parts to the

whole. Bottom up processing involves perceiving and parsing the speech stream at

increasingly larger levels beginning with auditory-phonetic, phonemic, syllabic,

lexical, syntactic, semantic, propositional, pragmatic and interpretive (Field, 2003,

p. 326 in Nation & Newton, 2009, p. 40).

On the contrast, the bottom-up process involves ―the listener in going from

the whole their prior knowledge and their content and rhetorical schemata to the

parts. In other words, the listener uses what they know of the context of

communication to predict what the message will contain, and uses parts of the

message to confirm, correct or add to this. The key process here is inferencing‖

(Nation & Newton, 2009, p. 40).

In terms of language processing, it is now generally accepted that learners

need access to both top-down as well as bottom-up processing strategies. Bottom-

up processing strategies focus on the individual components of spoken and written

messages, i.e. phonemes, graphemes, individual words and grammatical elements

which need to be comprehended in order to understand messages. Top-down

processing strategies, on the other hand, focus on macro-features of text such as

the writer's or speaker's purpose, topic of the message, the overall structure of the

text (Nunan 1991, p.4 in Malkawi, 2010, p. 771).


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f. Macro and Micro Skills of Listening

Brown (2004, p. 121) lists micro and macro skills of listening as follows:

1. Micro Skills

In this part, there are eleven micro skills, they are: (a) discriminate among

the distinctive sounds of English; (b) retain chunks of language of different

lengths in short term memory; (c) recognize English stress patterns, words in

stressed and unstressed positions, rhythmic structures, intonation contours, and

their roles in signaling information; (d) recognize reduced forms of words; (e)

distinguish word boundaries, recognize a core of words, and interpret word order

patterns and their significance; (f) process speech at different rate of delivery; (g)

process speech containing pauses, errors, corrections, and other performance

variables; (h) recognize grammatical word classes (nouns, verb etc.) systems (e.g.

tense, agreement, and pluralisation), patterns, rules, and elliptical forms; (i) detect

sentence constituents and distinguish between major and minor constituents; (j)

recognize that a particular meaning may be expressed in different grammatical

forms; (k) recognize cohesive devices in spoken discourse.

2. Macro Skills

In this part, there are six micro skills, they are: (a) recognize the

communicative functions of utterance according to situations, participants, goals;

(b) infer situations, participants, goals using real-world knowledge; (c) from

events, ideas, and so on, describes, predict outcomes, infer links and connections

between events, deduce causes and effects, and detect such relations as main idea,

supporting idea, new information, given information, generalization, and

exemplification; (d) distinguish between literal and implied meanings; (e) use


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facial, kinesics, body language, and other nonverbal clues to decipher meanings;

(f) develop and use a battery of listening strategies, such as detecting key words,

guessing the meaning of words from context, appealing for help, and signaling

comprehension or lack thereof.

g. Aspect and Elements of Listening

Buck (2001) says that there are five main components in listening such as:

the input to the listeners, applying knowledge of the language, using world

knowledge, the context of communication, and building mental representation of

meaning (p. 3-4). Richards & Schmidt (2002) say that listening comprehension

consist of some components such as: 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 (p. 313). Listening is

the process of constructing meaning from spoken input (Rost, 2002, p. 279).

According to Brown (2004, p. 138) listening is a process that is done by test

takers to identify the gist, main idea, purpose, supporting points, and/or

conclusion to show full comprehension. Moran (2005) says that there are several

aspects of listening such as understanding gist, making inferences using

background and situational knowledge, understanding elided consonants and so

on, allowing for the presentation, and subsequent measurement of meaningful

achievement gains. Vandergrift (1999) in Wang (2011) provides some aspects of

listening such as discriminate between sounds, understand vocabulary and

grammatical structures, interpret stress and intonation, retain what was gathered in

all of the above, and interpret it within the immediate as well as the larger socio-

cultural context of the utterance (p. 1164).


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Furthermore, listening comprehension covers five aspects that should be

mastered by the learners. They are main idea, context, parsing, intonation, and

stress (Field, 2009, p. 210). Richards (2008) lists five aspects in testing listening

they are setting, participants, goals, procedures, and outcomes (p. 8). Furthermore,

Richards & Schmidt (2010) says that listening comprehension activities typically

address a number of listening functions, including recognition (focusing on some

aspect of the code itself); orientation (ascertaining essential facts about the text,

such as participants, the situation or context, the general topic, the emotional tone,

and the genre); comprehension of main ideas; understanding; and recall of details

(p. 344).

Based on the definition above, it can be concluded that listening

comprehension consists of making inferences, meaning, main idea, and

orientation.

h. Assessment of Listening

Assessment is a systematic approach to collecting information and making

inferences about the ability of a student or the quality or success of a teaching

course on the basis of various sources of evidence. Assessment may be done by

test, interview, questionnaire, observation, etc. (Richard & Schmidt, 2002, p. 35).

Brown (2004, p. 122-139) provides some format that can be applied in

assessing listening and he states that after determining the objectives, the next step

to be taken is to design the tasks including making decisions about how to elicit

performance and how to expect the test-taker to respond. The tasks that will be

discussed have the range from intensive listening performance, such as minimal

phonemic pair recognition, to extensive comprehension of language in


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communicative contexts. In this section, the focus is on the micro skills of

intensive listening.

1) Intensive Listening

a) Recognizing Phonological and Morphological Elements

At this level, a typical form on intensive listening is the assessment of

recognition of phonological elements of language. In a classic task test the test-

takers are given spoken stimulus to identify from two or more choices. Example:

Phonemic pair, consonants

Test-takers hear: He‘s from California.

Test-takers read: a) She‘s from California

b) He‘s from California.

Phonemic pair, vowel

Test-takers hear: Is he living?

Test-takers read: a) Is he living?

b) Is he leaving?

Morphological Pair, -ed ending

Test-takers hear: I missed you very much.

Test-takers read: a) I missed you very much.

b) I miss you very much.

Stress pattern in can‘t

Test-takers hear: My girlfriend can‘t go to the party

Test-takers read: a) girlfriend can‘t go to the party

b) girlfriend can go to the party

One word Stimulus


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Test-takers hear: vine

Test-takers read: a) vine

b) wine

b) Paraphrase Recognition

Words, phrases, and sentences which are frequently assessed by providing a

stimulus sentence and asking the test-takers to choose the correct paraphrase from

number of choices is the text step up to the scale of listening comprehension

micro skills.

Sentence Paraphrase

Test-takers hear: Hellow, my name‘s Keiko. I come from Japan.

Test-takers read: a) Keiko is comfortable in Japan. c) Keiko is Japanese.

b) Keiko wants to come to Japan. d) Keiko likes Japan.

Dialogue Paraphrase

Test-takers hear: Man: Hi Maria, my name‘s George

Woman: Nice to meet you, George. Are you American?

Man: No, I‘m Canadian

Test-takers read:

a) George lives in the United States. c) George comes from Canada.

b) George is American. d) Maria is Canadian.

2) Responsive Listening

Responsive listening is a question and answer format. This can provide

some interactivity in these lower-end listening tasks. Example:

Appropriate response to a question


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Test-takers hear: How much time did it take you to do your homework?

Test-takers read: a) In about an hour. c) About $10.

b) About an hour. d) Yes I did.

Recognition of the wh-question how much and its appropriate response is

the objective of this item. To represent common learner error, destructors are

chosen: (a) responding to how much vs. how much longer; (b) confusing how

much in reference to time vs. the more frequent reference to money; (c) confusing

a wh-question with a yes/no question.

A multiple choice format is not only frame but they can be offered in more

open-ended framework in which test-takers write or speak the response, example:

Test-takers hear : How much time did it take you to do your

homework?

Test-takers write/speak :

3) Selective Listening

Selective Listening is a type of listening performance in which the test-taker

listen to a limited quantity of aural input and must discern within it some specific

information.

a) Listening Cloze

Listening cloze tasks is sometimes called cloze dictation or partial

dictations. This requires the test-takers to listen to a story, monologue, or

conversation and simultaneously read the written text in which selected words or

phrases have been deleted. In listening cloze task, test-takers see a transcript of the

passage that they are listening to and fill in the blanks with the words or phrases

that they hear. Example:


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Test-takers hear: Ladies and gentlemen, now I have some connecting gate

information for those of you making connections to other flights out of San

Fransisco. Flight seven-oh-six to Portland will depart from gate seventy-three at

nine-thirty P.M. Flight ten-forty-five to Reno will depart at nine-fifty P.M from

gate seventeen. Flight four-forty to Monterey will depart at nine-thirty-five P.M

from gate sixty. And flight sixteen-oh-three to Sacramento will depart from gate

nineteen at ten-fifteen P.M.

b) Information Transfer

Multiple-picture-cued selection and/or single-picture-cued verbal multiple

choice. Example:

Test-takers hear: Choose the correct picture. In my back yard I have a bird feeder.

Yesterday, there were two birds and a squirrel fighting for the last few seeds in the

bird feeder. The squirrel was on top of the bird feeder while the larger bird was sat

at the bottom of the feeder screeching at the squirrel. The smaller bird was flying

around the squirrel, trying to scare it away.

Test-takers see four different pictures with one correct answer.

4) Extensive Listening

a) Dictation

Dictation is a widely researched genre of assessing listening comprehension.

Brown (2004, p.131) states that in a dictation, test takers hear a passage, typically

of 50 to 100 words, recited three times: first, at normal speed; then, with long

pauses between phrases or natural word groups, during which time test-takers

write down what they have just heard; and finally, at normal speed once more so

they can check their work and proofread.


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b) Communicative Stimulus Response Tasks

Dialogue and Multiple-choice comprehension items, example:

Test-takers hear:

Directions: Now you will hear a conversation between Lynn and her doctor. You

will hear the conversation two times. After you hear the conversation the second

time, choose the correct answer for the questions 11-15 below…

Doctor: Good morning, Lynn. What‘s the problem?

Lynn: Well, you see, I have a terrible headache, my nose is running and I‘m really

dizzy.

Doctor: OK. Anything else?

Lynn: I‘ve been coughing, I think I have a fever, and my stomach aches.

Doctor: I see. When did this start?

Lynn: Well, let‘s see, I went to the lake last weekend, and after I returned home I

started sneezing.

Doctor: Hmm. You must have the flu. You should get lots of rest, drink hot

beverages, and stay war. Do you follow me?

Lynn: Well, uh, yeah, bt… should I take some medicine?

Doctor: Sleep and rest are as good as medicine when you have the flu.

Lynn: Okay, thanks Dr. Brown

Test-takers read:

11. What is Lynn‘s problem?

a) She feels horrible.

b) She ran too fast at the lake.

c) She‘s been drinking too many hot beverages.


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12. When did Lynn‘s problem start?

a) When she saw her doctor.

b) After she came home from the lake.

c) Before she went to the lake.

c) Dialogue and Authentic questions on details

You will hear a conversation between a detective and a man. The tape will play

the conversation twice. After you hear the conversation the second time, choose

the correct answer on your test sheet.

Detective: Where were you last night at eleven P.M., the time of murder?

Man: Uh, let‘s see, well, I was just starting to see a movie.

Detective: Did you go alone?

Man: No, uh, well, I was with my friend, uh, Bill. Yeah, I was with Bill.

Detective: What did you do after that?

Man: We went out to dinner, then I dropped her off at her place.

Detective: Then you went home?

Man: Yeah.

Detective: When did you get home?

Man: A little before midnight.

5. Where was the man at 11:00 P.M.?

a) In a restaurant

b) In a theatre

c) At home

6. Was he with someone?

a) He was alone.


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b) He was with his wife.

c) He was with a friend.

7. The man is probably lyin because (name two clues) (requires interference)

1. …………………………………………………

2. ………………………………………………...

2. Teaching Media

According to Richards and Schmidt (2010) media is a general term for

television, radio and newspapers considered as a whole and as ways of

entertaining or spreading news or information to a large number of people. In

language teaching, teaching materials which involve the use of different kinds of

media such as visual and printed media, are sometimes known as multimedia or

mixed media (p. 357). Furthermore, Richards and Schmidt (2010) explains that

multimedia are: (1) the use of several different types of media for a single

purpose, e.g. as in a video that uses film, audio, sound effects, and graphic

images; (2) a collection of computer controlled or computer mediated

technologies that enable people to access and use data in a variety of forms: text,

sound, and still and moving images.

In teaching, all resources involved in teaching and learning including

technology, audio and video resources, computers, multi-media language labs,

projectors, films, and video are considered as media resources (Richards and

Schmidt, 2010, p. 358).

In this research, the researcher uses two teaching media as the independent

variable. The media are podcast and movie. It can be seen in the following

explanation.


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a. Podcast

1. Definition of Podcast

The word ―podcast‖ is taken from two words: iPod and broadcast (Rosell-

Aguilar, 2007). Podcast is a media stream that combines between audio and/or

video and PDF files on the Net which is usually uploaded at regular intervals

(Chan, Chen & Dopel 2011).

According to Chan, Lee & McLoughlin (2007), the term podcast was

derived by blending the words iPod and broadcast. Podcasts can either be pure

audio podcasts, video podcasts or enhanced podcasts; i.e. pictures, slideshows,

PowerPoint, etc. Furthermore, the New Oxford American Dictionary (2005) in

(Qasim & Fada, 2013) defines podcast as a multimedia digital file made available

on the internet for downloading to a portable media player, computer, etc (p. 31).

Thus, Sze (2006) states that podcasts are audio (sometimes video) programs on

the Web which are usually updated at regular intervals. New episodes can be

listened to on the computer, or downloaded to an MP3 player or iPod for later

listening.

In addition, Constantine (2007) states that a podcast is the name of a digital

recording of a radio broadcast or similar program. Podcasts are published on the

internet as MP3 files. Interested listeners are able to download these MP3 files

onto their personal computer or personal MP3 player of any type. The files can be

listened to at the convenience of the listener. Learners can listen over and over to

any material that is of interest to them. To be useful in a school setting a teacher

would need internet access, a computer that can play audio files or an MP3 player.


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Based on the definition above, the researcher concludes that podcast is a

blending of the words ―iPod‖ and ―broadcast‖ and it produces audio or video files

which is released episodically, then it automatically can be downloaded from

either computer or another audio/video device, and then can be listened by our

audio/video devices, that learners can listen over and over to any material that is

of interest to them.

2. Types of Podcast

There are different types of podcasts. The differences include public

podcasts, personal podcasts, and professional podcasts (educational or corporate).

Podcasts can also be classified by the format of content; basic podcasts, enhanced

podcasts, and video podcasts. Public podcasts are generic podcasts and are simple

to use and easy to understand. Personal podcasting is similar to sharing your photo

album; instead it is in the audio format. You can also create video podcasts. You

can shoot the videos of the special occasions (which you often do using your

digital camera) and share it with others. A professional podcast could be an

educational podcast or a corporate podcast. If you are working in an educational

institution, you get a chance to exploit podcasting (a medium of entertainment) for

the purpose of education. In an educational institution, you can create podcasts at

different levels; a class podcast, an instructor podcast, a student podcast, a

department podcast, or an institute podcast (Panday, 2009, p. 253-254).

Furthermore, Sze (2007) in more detail explains that podcasts available on

the Web fall broadly into two types: ―radio podcasts‖ and ―independent podcasts.‖

Radio podcasts are existing radio programs turned into podcasts, such as those

produced by BBC (British Broadcasting Corporation) and RTHK (Radio


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Television Hong Kong). ―Independent podcasts‖ are Web-based podcasts

produced by individuals and organizations.

3. Podcasts as Language Learning Materials

Rosell-Aguilar (2007) suggests that the podcast resources so far made

available for language learning can be categorized into two main groups: the

first consisting of authentic content provided by native speakers or advanced

learners, not intended to teach language and referring to subjects such as news,

football, or radio programming. The second group is comprised of language courses

or teaching content specifically designed for language learning. The latter are

classified into two subgroups: materials designed for a known audience, such as

the materials provided by teachers, institutions or students themselves for use with

their classes (which may include audio recordings of texts, oral quizzes, oral

feedback, and vocabulary items) and supporting materials designed for

independent learners not enrolled on a particular course that are delivered as

public podcasts.

4. Using Podcasts for Enhancing Listening Comprehension

Using podcasts as a medium for learning opens up new opportunities in the

language learning context: research shows that audio content facilitates memory

retention three times as effectively as a text. The auditory dimension of podcasting,

e.g., intonation or vocal expression, conveys a message directly to the listener‘s

heart and brain. The personal touch, including expression of emotions, feelings

and tonal variations may contribute to a podcast message, in a way that cannot be

achieved with a textual message (Panday, 2009). Podcasts benefit learners both with

their spontaneity (Zarina, 2009) and their applicability to intensive and extensive


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listening tasks (Sze, 2006). Furthermore, the authenticity and type of materials

available in this format effectively bridges the gap between formal English and

informal language, making them suited to extensive listening, motivating students‘

interest in listening to English inside and outside the classroom.

5. The Steps of Using Podcast

According to Fox (2011), there are some steps that can be applied in

teaching english using podcast for EFL students. The steps of using podcast are as

follows: (1) listening for pleasure; (2) listening with a pre-prepared teacher

glossary would help to make the show accessible to lower levels; (3) listening to a

short chunk. Most of the podcasts are divided into more or less independent

sections which can be listened to on their own. This makes the task more

manageable for lower levels; (4) listening with a transcript (prepared by the

teacher). This is a controversial issue. Many teachers see a transcript as an

obstacle to learning and preparing transcripts is a time-consuming job which most

podcasters do not do (but why not have the students make one, each a part of it).

The show notes provide a good summary of the content and in some cases are

partial transcripts; (5) using a chunk as dictation practice. This is a very useful

exercise which many teachers reject as old-fashioned but which can highlight and

train grammatical accuracy. A potentially more rewarding reason is that it could

be used to heighten awareness of authentic speech and how it differs from formal

written language. Such chunks could be placed in text manipulation programs for

further practice. For that matter, cumulative transcripts and show notes could

comprise or contribute to a corpus for not only text manipulation but concordance/

collocations exercises and analysis; (6) listening to a slowed down version:


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Windows Media Player 10 (Microsoft Corp., 2007) now includes functionality to

slow down the recording and some students may find this helpful. Audacity also

does this, and with that program you can introduce silences to allow increased

processing time (at natural speech speed, but the assumption is that the lack of

pauses between utterances prevents time for reflection).

In addition, students are asked to do grouping in which each group consists

of about five students. Thus, teacher makes new group from the existing group to

discuss about the prior activity. After that, students back to their first group to

share about what they get from the new group. At last, students are asked to create

a work to present to their friends about the material being discussed (Kagan,

1992).

6. Advantages and Disadvantages of Podcast

The advantages and disadvantages of podcast can be described as follows:

1) Portable, convenient and easy to use format (Rosell-Aguilar, 2007): once

downloaded, the files can be taken away and listened to anywhere, as many

times as necessary, at a time when it is convenient. Functionalities such as

pause, forward, or skip mean that the user is in control of the pace (Sloan,

2005). This also enhances support for students with particular needs or

learning preferences and contributes to reduced dependence on physical

materials (Menzies, 2005). In addition, the content can also be played on a

computer if the student does not have access to a portable media device.

2) Attractive (Stanley, 2006): The fact that portable media players are widely

owned and podcasts can be obtained from a music store may both increase

use (attracting a potentially very large audience and also audiences who may


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not otherwise access learning materials) and make listening to an educational

learning object feel less like studying. Motivating: students are likely to be

attracted to the new format, which could be motivating and help them engage

with materials which they might otherwise not use. Easy access: content

management software such as iTunes or Juice can be downloaded free of

charge and navigation is simple.

3) Value for money: downloads of learning materials are free, and developing

materials can be done for a fraction of the cost of producing traditional

materials and in hours rather than years (Moody, 2006).

4) Publicity: public podcasts give visibility to the individuals and institutions

that provide them and institution-wide initiatives give those institutions free

publicity as well as a good reputation for using the latest technologies. For

those providers that use podcasting within an institution to provide additional

resources for their students, podcasting provides the potential to allow

lectures to focus on integrating in class and out of class activities and

materials (Thorne & Payne, 2005).

5) Rallis & Shannon (2006) state that the automatic subscription features of

podcasts is a key advantage in ensuring that subscribers receive the latest files

without having to go to each site that hosts media files check to see if there

have been updates. Flexible learning opportunities: can listen/watch any time.

Do not have to use computer for playback (can review audio files while

driving, walking, biking etc.); if transcripts of the podcasts are also made

available, students can read along and listen at the same time (note:

accessibility issue: transcripts must be provided to students with special needs


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who are unable to listen to the audio files. Students learn through more than

one modality (listen to audio files/watch video on content as well as read

course materials). Greatly increases access to classes, lectures, talks

(educational, professional and personal) by making these available for

download to people who could not attend the session in person (this is

especially an advantage to college students who miss lectures).

6) Perhaps the biggest issue to arise from the use of podcasting for learning is

the fact that content has so far been delivered mostly through audio (Rosell-

Aguilar, 2007). Because, audio content is that it cannot be skimmed to check

the content and its suitability or appropriateness for purpose, which can be

very disappointing and/or time consuming after having downloaded a

resource from a repository(Jennings, 2004 in Rosell-Aguilar, 2007).

7) Rallis & Shannon (2006) argue that transcripts must be made of files to

ensure accessibility (time consuming & costly). Large file size (especially of

video files) requires broadband connection, thus making these files difficult

(or even impossible) for users to access if they have slow dial-up connection.

And, creators need to ensure that file format is appropriate for all mp3 players

(not just on iPods).

b. Movie

1. Definition of Movie

Movie is an enjoyable source of entertainment and language acquisition

(Ismaili, 2013, p. 122). In broader sense, Severny (2013) explains that a movie,

also called a film or motion picture, is a series of still images which, when shown

on a screen, creates the illusion of moving images due to phi phenomenon. This


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optical illusion causes us to perceive continuous motion between separate objects

viewed rapidly in succession. Furthermore, movie is a recorded sequence of film

or video images displayed on a screen with sufficient rapidity as to create the

illusion of motion and continuity (The American Heritage, 2013) that provide an

invaluable extension of what we might call the technologies of language

acquisition that have been used to teach students the basics of English in

elementary and high school (Stewart, 2006, p. 1). In addition, films are also

known as cultural artifacts created by specific cultures. They reflect those

cultures, and, in turn, affect them. Film is considered to be an important art form,

a source of popular entertainment, and a powerful medium for educating or

indoctrinating citizens. The visual basis of film gives it a universal power of

communication (Kamalipur & Rampal, 2001, p. 51).

Based on the definition above, the researcher concludes that movie is an

important art form, a source of popular entertainment, and a series of still images

which, when shown on a screen, creates the illusion of moving images combined

with video that can be used to be an enjoyable source of entertainment, language

acquisition, and to teach students the basics of English in elementary and high

school.

2. Why Movies are Chosen

Movies are chosen because Hu (2006) states that movies provide both audio

and visual materials that help the students understand the language more easily.

When watching a film, students not only listen to the characters, but also watch

their movements. In addition, the scenes, the props and other aspects make the

communication so real that, by watching the film, students seem to almost interact


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with the activities in the movies. Furthermore, in a film class they tend to learn in

a natural way so they pick up the language spontaneously. Xu & Guo (2007) state

that, for many students movies are much more attractive, interesting, and

impressive than common material printed in books or audible material in tape,

because of the visual nature and immediacy of the medium. It could greatly

increase a student‘s enthusiasm and imagination.

3. How to Select Films and what to Consider

When selecting films, teachers should take into consideration the interest

and versatility of the film from a linguistic, cultural and thematic point of view. It

is particularly important to evaluate the level of language used and how to

overcome it when the level of difficulty is high; for example, examining factors

such as the style or linguistic register, the dialect and the use of non-verbal

language. Teachers need to consider whether the film is appropriate for the

classroom or the specific language level by looking at the age rating. Furthermore,

in language learning, the teacher should think about taboo languages or subject

matters that are regarded as prohibited by specific cultures and therefore

inappropriate for the classroom. For example, when Corner house selected films

for Arabic learning, the majority of Arabic films distributed in the UK focused on

topics that were not desirable for young people – they were often conflict based,

contained sexual content or heavily biased towards a religion. There was also a

specific problem routed in the linguistic elements, in that Arabic GCSE is taught

using Modern Standard Arabic and most films (except documentaries) are made

in Arabic dialects, such as Egyptian and Moroccan (Chan & Herrero, 2010, p. 12).


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In general, teachers should try to avoid films that contain some of the

following elements, as these make exploitation for language learning more

difficult: (1) high verbal density (lots of speech and very little action); (2)

naturalism in the speech (e.g. everybody talking at the same time will make it

difficult to understand the dialogue); (3) period language found in adaptations of

period dramas and historical films, as it can create comprehension difficulties,

because the words may be too formal (literary) or old-fashioned; (4) use of

technical language /argot (slang or jargon belonging to a particular group); (5)

dialect and regional accents, as they are notorious for mispronunciations of sounds

(this is particularly relevant for GCSE students and AS level). Learning through

film is one of the best ways to improve comprehension skills and teachers should

try to select films that have: (1) unambiguous action and a close connection

between speech and action; (2) clear conventional story lines, with simple story

plot lines; (3) only one character speaking at a time; (4) elements that slow the

diction (e.g. dialogue with a child or a non-native speaker) (Chan & Herrero,

2010, p. 12).

4. How to Use Movies

Obviously, in a movie class, the selection of movie is very important.

Teachers should find proper movies for their different students. But if teachers

cannot use movies in a right way during their teaching, the movie class still will

not be successful. According to David (1999), several teachers prefer to extract

short sections from a number of movies, whereas other teachers may suggest

using a single movie during the course of half a year or even a year. Some

teachers will pause the movie to let students think about certain activities until


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they understand, while others insist that movies should be played without any

interruption. Even if teachers use the same movie, different teachers still can use

the movie in different ways. The role of the movie is important, the role of the

teacher is also crucial. Therefore how to use movies is another important point in

a movie class.

Hu (2006) suggests that, teachers should know their role in class. Teachers

play a very important role in a movie classes because they act as an organizer, a

controller, a participant, a facilitator and an evaluator as well as a researcher or an

investigator. In order to make the activity run smoothly and efficiently before the

activity take place, teachers should give instructions clearly and concisely; they

also have to control the pace. Xu & Guo (2007) also suggest that teachers should

consider some questions or activities before the class starts watching the movie.

Some researchers insist that classroom time is limited; teachers can only let

the students view parts of the movies, as it is hard for the students to understand

the connotations of culture. But according to Sarah & Patricia (2009), full-length

films tend to be deeper and more insightful than those in response to a short clip, a

better approach is to have teachers watch the film beforehand and then spend the

time together discussing what they saw in order to prepare for what they want to

teach.

Another important point that teachers must pay attention to is that there are

many different types of movies: dramas, historical actions, thrillers, science

fiction, and musical movies. Therefore the selection of movies remains the key

question for teachers. According to Wu (2002), the movies should not be too

complicated. If the story is too difficult for students to understand, they may feel


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puzzled and they develop a fear of learning. Moreover, the selection of movies

should be based on a student‘s interests. Zhao (2009) strongly asserts that a good

movie must have cultural value. Traditional movies will have a good social and

cultural expression. But other researchers argue that, as time passes by, culture as

well as the English language changes. Many new words are added every year.

Some words come from popular culture; some may be influenced by other

languages. Therefore, teachers should also use some new movies in their teaching.

However, in those movies may contain some scenes of violence, despair, or

pornography.

Xing (2005) suggests that, while watching the movie, teachers could pause

the movie to let students think about certain activities, and it could be replayed for

as many times as possible for students to understand or imitate. But Hu (2006)

states that movies should be played without any interruption. Students do not want

interruptions. They might want to get an overall impression about the movie and

do not pay that much attention to details.

After class, Tricia (2002) suggests that, teachers can combine the movie and

extra-curricular activities together. After the movie ends, teachers can ask students

to do such things as: have group discussions, a group presentation on their

evaluation and understanding, or write reviews of movies; they can also play roles

or give lectures. Through communication, not only can they deepen the

understanding of culture, but they also greatly enhance the spoken language they

have been trained in.

Zhao (2009) also suggests that teachers can ask students to first write a short

summary or comments on issues about culture or the characters they like in the


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movie by themselves; then they can discuss this with others. These activities

attempt to check whether students have understood the movie and they also

provide feedback to teachers. Organizing feedback is an effective way to assess a

student‘s performance from this stage; thus teachers can see where they need to

improve their classes.

5. Teaching Steps Using Movie

The steps of using movie are as follows: (1) listening for pleasure; (2)

teachers should give instructions clearly and concisely; they also have to control

the pace. Xu & Guo (2007) also suggest that teachers should consider some

questions or activities before the class starts watching the movie; (3) let the

students view parts of the movies; (4) listening with a transcript (prepared by the

teacher). This is a controversial issue. Many teachers see a transcript as an

obstacle to learning and preparing transcripts is a time-consuming job which most

podcasters do not do (but why not have the students make one, each a part of it).

The show notes provide a good summary of the content and in some cases are

partial transcripts; (5) after the movie ends, teachers can ask students to do such

things as: have group discussions, a group presentation on their evaluation and

understanding, or write reviews of movies; they can also play roles or give

lectures. Through communication, not only can they deepen the understanding of

culture, but they also greatly enhance the spoken language they have been trained

in (Tricia, 2002).

In addition, students are asked to do grouping in which each group consists

of about five students. Thus, teacher makes new group from the existing group to

discuss about the prior activity. After that, students back to their first group to


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share about what they get from the new group. At last, students are asked to create

a work to present to their friends about the material being discussed (Kagan,

1992).

6. Advantages and Disadvantages of Using Movies

The advantages and disadvantages of movies can be described as follows:

1) One of the advantages of using the movie is that visual images stimulate

student‘s perceptions directly, while written words can do this indirectly.

Movies are more sensory experience than reading, besides verbal language,

there is also color, movement, and sound (Ismaili, 2013, p. 128).

Furthermore, she explains that movies draw students‘ attention and capture

their interest. The benefit of using the movies in teaching and learning is

unquestionable. Among its positive sides there are some disadvantages as

well. Among the most common disadvantages cited by the participating

teachers was that using movies in the classroom meant lost class time and the

difficulty of showing movies in class periods.

2) Zhao (2009) holds that, an original movie can be very motivating and

interesting. In this way language learning will become more enjoyable. In

addition, audio-visual English movies can best mobilize a student‘s

enthusiasm to visual listening, speaking and other senses, and greatly inspire

the student‘s curiosity. Movies make learning English a natural and efficient

expansion of human knowledge, and improve English communication skills.

3) Movies used in EFL classroom can become an important part of the

curriculum. This is based on the fact that movies provide exposures to ―real

language,‖ used in authentic settings and in the cultural context which the


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foreign language is spoken. They also have found that movies catch the

learners‘ interest and it can positively affect their motivation to learn

(Kusumarasdyati, 2004; Luo, 2004 in Ismaili, 2013). Furthermore, Xu & Guo

(2007) argue that English movies offer authentic voice material, varied

vocabulary and cultural material; it can be said that movies could be used as

an encyclopedia. But if teachers do not pay attention to their methods, there

will be many problems. For example, during the study, some students were

unconsciously distracted by the lively visual senses, they got distracted by the

drama in the plot, and they then forgot their real task.

4) According to Xing (2005), the various types of movies are produced for

learners of different levels of language proficiency. No matter what kind of

language class, appropriate movie materials can always be found. In

opposition, a recent study Liu (2008) argues that, only some movies can be

adopted as teaching and learning materials, as to satisfy the different levels of

proficiency reflected in ability of the students. It is hard for teachers to find

movies for elementary students. Especially because the language in movies is

often spoken very fast or hard to understand, it‘s hard for elementary students

to get the whole idea of the movie and the purpose for teaching the textbook

through a related movie. Besides, movies can be a distraction during learning.

5) Xing (2005) states that, due to different cultural backgrounds and social

values, some of the movies from the Western World contain certain kinds of

content, which are not appropriate for the unprepared and immature mind,

such as films with some scenes of violence, despair, drugs, suicide,

pornography, and so on. Teachers should be extremely cautions and particular


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about their choices. In addition, the time for class teaching is limited, but the

movies chosen for textbook teaching always take a long time to finish. Thus,

it is hard to select a suitable film for teaching (Hu, 2006).

3. Listening Habit

It has been discussed in the previous section the importance of listening.

However, the definition of listening habit should be clearly exhibit together with

its important and factors influencing it. The next factors are on the definition of

habit.

a. Definition of Habit

Habits can be defined as psychological dispositions to repeat past behavior.

They are acquired gradually as people repeatedly respond in a recurring context

(e.g., performance settings, and action sequences) (Wood & Neal, 2007, 2009).

Richards & Schmidt (2002) state that habit is a pattern of behavior that is regular

and which has become almost automatic as a result of repetition (p. 236). Habits

are learned associations between responses and features of performance contexts

(e.g., locations, preceding actions). Once habits have formed, perception of the

context cue brings the response to mind (Wood and Neal, 2007). Rickaby (1998)

states that habit is an effect of repeated acts and an aptitude to reproduce them.

Furthermore, habits reflect the cognitive, neurological, and motivational changes

that occur when behavior is repeated (Wood, Tam, & Witt, 2005).

In addition, listening habit is therefore can be said as a pattern of behavior in

identifying and understanding what others are saying that requires an essential

sound as the input that is regular and which has become almost automatic as a

result of repetition (Saputra, 2014, p. 170). Furthermore, listening habit is closely


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related to what so called ―listening attitude‖ since it is about learner's feeling

which causes him/her to ―approach or avoid listening situation (Alexander and

Filler: 1998).

Based on the definition above, the researcher concludes that listening habit

is a reflection of cognitive, neurological, and motivational changes that occur

when behavior in identifying and understanding what others are saying that

requires an essential sound as the input that is regular and which has become

almost automatic as a result of repetition is repeated.

b. The Causes of Low Listening Habit

O‘rourke & Collins (2009) explain that many poor listening habits are fairly

common and quite obvious to the speaker. The International Listening

Association has developed a list of the 10 most irritating listening habits. Their list

includes the following: (1) interrupting the speaker; (2) not looking at the speaker;

(3) rushing the speaker; (4) showing interest in something else; (5) finishing the

speaker‘s thoughts; (6) not responding to the requests; (7) saying, "Yes, but . . .,";

(8) topping the speaker's story; (9) forgetting what was talked about; (10) asking

too many questions. Most of these irritating habits result from one of two

underlying causes. The first is listeners who are focused on their own agenda and

what they want to say rather than on the speaker. When listeners are thinking

about their turn to talk rather than thinking about the speaker's concerns, they tend

to do things such as interrupt, rush the speaker, finish the speaker's thoughts, and

top the speaker's story. The second cause of poor listening habits is simply a

listener who isn't paying attention. The main reason listeners fail to pay attention

to a speaker is that they are paying attention to something else. Sometimes their


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attention is focused inward on themselves, and sometimes it is focused outward.

In either case, the listener's attention is focused on something other than the

speaker's message (p. 9).

c. Factors Influencing Listening Habit

There is belief that ―listening children become listening adult‖ (Tella &

Akande, 2007). Some characteristics can encourage children to explore and

experiment with language and various forms of texts. There are six major aspects

of the home that contribute to the listening literacy development:

1. Activities fostering literacy: Adults and older children read and listen to

printed text establish a positive attitude toward listening which eventually

excites good habit.

2. Language in the home: children learn to listen depends heavily on their early

experience with language.

3. Economic resources: homes that make such resources available convey to the

children the expectation that learning to listen is a desirable.

4. Social and cultural resources: society and culture are inherent in influences on

the perceived of listening for academic and personal success.

5. Home school connection: involved parents can reinforce the value of the

learning listening, monitor children‘s completion of listening assignments for

school, and encourage children through praise and support.

6. Students‘ of school literacy activities: The children not only listening for

certain material but also for comprehend that are being learnt (Tella &

Akande, 2007).


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It can be concluded that in order to have high frequencies in listening habit,

one should learn to listen regularly in long period of time from childhood until

adults, and since it can be learnt by following good examples, home

characteristics are fully needed. Furthermore, from the research done by Tella &

Akande (2007), it can be explored that there are some aspects of listening habit

that can be used to measure students‘ listening habit, they are:

1. The reasons of listening

The likeness and good taste of listening will make people think that listening is

enjoyable activities. For students, if they feel that it is enjoyable activities, they

will always learn to listen, not because there will be examination but because it

has been a habit.

2. Time to spend in Listening

Much time to spend in listening indicate that students have good listening habit.

3. Sources of Listening materials

Those who have good listening habits listen to the material not only from the

teacher but also other resources.

d. Bad Listening Habits

According to Nichols (2001) there are ten bad listening habits. Here is some

of the review about bad listening habit based on the Nichols (2001).

1. Calling the Subject Dull

Bad listeners often find a subject too dry and dusty to command their

attention and they use this as an excuse to wander off on a mental tangent. Good

listeners may have heard a dozen talks on the same subject before, but they

quickly decide to see if the speaker has anything that can be of use to them.


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The key to good listening is that little three-letter word use. Good listeners

are sifters, screeners, and winnowers of the wheat from the chaff. They are always

hunting for something practical or worthwhile to store in the back of their mind to

put to work in the months and years ahead. G.K. Chesterton said many years ago

that in this entire world there is no such thing as an uninteresting subject, only

uninterested people.

2. Criticizing the Speaker

It is the indoor sport of most bad listeners to find fault with the way a

speaker looks, acts, and talks. Good listeners may make a few of the same

criticisms but they quickly begin to pay attention to what is said, not how it is

said. After a few minutes, good listeners become oblivious to the speaker's

mannerisms or his/her faults in delivery. They know that the message is ten times

as important as the clothing in which it comes garbed.

3. Getting Overstimulated

Listening efficiency drops to zero when the listeners react so strongly to

one part of the presentation that they miss what follows. At the University of

Minnesota we think this bad habit is so critical that, in the classes where we teach

listening, we put at the top of every blackboard the words: Withhold evaluation

until comprehension is complete (hear the speaker out). It is important that we

understand the speaker's point of view fully before we accept or reject it.

4. Listening Only For Facts


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The poor listeners listen for facts. They do get facts, but they garble a

shocking number and completely lose most of them.

Good listeners listen for the main ideas in a speech or lecture and use them

as connecting threads to give sense and system to the whole. In the end they have

more facts appended to those connecting threads than the catalogers who listen

only for facts. It is not necessary to worry too much about fact as such, for facts

have meaning only when principles supply the context.

5. Trying to Outline Everything

There is nothing wrong with making an outline of a speech provided the

speaker is following an outline method of presentation. But probably not more

than a half or perhaps a third of all speeches given are built around a carefully

prepared outline.

Good listeners are flexible. They adapt their note taking to the

organizational pattern of the speaker-they may make an outline, they may write a

summary, they may list facts and principles, but whatever they do they are not

rigid about it.

6. Faking Attention

The pose of chin propped on hand with gaze fixed on speaker does not

guarantee good listening. Having adopted this pose, having shown the overt

courtesy of appearing to listen to the speaker, the bad listener feels conscience

free to take off on any of a thousand tangents.

Good listening is not relaxed and passive at all. It is dynamic; it is

constructive; it is characterized by a slightly increased heart rate, quicker

circulation of the blood, and a small rise in bodily temperature. It is energy


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consuming; it is plain hard work. It is a collection of tensions that can be resolved

only by getting the facts or ideas that the speaker is trying to convey.

7. Tolerating Distraction

Poor listeners are easily distracted and may even create disturbances that

interfere with their own listening efficiency and that of others. They squirm, talk

with their neighbors, or shuffle papers. They make little or no effort to conceal

their boredom. Good listeners try to adjust to whatever distractions there are and

soon find that they can ignore them. Certainly, they do not distract others.

8. Choosing only what is Easy

Often we find the poor listeners have shunned listening to serious

presentations on radio or television. There is plenty of easy listening available,

and this has been their choice. The habit of avoiding even moderately difficult

expository presentations in one's ensure-time listening can handicap anyone who

needs to use listening as a learning tool.

9. Letting Emotion-Laden Words Get in the Way

It is a fact that some words carry such an emotional load that they cause

some listeners to tune a speaker right out: such as, affirmative action and feminist-

they are fighting words to some people.

10. Wasting the Differential between Speech and Thought Speed

Americans speak at an average rate of 125 words per minute in ordinary

conversation. A speaker before an audience slows down to about 100 words per

minute. How fast do listeners listen? Or, to put the question in a better form, how


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many words a minute do people normally think as they listen? If all their thoughts

were measurable in words per minute, the answer would seem to be that an

audience of any size will average 400 to 500 words per minute as they listen.

Here is a problem. The differential between the speaker at 100 words per

minute and the easy thought speed of the listener at 400 or 500 words per minute

is a snare and a pitfall. It lures the listener into a false sense of security and breeds

mental tangents.

However, with training in listening, the difference between thought speed

and speech speed can be made a source of tremendous power. Listeners can hear

everything the speaker says and not what s/he omits saying; they can listen

between the lines and do some evaluating as the speech progresses. To do this, to

exploit this power, good listeners must automatically practice three skills in

concentration:

Anticipating the next point. Good listeners try to anticipate the points a

speaker will make in developing a subject. If they guess right, the speaker's words

reinforce their guesses. If they guess wrong, they will have to do some thinking to

discover why they and the speaker failed to agree. In either case, their chances of

understanding and remembering what was said is nearly double what it would

have been if they had simply listened passively.

Identifying supporting material. Good listeners try to identify a speaker's

supporting material. After all, a person cannot go on making points without

giving listeners some of the evidence on which the conclusions are based, and the

bricks and mortar that have been used to build up the argument should be

examined for soundness.


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Recapitulating. With the tremendous thought speed that everyone has, it is

easy to summarize in about five seconds the highlights covered by a speaker in

about five minutes. When the speaker stops to take a swallow of water or walks

over to the blackboard to write something or even takes a deep breath, the

experienced listener makes a mental summary. Half a dozen summaries of the

highlights of a fifty-minute talk will easily double the understanding and retention

important points in a talk.

Furthermore, Johns (2001) explains some of bad listening habit as follows:

1. Selective listening – respond to some parts of a message and reject others.

2. Talkaholism – compulsively talking and hogging the conversational stage and

monopolizing encounters.

3. Pseudolistening – faking attention (the classroom is a classic location for

this).

4. Gap filling – listeners who think they can correctly guess the rest of the story.

5. Defensive listening – when people view innocent comments as personal

attacks or hostile criticisms

6. Ambushing – people who listen carefully to a message and then use the

information later to attack the individual.

e. Improving Listening Habits

Listening involves more than just sensation and interpretation. It is not just

hearing, nor is it a passive process. Good listening takes concentrated effort, and,

frankly, most of us don‘t give listening the effort it deserves. We are bad listeners,

and we view this as a real problem that needs some consistent effort. There are a

number of specific ways to enhance comprehension through listening Carl (1992, p.


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99). Furthermore, Carl (1992, p. 99) reviews some ways to improve listening habit.

Some of these ways are reviewed here.

1. Reflect the Message to the Talker

Reflecting messages is also known as feedback. Listening as an active

process involves communicating. Feedback is information sent from listeners to

speakers about the direct experience of the listener: ―This is what I understand

you to be saying.‖ Feedback thus becomes a method for enhancing the agreement

between the direct perspective of the listener and the metaperspective of the

speaker understanding.

Using reflective feedback also aids listeners in determining or understanding

the general intent or purpose of an interpersonal communication encounter. It aids

the listener in detecting the episode from which the speaker is operating.

Reflective feedback aids speakers and listeners in the general management of

meaning. By reflecting a speaker‘s message, we are, in effect, examining (and

confirming) the linkages between words (symbols) and their referents.

2. Be Participant – Observer

In our interpersonal endeavors most of us have no problem being a

participant. It‘s being an observer too that creates problems. Being able to

participate and observe allows us, in a sense, to review our previous behaviors.

Being able to see our behaviors as an interaction sequence gives us a clearer

picture of our intentions and purposes in the interaction. An early awareness of

our intentions within an interpersonal communication setting puts us on more


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stable communicative ground in the management and coordination of our

behaviors

3. Be Aware of Your Biases and Attitudes

Our constructs and construction systems tend to predispose our thinking. A

conscious awareness and exploration of biases and attitudinal sets can help us

adjust interpersonally if necessary.

4. Prepare to Report

If you think of having to report what you‘ve heard to someone important to

you, you are apt to listen more carefully. The threat of embarrassment is at work

here.

5. Analyze Your Listening Errors

We all misperceive at times. Reflecting back on the types of communication

behaviors we engaged in when listening errors were made can be quite

enlightening. We can learn from our mistakes if we view them in light of the

communication contexts in which they occurred.

In addition, Seltzer & Howe (1987) suggests some ways to gain effective

listening habit.

1. Paying Attention

If people really want to be good listeners, they must, on occasion, force

themselves to pay attention to the speakers. When speakers don‘t have an

engaging way of speaking or the topic is uninteresting, a listener must sometimes

use extra effort to keep from being distracted by other things. Try acknowledging

the challenge to yourself and put forth the extra effort.

2. Listening for the Whole Message


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This includes looking for meaning and consistency of congruence in both

the verbal and nonverbal messages and listening for ideas, feelings and intentions

as well as facts. Try to understand the main point of what the speaker is saying

using all of these clues.

3. Hearing before Evaluating

Listening to what someone says without drawing premature conclusions is a

valuable aid to listening. By questioning the speaker in a non‐accusing manner,

rather than giving advice or judging, a listener often can discover exactly what the

speaker has in mind – which many times is different from what the listener had

assumed. Try asking open‐ended questions to get the speaker to say more before

you respond.

4. Paraphrasing What Was Heard.

If the listener nonjudgmentally paraphrases the words of the speaker and

asks if that is what was meant, many misunderstanding and misinterpretations can

be avoided. Try using ―What I hear you saying is …. Is that correct?‖

f. Aspect and Elements of Listening Habits

According to Johns (2001) there are ten aspects in listening habit, they are:

calling or judging a subject, criticizing, stimulated, listening for facts, making

outline, attention, tolerating distraction, easiness, emotion-laden, and the different

between speech and thought (p.17-19). Furthermore, Barker & Watson (2000) and

Nichols & Stevens (1957) there are nine aspects in listening habit, they are:

calling or judging a subject, criticizing, reacting, listening for facts, attention,

yielding to distractions, lecture notes, review sessions, and disregarding. Pauk

(1974) lists eight aspects in listening habit, they are: calling a subject, criticizing,


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reacting, listening for facts, attention, giving to distractions, the easiness, thought

speed. Straker (2010) states that there are four aspects in listening habit, they are:

attention, help, support, and reaction.

Based on the definition above, it can be concluded that listening habit

consists of calling or judging a subject, criticizing, reacting, listening for facts,

attention, yielding to distractions, lecture notes, review sessions, the easiness, and

thought speed.

B. Review of Related Studies

Saputra (2014) tried to examine the comparison of listening comprehension

using podcast with audio-visual at different listening habit in Senior High School

(SMA) Catur Sakti -Indonesia-. For the purpose of the topic, two groups of

students consisting of sixty were cluster randomly selected and were divided into

two groups of thirty. Research method was quasi-experimental with factorial

design. Although some native audio files were presented for the experimental

group, both experimental and control group taught in the same style. According to

the results of post listening test and the related comparisons, findings showed that

using podcast had positive meaningful effect on improving listening

comprehension. It was because podcasts can be viewed and/or listened using

portable digital media players. A wide variety of portable digital media players

are now available in the market, with ―iPod‖ being the most visible brand.

Currently being used in academia to practice foreign languages, record theater

scripts, and tape lectures. By this way, students can always close to the listening

source that can help them in increasing their skill and enhancing their listening

habit. Moreover, it is almost impossible if a student does not have digital media


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players, considering that almost students‘ entire phone cell was in modern digital

media that consist of MP3 players and so on. Therefore, it can be applicable

wherever the students are.

Qasim & Fadda (2013) tried to examine the influence of podcasting on the

listening comprehension. Method in doing the research was quantitative study.

The participants selected for this research were 46 female specialized

undergraduate English learners in the College of Languages and Translation at

King Saud University. The students attended English major courses and most of

were at level three studying for up to 20 hours per week. The control group was

composed of 21 participants, who were given no special treatment; whereas the

experimental group of 25 participants received podcasts on their mobiles. Both

groups were studying listening comprehension with the same teacher, and a pre-

test based on their course book was administered to them. Table 2 reveals that the

experimental group performed better on the post-test (M = 13.96) than the control

group (M = 11.62). There was also a significant difference at p < 0.05 for the two

groups‘ test scores. This indicates that the experimental group outperformed the

control group in terms of listening comprehension. In another word podcasts can

enhance students‘ listening comprehension better than traditional classroom

instruction. The standard deviation for the control group was (2.94), while it was

(1.17) for the experimental group. As Table 3 shows, the uptake level for the

podcasts was good. 80% of participants reported that they had listened to seven or

more of the nine episodes. 70% of participants reported that they had listened to

six or more of the nine available podcasts from start to finish, and a majority

reported that they had listened to two of the episodes multiple times. It indicates


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that podcasting enhance motivation among EFL higher education students in EFL

classrooms. In general, there was moderate to strong agreement among the

participants in regards to most of the statements describing attitudes towards using

podcasts. The findings revealed positive results. Thus, this study supports the

notion that the use of podcasts can make a positive and significant difference to

the listening comprehension for EFL higher education students.

Farokhi, Farokhi & Mohamadkhani (2013) in their article investigated the

effect of using audio files on improving listening comprehension of high school

students in Khorramabad -Iran-. For the purpose of the topic, two groups of

students consisting of thirty four were randomly selected and were divided into

two groups of seventeen. Research method was quasi-experimental. Although

some native audio files were presented for the experimental group, both

experimental and control group taught in the same style. Results from this quasi-

experimental study showed that treatment had a significant effect (Sig < .05) on

improving listening comprehension. Further investigation of improvement in

listening comprehension revealed that using audio files decreased significantly for

the treatment group, indicating that their understanding of appropriate listening

materials had increased and they had become better able to hear and correctly

identify the meaning of what native speakers say. Qualitative data gathered from

treatment group participants provided additional insights in other learners‘ skills.

They noted that listening to audio files helped them learn a great deal about

English pronunciation, learn to speak English more fluently and correctly, have

more homogeneity with native speakers when speaking in public or in situations

difficult for them, and feel that people could understand their speech more easily.


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They also noted that listening to native speaker audio files helped them to have

close relation with the culture of second language and to follow the learning

process more facilitated.

Hasan & Hoon (2013) in their article investigated podcast applications in

language learning: a review of recent studies. Method in doing the research was

constant comparative method. Electronic searches were performed using the

following databases: ProQuest Dissertations and Theses, Taylor & Francis, J-stor,

Oxford Journals Online, ERIC, Cambridge Journals Online, SAGE Journals

Online, SpringerLink, and Britannica. Search strategies employed included

keyword search such as: ―podcast‖, ―podcast and language learning‖ ―effects of

podcasts on language skills‖ and ―mobile-assisted language learning‖. A total of

60 articles were downloaded from the online databases. Of these 60 articles, 40

were excluded because they were review, opinion, or editorial papers and were

considered non-empirical papers. Articles on podcast that dealt with subjects other

than second language acquisition were also discarded. Only research studies on

podcast and language learning and teaching were included and reviewed.

Moreover, another criterion for the selection of the articles is that they should

report studies that are original and empirical. Eventually twenty research articles

on podcasting were selected and reviewed to determine the effects of podcasts on

student achievement and attitude. It was found that podcasts greatly support

learning not just in and listening but also in other language skills and areas such as

grammar, pronunciation, vocabulary, speaking and related learning activities.

Furthermore, podcasting facilitates self-paced learning as well as gives slower

learners a platform for remediation. In addition, podcasting can provide another


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medium for material review and can assist students to develop their language

skills.

Hasan & Hoon (2012) in their article investigated ESL learners‘ perception

and attitudes towards the use of podcast in developing listening competence. It

further investigated whether students had adequate knowledge of podcast in order to

ensure the smooth and effective integration of podcasts. Method in doing the

research was expository study. The research was administered to the 53 students

from an intact class from Putra University of Malaysia. Quantitative data were

gathered using an adapted close-ended questionnaire to gauge students' opinion,

attitudes, beliefs and willingness regarding the use of podcast in developing

listening competence. Likert-type questions, yes/no questions and open-ended

questions were used to assessed students' perceptions and attitudes toward

podcast. It was found that the data collected from the students revealed that all the

students possessed necessary equipment for using podcasts such as computer

and/or laptop, software, mobile phone, and iPod, both at home and in their

university. The participants were asked whether they were familiar with the term

podcasts and different types of tools required to download and listen to

podcasts. Most of the students (95%) were familiar with iTunes, one of the best

podcatchers, but they were not familiar with its usage for subscribing

podcasts. Students' perceptions of and attitudes towards the use of podcasts in

developing listening skills of English language were found to be positive.

Students supported the idea of adopting podcasts as language learning materials

for developing different skills of English language. The researchers concluded

that data on learners' attitudes and perception of developing listening skills


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through podcast can cater more insightful indicators of their usefulness for ESL

students. The findings of the study can influence English language teachers to

adopt this novel technology in teaching English as students have positive attitudes

towards podcast.

Li (2010) in his article investigated using podcasts for learning English:

perceptions of Hong Kong secondary 6 ESL students. This research aims at

finding out about the perception of Hong Kong ESL Secondary 6 students towards

podcasts. Method in doing the research was case study. The current study also

employs a qualitative approach, and hence a deeper investigation (i.e. interviews

and questionnaires) is undertaken. At the beginning of the research period, 10

secondary 6 ESL students were randomly selected to attend the pre-research

interview, which aimed to investigate the students‘ attitude towards participating

in the research. If they had negative perceptions towards the technology even

before knowing it, they would not be invited to participate in the research. The

selection is information-oriented, which helps maximize the utility of information

from the participants. After the interview, students A, B and C were chosen.

These students have different language learning backgrounds, in which one of

them studied in an English as the medium of instruction (EMI) school, while the

other two studied in CMI schools. Unlike the other two students, student A, who

had studied in an EMI school has been listening to podcasts for half a year. He

had a rich knowledge about podcasts. On the other hand, students B and C have

shown their enthusiasm in enhancing their English learning by using this new

technology. Based on the data, the researcher found out that all three participants

agreed that they enjoyed listening to podcasts and disagreed with the statement


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that ‗Podcasts bring me no fun at all.‘ Li (2010) concluded that generally, the

findings are positive and the research objectives are well achieved. The students

all agreed that podcasts could increase their listening skills and they were

interested in carrying on these listening habits. Some problems have also been

identified in the research, including the length and the style of the podcast. All

these problems can be solved if teachers design appropriate content for the

students.

Based on the six previous studies, the researcher classifies that: (1) there are

three studies in experimental design, one in constant comparative study, one in

expository study, and one in case study; (2) the entire studies point out the use of

podcast as the mean to teach listening comprehension; (3) the result of the studies

revealed that podcast have positive effect on the students‘ listening

comprehension. It means that this research has the similarities seen from the

design and objectives. Furthermore, the researcher differentiates this research with

the previous studies as follows: (1) among six studies, the first three studies with

the same design are administered in the level of high school up to higher school.

This research is on the contrary administered in the level of secondary school

which is not done by the previous three studies; (2) the one which is conducted in

the secondary school use case study as the design; on the other hand, this research

uses experimental study as the design; (3) the rest of the studies show that podcast

has positive effect on students‘ listening comprehension. The effectiveness is

gained from opinion and perception from the students; meanwhile, the

effectiveness of podcast in this research is gained by giving direct treatment to the


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students. Based on the similarities and the differences above, the researcher

decides to administer the research in the level of secondary school.

C. Rationale

1. The Difference between Podcast and Movie on the Students‘ Listening

Comprehension

The basic idea of teaching and learning using podcast is to bring the

students to learn the target language in the interesting situation. The situation not

only should be interesting but also should make the students keep paying

attention to the following up material. Regarding to the situation, the researcher

assumes that variations of podcast will enable the teacher to teach and manage

the teaching learning process in such an attractive way. The variation of podcast

that combines some aspects such as audio, video, and text adjusted in attractive

simple form will make the students feel interested, easy, and focus to pay

attention on the material being given. Furthermore, podcast could lead to a more

natural ambiance, accelerating the learning process. Teaching listening by using

podcast is possible to increase student listening comprehension as podcast

provide students with authentic and contextual material. In short, teaching

learning process using podcast will make the students feel interested without

ignoring the process itself and it can accelerate the process because of its

authenticity of the context.

On the other hand, in the teaching learning process using movie, students

will not totally focus on the material because they will only hear rather than

listen. The content of movie that is basically used to entertain the audience almost

often amuses the students that they become overreacting in responding to the


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material; therefore, it will be difficult to accelerate students‘ listening

comprehension. Furthermore, only some movies can be adopted as teaching and

learning materials, as to satisfy the different levels of proficiency reflected in

ability of the students.

In short, it can be assumed that podcast can be more effective to teach

listening comprehension rather than movie.

2. The Difference of Listening Comprehension between Students Having High

Listening Habit and Students Having Low Listening Habit

The students with high listening habit usually have better attitude in

following the teaching learning process. They are sifters, screeners, and

winnowers of the wheat from the chaff. They are always hunting for something

practical or worthwhile to store in the back of their mind to put to work in the

time ahead. They have high interest to pay much attention to the teacher and all of

the activities in the class and always be positive in judging the material.

Furthermore, they will always do the assignment given by the teacher. Therefore,

students with high listening habit will be easy to comprehend the material given.

On the contrary, students with low listening habit usually do not have any

interest in following the teaching learning process. They soon call the subject dull

and do not give respect to the activities being conducted in the class. Furthermore,

they always pretend as if listening but they do not. Next, they can be overreacting

in responding to the material being given. Students also use distractions

(footsteps, coughs, door closing) as an excuse to stop listening. They often find a

subject too dry and dusty to command their attention and they use this as an

excuse to wander off on a mental tangent.


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In short, it can be assumed that students with high listening habit will have

better listening comprehension than that of students with low listening habit.

3. The Interaction between Teaching Media and Different Listening Habit on

the Students‘ Listening Comprehension

The media which is used by the teacher in teaching learning process can

give a big effect on the students‘ listening comprehension. The use of podcast will

be a good way to improve students‘ listening comprehension especially those with

high listening habit, because, it will give students such an attractive way in the

listening process without neglecting the process itself. Furthermore, students can

be more focus on the listening section and as a result their listening

comprehension will immediately increase.

The use of movie in teaching learning process seems satisfy the students

with low listening habit, because the characteristic of students with low listening

habit will overreact to what they are listening for. Therefore, they will not focus

on the listening process. Most of what they do will be listening for fun only and

then they will overreact to the following material.

Listening habit will also be important aspect that can give effect to the

students to obtain the listening competence because understanding of the listening

process will require the listening habit in listening to the material. It is dealing

with how someone gets interested and be focus on the teaching learning process.

Therefore, it will affect to the listening process that will determine their own

competence. That is why learning media and different listening habit are supposed

to have interaction toward students‘ listening comprehension.


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In short, it can be assumed that students having high listening habit will

have better listening comprehension than those having low listening habit if they

are taught using podcast. On the other hand, students having low listening habit

will have better listening comprehension than those having high listening habit if

they are taught using movie.

D. Hypothesis

The hypotheses of this research are as follows:

1. Podcast is more effective than movie to teach listening comprehension.

2. Students having high listening habit have better listening comprehension than

those having low listening habit.

3. There is interaction effect between teaching media and different listening habit

on the students‘ listening comprehension.


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CHAPTER III

RESEARCH METHODOLOGY

A. Context of the Study

1. Place of the Research

The research is administered at SMP Muhammadiyah 1 Way Jepara. The

permanent address of SMP Muhammadiyah 1 Way Jepara is at Jl. Raya Lintas

Timur KM 107, Way Jepara, East Lampung, post code: 34196. This school has 7

classes; every grade has 2–3 parallel classes with approximately consisting of 28

to 30 students in each class. The facilities are a basketball court in the middle of

school yard, library, laboratory of science, canteen, mosque, and free hotspot area.

Furthermore, English club is one of extracurricular activity which is very active

and prideful.

The school is chosen as the place of research under some consideration.

Firstly, the location is not too far from the researcher‘s house. Secondly, the

researcher is closely related to the big family of the school and so does the

English teacher. Thirdly, the condition of that school has been familiar to him.

Fourthly, the researcher is inspired to solve students‘ problems in listening

comprehension.

From three class grades, it is found that students of grade VIII had

difficulties in listening comprehension. It is proven by the result of preliminary

study which is under MPG. Hence, the researcher determines students at grade

VIII of the first semester which consist of 84 students as the population of the

research.


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2. Time of the Research

The period of this research was carried out for about eight months. The

research was started in March 2014 to October 2014. It included to preparing

proposal, conducting proposal seminar, developing instruments, doing treatment,

collecting the data, analyzing the data, consulting the data with the consultant,

writing report, and proposing thesis examination. The schedule of conducting this

research can be seen in the following table:

Table 3.1. The Time Schedule for Research

Activity

Year

2014 2014

Month

Mar Apr Mei Jun Jul Aug Sep Oct

Preparing Proposal X X

Conducting Seminar X

Developing Instrument X X

Doing Treatment X X

Collecting and

Analyzing Data X X

Consulting the Result

of the Data with

Consultants

X X X

Writing Report X X X

Proposing Thesis

Examination X

B. Research Method

Research method that is used by the researcher in the study is experimental

research method. According to Ellis & Ormrod (2011) most of researches related

to learning, development and educational practice prove their study in quantitative

research. It has involved collecting data that either take the form of numbers or

can easily be converted into numbers. These numbers are tabulated and usually

statistically analyzed to determine underlying trends and other pattern in the data

(p. 4). Experimental study is a kind of study which is usually used to compare or


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control the groups between two or more groups to look for the research questions.

Ellis & Ormrod (2011) view an experimental study as a study in which the

researcher has two variables (independent variable and dependent variable) and

two groups (experimental group and control group) that are treated differently,

then measure the effects of something on both variables (p. 6).

1. Research Variable

Related to the study, the experimental research has been chosen because the

aim of this study is dealt with revealing the effect of teaching methods in this case

is ―media‖ and habit as the organism variable towards the students‘ listening

comprehension. This experimental study involves three kinds of variables.

Variable is something that varies from one case to another. It is in line with

Richard & Schmidt (2002) who state that variable is a property whereby the

members of a set or group differ from one another (p. 576).

The first variable is independent variable. This independent variable is also

recognized as experimental or treatment variable. The independent variable of this

study is the teaching media. The teaching media are the factors of this study

which are measured, manipulated, or selected to determine their relationship with

the observed phenomenon. The teaching media that are used in this study are

podcast and movie. These two media are treated differently for groups of students.

The group that receives podcast becomes the experimental group. On the other

hand, the group which receives in using movie becomes the control group. This

comparison group is very important in the experimental research because it serves

the purpose of determining whether the treatment has had an effort or whether one

treatment is more effective than other (Franker & Walen, 1993, p. 242). The


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function of using movie as the comparison group is to determine whether using

podcast works best when it is applied to the students‘ listening comprehension.

The second variable of this study is dependent variable. It is the factor

which is observed and measured to determine the effect of the independent

variable. The dependent variable in this study is listening comprehension. The

third variable is a kind of variable which is given different name based on the

point of view. The term habit, as the third variable, can be translated into such

kinds of variable.

2. Experimental Design

There are a lot of experimental designs. To choose certain design is the right

of researchers but they have to consider the purpose and of their experimental

study. The most appropriate experimental design of this study is factorial design.

Factorial designs extend the number of relationships that may be examined in an

experimental study. They are essentially modification of either the post-test only

control group or pretest-posttest control group designs, which permit the

investigation of additional independent variables (Fraenkle & Walen, 1993, p.

255). The advantage of factorial design is that it allows researchers to study the

interaction of an independent variable with one or more other variables,

sometimes called as moderator variables. Factorial design, therefore, is an

efficient way to study several relationships with one set of data. Within this

design, it is possible to assess the effect of each independent variable separately as

well as their conjoint or simultaneous effect or interaction (Tuckman, 1978, p.

135).


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Furthermore, since a quasi-experimental design begins with a hypothesis,

which is a tentative declarative statement about the relationship between two or

more variables (Mason & Bramble, 1997, p. 71), so a quasi-experimental design is

used. Therefore, this research is known as quasi-experimental: Factorial Design.

This design is used to analyze two data clusters followed by attributive variable

(Basrowi, 2010, p. 212). In this research, the researcher uses factorial design 2x2.

This design would be linear with the following table:

Table 3.2. Factorial Design 2x2

Independent Variable

Variable Attribute

Teaching Media

Podcast (A1) Movie (A2)

High Listening Habit (B1) A1.B1 A2.B1

Low Listening Habit (B2) A1.B2 A2.B2

Source: (Basrowi, 2010, p. 10).

Note:

A1.B1= students of experimental class with high listening habit.

A1.B2= students of experimental class with low listening habit.

A2.B1= students of control class with high listening habit.

A2.B2= students of control class with low listening habit.

C. Research Population and Sample

1. Population

In conducting a research, it is important for the researcher to determine the

people to be discussed in the research. The people are called as population.

Richard & Schmidt (2002) state that population is any set of items, individuals,

etc. that share some common and observable characteristics and from which a

sample can be taken. Thus, one can speak of comparing test scores across a


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sample of a population of students (p. 406). Furthermore, Johnson & Christensen

(2004) say that population is the set of all elements. The population may be all the

individuals of particular type or a more restricted part of that group (p. 158).

In this research, the population is all the eighth grade students of SMP

Muhammadiyah 1 Way Jepara in the academic year of 2014/2015. There are three

classes in which each class consists of 28 students, and the total number of the

students is 84 students. In addition, the students‘ listening comprehension is

almost the same among three classes.

2. Sample

After determining the population, a researcher should do the next plan that

is determining the sample, because sample is any group of individuals that is

selected to represent a population (Richard & Schmidt, 2002, p. 465).

Furthermore, sample is also known as the group from which information is

obtained, preferably selected in such a way that the sample represents the larger

group or population (Fraenkel & Walen, 1993, p. 556).

In this research, the researcher uses the eighth grade students which consist

of 84 students as the sample. Two classes are used in this research, one class for

experimental group and another one for control group. The samples are class

VIIIB and class VIII

C.

3. Sampling

Sampling is the process of selecting members of a research sample from a

defined population, usually with the intent that the sample accurately represents

that population (Gall, Joyce, & Borg, 2003, p. 636). In this research, the

researcher takes clusters random sampling to take the sample. Cluster random


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sampling is the selection of groups or clusters, of subjects rather than individuals

(Fraenkel & Wallen, 1993, p. 84). Thus, cluster random sampling is a sampling in

which groups, not individuals, are randomly selected. In addition, the similarities

of their characteristics are taken from their scores in rapport or average scores

from the teacher. The similarity/homogeneity of the score is calculated using t-

test.

Among the three classes, the researcher makes three lotteries. Then, the

researcher chooses randomly two classes. The researcher gets two classes, namely

VIIIB and VIII

C. To decide the experimental class and control class, the researcher

makes two lotteries. And the researcher takes randomly. The first lottery is taken

as the experimental class (VIIIB) and the second lottery is the control class

(VIIIC).

D. Data Collection and Research Instrument

The collection of data is an extremely important of all research endeavors,

for the conclusion of a study are based on what data reveal. As the result, the kind

of data to be collected, the method of collection to be used, and the scoring of the

data need to be considered with care. The term data is referred by Fraenkel &

Walen (1993, p. 101) as the kinds of information researchers obtain on the

subjects of their research. An important decision for every researcher to make

during the planning phase of an investigation, therefore, is what kinds of data he

or she intends to collect. The device the researcher used to collect data is called an

instrument. The data collections are elaborated as follows:

In this research, the data is in form of quantitative data. It means that the

data is implied in using numerical data or statistic (Gall et al., 2003, p. 127). Thus,


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the technique of collecting the data is test and questionnaires. The researcher uses

the objective test in form of listening comprehension test to get the scores of the

effectiveness of teaching media in teaching listening comprehension. The

Students were given by some items in the form of multiple choice items. They do

not need to construct their own words in answering the questions. They have to

find out the true answer each question. Every true answer gets a score of 1 and

every false answer gets a score of 0. The test is also based on the site test items.

The researcher compiles the items and answers by own creation. The scores are in

form of discrete score. It means that the test item takes language skill apart

(Ngadiso, 2007, p. 13). There are 30 items of test that have been given for every

student in both experimental group and control group. The items consist of four

options which were available (a, b, c, and d) in each listening comprehension test

item.

Meanwhile, to measure the students‘ listening habit the researcher uses

questionnaire. Questionnaires are documents that ask the same questions of all

individuals in the sample (Gall et al., 2003, p. 169). The researcher uses

questionnaires because the cost and the time required to collect the data typically

is much less. The questionnaires are in the form of questions/statement which is

usually answered by reading the questions, and then ticking responses. The

response format is in the form of scaled response. The researcher uses strongly

agree (Sangat Setuju/SS), agree (Setuju), disagree (Tidak Setuju/TS), and strongly

disagree (Sangat Tidak Setuju/STS). The questionnaire is in form of Likert Scale

with the scores from 4 to 1 are for positive statements, whereas negative statement

scores are 1 to 4. It is in form of checklist. There are 30 items of questionnaires


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given for every student in both experimental class and control class. By

questionnaire, the researcher can find out the group of students who are having

high listening habit and those who are having low listening habit. The

questionnaire is used for both two groups at the same time at the end of the

meeting.

The researcher develops his own research instruments of listening

comprehension test and questionnaire of listening habit. One of the most

important activities in developing own research instruments is item analysis. An

item analysis is a set of procedures for determining the difficulty, validity, and

reliability of each item in the test (Gall et al., 2003, p. 216).

Validity refers to the extent to which an instrument measures what one

thinks it is measuring and reliability is concerned with the consistency of scores if

the instruments used repeatedly for different subjects or different times (Ngadiso,

2007, p. 8).

1. Validity and Reliability of Listening Comprehension Test

For getting validity of the instrument, the researcher carries out content

validity and constructs validity. Content validity refers to the extent to which the

instrument represents the content of interest and construct validity refers to the

extent to which a test measures a specific trait or construct. The following formula

is used to know the validity of listening comprehension test items:

1

1

q

p

S

XXr

t

tio

Where:

Xi is the mean of correct answer for the item no i


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Xt is the mean of total score

St is the standard deviation

pi is the proportion of students who respond correctly for the item no i

qi is the proportion of students who respond incorrectly for the item no

In which:

XXandxn

xSt

2

2

(Mason & bramble, 1997, P. 276)

The result of ro is then compared with r table of product moment at the level

of significance α = 0.05. The item is valid if ro > rt or if ro is higher than rt.

After computing the validity, then the researcher calculates the reliability.

Reliability involves the consistency, dependability, or stability of the test score. A

reliable instrument is one that gives consistent results. The consistency of result

would give the researcher confidence that the result accurately represents the

achievement of the individuals involved. The researcher uses the Kuder-

Richardson formula 20 for computing the reliability. Here is the formula to

calculate the reliability of the instruments.

2

2

11

t

kkS

pq

k

kr

Where:

r kk = The estimated reliability or coefficient of reliability

k =The number of valid items on the test

p =The proportion of student who responds correctly of each item

q =1 – p


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S t 2= Observed score variance

(Mason & bramble, 1997, P. 276)

The result of ro is then compared with r table of product moment at the

level of significance α = 0.05. The item is reliable if ro > rt or if ro is higher than

rt.

2. Validity and Reliability of Questionnaire

In the same case, for getting validity of questionnaire, the researcher carries

out content and construct validity. The following are the criteria in preparing

questionnaires (Ngadiso, 2007, p. 11):

1. To what extent might a question influence respondents to be themselves in a

good light?

2. To what extent might a question influence respondents to be unduly helpful

by attempting to anticipate what researchers to hear or find out?

3. To what extent might a question be asking the information about respondents

that they are not certain, and perhaps not likely, to know about themselves?

To know the validity of questionnaire the researcher uses the following

formula.

2

2

ti

ti

itxx

xxr

Where:

r it = Coefficient of validity

∑ xi xt = Total of items variance

∑ xi 2 = Total variance of item

xt 2

= Total variance


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The result of ro is then compared with r table of product moment at the level

of significance α = 0.05. The item is valid if ro > rt or if ro is higher than rt.

After computing the validity, then the researcher calculates the reliability.

The researcher uses the Kuder-Richardson formula 20 for computing the

reliability. Here is the formula to calculate the reliability of the questionnaire.

2

2

11

t

i

kkS

S

k

kr

Where:

r kk = Coefficient of reliability

k = Total of valid items

∑Si2= Total variance of all items

∑St2= Total variance

The result of ro is then compared with r table of product moment at the level of

significance α = 0.05. The item is reliable if ro > rt or if ro is higher than rt.

E. Data Analysis

The researcher uses descriptive statistics and inferential statistics in

analyzing the data. Descriptive statistics are mathematical techniques for

organizing and summarizing a set of numerical data (Gall et al., 2003, p. 132).

Inferential statistics are data collected from a sample of individuals who are

randomly drawn from a defined population or who are assumed to be

representative of some population. The mathematical procedure of inferential

statistics are statistical inference that is a set of mathematical procedures for using

probabilities and information about a sample to draw conclusions about the


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population from which the sample presumably was drawn (Gall, et al., 2003, p.

135-136).

The procedures of analyzing the data applied are: (1) computing descriptive

statistics for the groups representing each combination factors. It means that the

researcher finds the mean scores of the students on the problems representing each

of the four combinations of factors. The researcher uses prerequisite test included

normality and homogeneity test; (2) doing hypotheses testing using an analysis of

variance (ANOVA) and Tuckey test.

In descriptive statistics, the researcher analyzes the result of listening

comprehension test in form of scores of the effectiveness of teaching media in

teaching listening comprehension. It means that the researcher computes the

scores of mean, median, mode, standard deviation, histogram, and polygon of

students‘ listening comprehension.

Mean ( X ) is calculated by dividing the sum of all scores by the number of

scores (Gall et al., 2003, p. 132). The following formula is used in frequency

distribution:

n

XfX

ii

Where:

fiXi=sum of frequency multiplied by midpoint

n = number of value

Median (Me) is the middle point in a distribution of scores (Gall et al., 2003, p.

132).


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fw

cfbn

iLMe 2

Where:

L = the lower limit of the interval within which the mode lies

i = interval (class width)

cfb = the cumulative frequency in all interval bellow the interval containing the

median

fw = the frequency of cases within the interval containing the median

Mode (M0) is the most frequently occurring score in a distribution (Gall et al.,

2003, p. 132). The formula is:

21

0ff

fiLM i

Where:

L = the lower limit of the interval within which the mode lies

i = interval (class width)

f1 = the frequency of the interval containing mode reduced by that of the

previous interval

f2 = the frequency of the interval containing mode reduced by that of the

following interval

Standard Deviation (s/SD) is a measure of the extent to which scores in a

distribution deviate from their mean (Gall et al., 2003, p. 133). The formula is:


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1

2

2

n

n

XfXf

s

ii

ii

Where:

fi = the frequency of the interval

Xi= midpoint

1. Prerequisite Test

a. Normality Test

After the researcher finds those scores, the researcher computes normality

and homogeneity test. Normality is a requirement before conducting correlation

and comparison. Homogeneity is a requirement before comparing sample of the

class. These proved the samples are normal and homogenous or those are not. To

test population normality, Lillifors test is used. The procedure of this test is as

follows:

1. Determining Hypothesis

H0: Sample comes from normal population.

H1: Sample does not come from normal population.

2. Level of significance: α = 0,05

3. Statistical test

L = Max |F(zi) – S(zi)|

With:

F(zi) = P (z ≤ zi)

Z – N (0,1)

S (zi) = proportion of number z ≤ zi toward the sum of zi


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zi = iondarddeviatsss

xxi tan,

111

2

2

22

n

Xor

n

n

XX

orn

XXs

F(zi) = 0,5 – table value

n

rankzs i )(

The sample is in normal distribution if the highest value of

|)()(| ii zszF

or L0 is lower than Lt.

b. Homogeneity Test

Homogeneity test is used in order to find out whether the research

population has same variance or not. The homogeneity of the population is tested

by Barlett test. The following formula as follows:

1.

1

2

12

12

1

n

n

XX

S

2.

1

2

22

22

2

n

n

XX

S

3.

1

2

32

32

3

n

n

XX

S

4.

1

2

42

42

4

n

n

XX

S

5.

}

1

1{

2

2

i

ii

n

snS

6. Log s2

7. B = (Log s2) ∑ (ni – 1)


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Table 3.4. The summary for homogeneity test

Sample df 1/(df) si2

log si2 (df) log si

2

1

2

3

4

∑ Log si2

8. x2 = (ln10){B - ∑ (ni-1) Log si

2}

The data are homogenous if xo2 is lower than xt

2.

2. Hypothesis Testing

Hypothesis test is used to know whether the hypotheses proposed by the

researcher are proved or not. The formula that is used in this test is Analysis of

Varian Test (ANOVA). This test is commonly used to test the hypothesis of the

mean comparative sample when the data is formed interval or ratio‖ (Basrowi,

2003, p. 204).

In this research, the researcher uses the analysis of variance (ANOVA) test

called Univariate: Analysis of Varian Factorial Design. This design is used to

analyze two data clusters which are followed by the attributive variable (Basrowi,

2010, p. 212).

The formula of the test is:

a. The total sum of squares:

N

XXx

t

tt

2

22

b. The sum of squares between groups:

N

X

n

X

n

X

n

X

n

Xx

t

b

2

4

2

4

3

2

3

2

2

2

1

2

12


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c. The sum of squares within groups:

222

btw xxx

d. The between-columns sum of squares:

N

X

n

X

n

Xx

t

c

c

c

c

bc

2

2

2

2

1

2

12

e. The between-rows sum of squares:

N

X

n

X

n

Xx

t

r

r

r

r

br

2

2

2

2

1

2

12

f. The sum-of-squares interaction:

222

int brbcb xxxx

g. The number of degrees of freedom associated with each source of variation:

df for between-columns sum of squares = C – 1 =

df for between-rows sum of squares = R – 1 =

df for interaction = (C – 1)(R – 1) =

df for between-groups sum of squares = G – 1 =

df for within-groups sum of squares = ∑(n – 1) =

df for total sum of squares = N – 1 =

where

C = the number of columns

R = the number of rows

G = the number of groups

n = the number of subjects in one group


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N = the number of subjects in all groups

Here is the table for summarizing 2X2 ANOVA

Table 3.5. The Summary for 2 x 2 Factorial Design

Source of Variance SS df MS Fo Ft(.05) Ft(.01)

Between Columns

Between Rows

Column by Row (Interaction)

Between Group

Within Group

Total

Furthermore, to know the interaction between the variables, the researcher

uses the Tukey Test. The formula of the test is:

q = nnceErrorVaria

XX cc

/

21

q = nnceErrorVaria

XX rr

/

21

q(HC) = nnceErrorVaria

XX rcrc

/

1211

q(LC) = nnceErrorVaria

XX rcrc

/

2221

or q(LC) = nnceErrorVaria

XX rcrc

/

2122

Criteria:

1) H0 is rejected if qobservation < qtable.

2) H0 is accepted if qobservation > qtable.

F. Statistical Hypotheses

The statistical hypotheses of the test are as follows:

1. The difference between podcast and movie in teaching listening

comprehension.


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H0: µ A1 = µ A2

H0: there is no any difference between podcast (A1) and movie (A2) in teaching

listening comprehension.

Ha: µ A1 > µ A2

Ha: Podcast (A1) is more effective than movie (A2) to teach listening

comprehension.

2. The difference of listening comprehension between students having high

listening habit and students having low listening habit.

H0: µB1 = µB2

H0: there is no any difference in listening comprehension between students having

high listening habit (B1) and students having low listening habit (B2).

Ha: µB1 > µB2

Ha: Students having high listening habit (B1) have better listening comprehension

than those having low listening habit (B2).

3. The interaction effect between teaching media and different listening habit on

the students‘ listening comprehension.

H0: A X B = 0

H0: There is no any interaction effect between the teaching media used (A) and

students‘ listening habit (B) on the students‘ listening comprehension.

Ha: A X B > 0

Ha: There is interaction effect between the teaching media used (A) and students‘

listening habit (B) on the students‘ listening comprehension.


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CHAPTER IV

DATA ANALYSIS AND RESEARCH FINDING

This chapter presents and discuses the result of the research. It is divided

into four parts, namely: the Implementation of the Study, the description of the

data, normality and homogeneity test, hypothesis test and the discussion of the result

of the study. Each of which is presented as follows.

A. The Implementation of the Research

The implementation of the research involves two main stages and both can be

seen in the table 4.1.

Table 4.1. The Research Implementation Summary

No Initial Stage

1 a. Preparing and completing paper work to the Headmaster of SMP

Muhammadiyah 1 Way Jepara.

b. Preparing lesson plans for teaching listening based on the syllabus for the

eighth grade students (experimental and control group).

c. Preparing the research instruments (listening test and listening habit

questionnaire).

d. Conducting try out of the research instruments.

e. Analyzing the result of the try out.

Implementation Stage

1 a. Teaching and learning process by using podcast for experimental class and

movie for control class.

b. Evaluation (post-test).

c. Distributing listening habit questionnaire to the eighth grade students of SMP

Muhammadiyah 1 Way Jepara.

d. Analyzing the result of questionnaire and test.

Table 4.1 shows that there are two stages in the research, they are:

1. Initial Stage

Before conducting the research, the researcher prepared and completed

paper work to obtain permission letter from the Headmaster of SMP

Muhammadiyah 1 Way Jepara. After obtaining the permission letter, the


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researcher prepared 8 lesson plans in which consisted of two meetings and the

material to be carried out in the teaching and learning process. The lesson plans

were assigned to the experimental and control class, 4 lesson plans for

experimental and 4 lesson plans for control class. The teaching media used in

experimental class was podcast, while the teaching media used in control class

was movie delivered to the students were based on the syllabus of SMP

Muhammadiyah 1 Way Jepara. The researcher also prepared the research

instruments. There were two instruments used in this research, listening test was

used to obtain the data of students‘ listening comprehension and questionnaire

was used to obtain the data of students‘ listening habit. Before administering the

listening test and questionnaire, a try out test was conducted to the students who

did not belong to the samples. Then, the scores of the try out were examined its

validity and reliability.

2. Implementation Stage

In the implementation stage, the teaching and learning process were carried

out. The experimental class was taught by using podcast and the control class was

taught by using movie. The post test was conducted after the treatments were

given. Then, the result of questionnaire and test were analyzed.

B. Description of the Data

The data described are the result of the listening test. It includes the mean,

mode, median, standard deviation and frequency distribution followed by

histogram and polygon. Based on the group analyzed, the descriptions of the data

are divided into eight groups, namely:


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1. The data of listening comprehension in experimental class (A1).

2. The data of listening comprehension in control class (A2).

3. The data of listening comprehension on the students who have high listening

habit (B1).

4. The data of listening comprehension on the students who have low listening

habit (B2).


habit and are taught using podcast (A1B1).


habit and are taught using podcast (A1B2).


habit and are taught using movie (A2B1).


habit and are taught using movie (A2B2).

The data of each group are presented as follows:

1. The Data of Listening Comprehension in Experimental Class (A1)

Descriptive analysis of the data A1 shows that the score is 50 up to 87. The

range is 37, the number of classes is 6, the interval is 7, the mean is 71.25, the

mode is 67.25, the median is 69.50, and the standard deviation is 8.59. The

frequency distribution of the data A1 is in table 4.2, histogram and polygon are

presented in figure 4.1.


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Table 4.2. Frequency Distribution of Data A1

Class

Limits

Frequency

(fi)

Class

Boundaries

Mid

Point (Xi) fiXi c fc Xi

2 fiXi

2

50-56 1 49.5-56.5 53 53.0 -2 -2 2809.0 2809.0

57-63 4 56.5-63.5 60 240.0 -1 -4 3600.0 14400.0

64-70 9 63.5-70.5 67 603.0 0 0 4489.0 40401.0

71-77 6 70.5-76.5 74 444.0 1 6 5476.0 32856.0

78-84 7 76.5-83.5 81 567.0 2 14 6561.0 45927.0

85-91 1 83.5-91.5 88 88.0 3 3 7744.0 7744.0

∑ 28

1995

17 30679.0 144137.0

Mean 71.25

Mode 67.25

Median 70.50

S 8.59

Figure 4.1. Histogram and Polygon of Data A1

2. The Data of Listening Comprehension in Control Class (A2)

Descriptive analysis of the data A2 shows that the score is 50 up to 77. The


mode is 71.17, the median is 68.25 and the standard deviation is 6.79. The

frequency distribution of the data A2 is in table 4.3, histogram and polygon are


0 1

4

9

6 7

1 0

0

2

4

6

8

10

Fre

qu

en

cy

Class Boundaries

A1

Histogram

Polygon

49.5 56.5 63.5 70.5 76.5 83.5 91.5


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Table 4.3. Frequency Distribution of Data A2

Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

50-54 2 49.5-54.5 52 104 -4 -8 2704 5408

55-59 0 54.5-59.5 57 0 -3 0 3249 0

60-64 8 59.5-64.5 62 496 -2 -16 3844 30752

65-69 6 64.5-69.5 67 402 -1 -6 4489 26934

70-74 8 69.5-74.5 72 576 0 0 5184 41472

75-79 4 74.5-79.5 77 308 1 4 5929.0 23716

∑ 28

1886

-26 25399 128282

Mean 67.36

Mode 71.17

Median 68.25

S 6.79

Figure 4.2. Histogram and Polygon of Data A2

3. The Data of Listening Comprehension on the Students who Have High

Listening Habit (B1)

Descriptive analysis of the data B1 shows that the score is 50 up to 87. The

range is 37, the number of classes is 6, the interval is 7, the mean is 71, the mode

is 68.59, the median is 70.50, and the standard deviation is 8.61. The frequency

0

2

0

8

6

8

4

0

0

2

4

6

8

10

Fre

qu

en

cy

Class Boundaries

A2

Histogram

Polygon

49.5 54.5 59.5 64.5 69.5 74.5 79.5


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distribution of the data B1 is in table 4.4, histogram and polygon are presented in

figure 4.3.

Table 4.4. Frequency Distribution of Data B1

Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

50-56 2 49.5-56.5 53 106 -2 -4 2809 5618

57-63 2 56.5-63.5 60 120 -1 -2 3600 7200

64-70 10 63.5-70.5 67 670 0 0 4489 44890

71-77 7 70.5-77.5 74 518 1 7 5476 38332

78-84 6 77.5-84.5 81 486 2 12 6561 39366

85-91 1 84.5-91.5 88 88 3 3 7744 7744

∑ 28

1988

16 30679 143150

Mean 71.00

Mode 68.59

Median 70.50

S 8.61

Figure 4.3. Histogram and Polygon of Data B1

4. The Data of Listening Comprehension on the Students who Have Low

Listening Habit (B2)

Descriptive analysis of the data B2 shows that the score is 50 up to 80. The


0

2 2

10

7 6

1 0

0

2

4

6

8

10

12

Fre

qu

en

cy

Class Boundaries

B1

Histogram

Polygon

49.5 56.5 63.5 70.5 77.5 84.5 91.5


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frequency distribution of the data B2 is in table 4.5, histogram and polygon are


Table 4.5. Frequency Distribution of Data B2

Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

50-55 1 49.5-55.5 52.5 52.5 -2 -2 2756.25 2756.25

56-61 5 55.5-61.5 58.5 292.5 -1 -5 3422.25 17111.25

62-67 11 61.5-67.5 64.5 709.5 0 0 4160.25 45762.75

68-73 7 67.5-73.5 70.5 493.5 1 7 4970.25 34791.75

74-79 3 73.5-79.5 76.5 229.5 2 6 5852.25 17556.75

80-85 1 79.5-85.5 82.5 82.5 3 3 6806.25 6806.25

∑ 28

1860

9 27967.5 124785

Mean 66.43

Mode 65.10

Median 65.86

S 6.74

Figure 4.4. Histogram and Polygon of Data B2

0 1

5

11

7

3

1 0

0

2

4

6

8

10

12

Fre

qu

en

cy

Class Boundaries

B2

Histogram

Polygon

49.5 55.5 61.5 67.5 73.5 79.5 85.5


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Listening Habit and Are Taught Using Podcast (A1B1)

Descriptive analysis of the data A1B1 shows that the score is 70 up to 87.

The range is 17, the number of classes is 4, the interval is 4, the mean is 78.07, the


frequency distribution of the data A1B1 is in table 4.6, histogram and polygon are


Table 4.6. Frequency Distribution of Data A1B1

Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

70-74 5 69.5-74.5 72 360 -2 -10 5184 25920

75-79 2 74.5-79.5 77 154 -1 -2 5929 11858

80-84 6 79.5-84.5 82 492 0 0 6724 40344

85-89 1 84.5-89.5 87 87 1 1 7569 7569

∑ 14

1093

-11 25406 85691

Mean 78.07

Mode 81.72

Median 79.50

S 5.25

Figure 4.5. Histogram and Polygon of Data A1B1

0

5

2

6

1 0

0

2

4

6

8

Fre

qu

en

cy

Class Boundaries

A1B1

Histogram

Polygon

69.5 74.5 79.5 84.5 89.5


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Listening Habit and Are Taught Using Podcast (A1B2)


The range is 30, the number of classes is 5, the interval is 7, the mean is 66, the


frequency distribution of the data A1B2 is in table 4.7, histogram and polygon are



Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

50-56 1 49.5-56.5 53 53 -3 -3 2809 2809

57-63 4 56.5-63.5 60 240 -1 -4 3600 14400

64-70 6 63.5-70.5 67 402 0 0 4489 26934

71-77 2 70.5-77.5 74 148 1 2 5476 10952

78-84 1 77.5-84.5 81 81 2 2 6561 6561

∑ 14

924

-3 22935 61656

Mean 66.00

Mode 65.83

Median 65.83

S 7.19


0 1

4

6

2 1

0 0

2

4

6

8

Fre

qu

en

cy

Class Boundaries

A1B2

Histogram

Polygon

49.5 56.5 63.5 70.5 77.5 84.5


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Listening Habit and Are Taught Using Movie (A2B1)



mode is 69, the median is 67.50, and the standard deviation is 7.60. The frequency

distribution of the data A2B1 is in table 4.8, histogram and polygon are presented

in figure 4.7.


Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

50-55 2 49.5-55.5 52.5 105 -4 -8 2756.25 5512.5

56-61 1 55.5-61.5 58.5 58.5 -2 -2 3422.25 3422.25

62-67 4 61.5-67.5 64.5 258 -1 -4 4160.25 16641

68-73 5 67.5-73.5 70.5 352.5 0 0 4970.25 24851.25

74-79 2 73.5-79.5 76.5 153 2 4 5852.3 11704.5

∑ 14

927

-10 21161.3 62131.5

Mean 66.21

Mode 69.00

Median 67.50

S 7.60


0

2

1

4

5

2

0 0

1

2

3

4

5

6

Fre

qu

en

cy

Class Boundaries

A2B1

Histogram

Polygon

49.5 55.5 61.5 67.5 73.5 79.5


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Listening Habit and Are Taught Using movie (A2B2)



mode is 63, the median is 59.83, and the standard deviation is 5.75. The frequency

distribution of the data A2B2 is in table 4.9, histogram and polygon are presented

in figure 4.8.


Class

Limits

Frequency

(fi)

Class

Boundaries

Mid Point

(Xi) fiXi c fc Xi

2 fiXi

2

60-63 6 60.5-63.5 61.5 369 0 0 3782.25 22693.5

64-67 3 63.5-67.5 65.5 196.5 1 3 4290.25 12870.75

68-71 1 67.5-71.5 69.5 69.5 2 2 4830.25 4830.25

72-75 3 71.5-75.5 73.5 220.5 3 9 5402.25 16206.75

76-79 1 76.5-79.5 77.5 77.5 4 4 6006 6006.25

∑ 14

933

18 18 24311 62607.5

Mean 66.64

Mode 63.00

Median 59.83

S 5.75


0

6

3

1

3

1 0

0

2

4

6

8

Fre

qu

en

cy

Class Boundaries

A2B2

Histogram

Polygon

60.5 63.5 67.5 71.5 75.5 79.5


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C. Hypothesis Testing

1. Prerequisite Tests

Before analyzing the data using inferential analysis, the sample must be in

normal distribution and homogeneous. The normality test is done by using

Liliefors testing and homogeneity test is done by using Bartlett formula. The

function of normality test is to know whether the sample is in normal distribution

or not, while homogeneity test is to know whether the data are homogeneous or

not. The description of each test is as follows:

a. Normality Test

The sample is in normal distribution if Lo (L-obtained) is lower than Lt (L

table) at the level of significance (α) = 0.05 or Lo <Lt.

Table 4.10. The Summary of Normality Test

No Data Sample (Lo) (Lt) (a) Test Decision Description

1 A1 28 0.091 0.173 0.05 Ho is accepted Normal

2 A2 28 0.102 0.173 0.05 Ho is accepted Normal

3 B1 28 0.123 0.173 0.05 Ho is accepted Normal

4 B2 28 0.109 0.173 0.05 Ho is accepted Normal

5 A1B1 14 0.148 0.227 0.05 Ho is accepted Normal




The result summary of normality testing using Liliefors formula shows that

all of the values of Lo are lower than Lt. Therefore, it can be concluded that all

data are in normal distribution.


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b. Homogeneity Test

Homogeneity test is done in order to know that the data are homogeneous.

The data are considered as homogeneous data if the xo2 is lower than xt

2 at the

level of significance (α) = 0.05 or xo2 < xt

2, it can be concluded that the data are

homogenous.

Table 4.11. Homogeneity Analysis of the Data

Sample df 1/(df) si2 Log si

2 (df) Log si

2

1 13 0.076923 31.49451 1.498235 19.4770523

2 13 0.076923 63.96154 1.805919 23.4769457

3 13 0.076923 70.11538 1.845813 23.9955732

4 13 0.076923 33.93956 1.530706 19.8991808

52

sum 86.848752

xo2= 3.32 Xt= 7.81

xo2

= (ln10){B - ∑ (ni-1) Log si2}

= (2.3024)( 88.29116-86.848752)

= 3.321256

Because xo2

(x observation) 3.32 is lower than xt2 (x table) 7.81, it can be

concluded that the data are homogeneous.

2. Two-way ANOVA

Multifactor analysis of Variance Test Hypothesis test is done after the

results of the normality and homogeneity test are fulfilled. It is done to know

whether the H0 (null hypothesis) is rejected or accepted. Multifactor analysis of

variance is used to test the hypothesis. The H0 (null hypothesis) is accepted if Fo is

lower than Ft and rejected if Fo is higher than Ft. The mean scores can be seen in

table 4.12.


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Table 4.12. Table of the Mean Scores of the Cells

Listening Comprehension

Listening Habit

Podcast (A1) Movie (A2) ∑

High (B1)

Data =14

∑X = 1086

X = 77.57

Data = 14

∑X = 931

X = 66.50

Data = 28

∑X = 2017

X = 72.04

Low (B2)

Data = 14

∑X = 931

X = 66.50

Data = 14

∑X = 943

X = 67.36

Data = 28

∑X = 1874

X = 66.93

∑

Data = 28

∑X = 2017

X = 72.04

Data = 28

∑X = 1874

X = 66.93

Data = 56

∑X = 3891

X = 69.48

Table 4.13. The Summary of Multifactor Analysis of Variance

Source of Variance SS df MS Fo Ft(.05) Ft(.01)

Between Columns 365.1607 1 365.16071 7.32

4.03 7.15

Between Rows 365.16 1 365.16071 7.32

Column by Row (Interaction) 498.02 1 498.01786 9.98

Between Group 1228.339 3 409.44643

Within Group 2593.643 52 49.877747

Total 3821.982 55

Based on the table above, it can be concluded that:

a. Because Fo between columns (7.32) is higher than Ft at the level of

significance α = 0.05 (4.03) and α = 0.01 (7.15), the difference between

columns is significant. Therefore, the null hypothesis (H0) stating that there is

no significant difference in listening skill between the students who are taught

by using podcast and students who are taught by using movie is rejected. The

mean score of the students who are taught by using podcast (72.04) is higher

than those who are taught by using movie (66.93). It can be concluded that

the teaching media differs from one another in their effect on listening

comprehension.


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b. Because Fo between rows (7.32) is higher than Ft at the level of significance α

= 0.05 (4.03) and α = 0.01 (7.15), the difference between rows is significant.

Therefore, the null hypothesis (H0) stating that there is no significant

difference in listening comprehension between the students who have low

listening habit and students who have high listening habit is rejected. In

addition, the mean score of students who have high listening habit (72.04) is

higher than those who have low listening habit (66.93). It can be concluded

that students having high listening habit have better listening comprehension

than those having low listening habit.

c. Because Fo interaction (9.98) is higher than Ft at the level of significance α =

0.05 (4.03) and α = 0.01 (7.15), there is an interaction effect between teaching

media and listening habit toward students‘ listening comprehension.

Therefore, the null hypothesis (H0) stating that there is no interaction between

teaching media and students‘ listening habit in listening comprehension is

rejected. It means that the effect of teaching media depends on the degree of

listening habit.

3. Tukey Test

The function of Tukey test is to test the difference of the means of each

group. The finding of q is found by dividing the difference between the means by

the square root of the ratio of the within group variation and the sample size.

Table 4.14. The Summary of Tukey Test

Between groups qo qt (0.05) Meaning Category

A1 – A2 3.83 2.919 > Significant

B1 – B2 3.83 2.919 > Significant

A1B1 – A2B1 5.87 3.033 > Significant

A1B2 – A2B2 0.45 3.033 < Insignificant


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a. Using Podcast compared with Movie

q = nnceErrorVaria

XX AA

/

21

√ =

= 3.83

Because qo between columns (A1-A2) (3.83) is higher than qt at the level of

significance α = 0.05 (2.919), applying podcast differs significantly from movie to

teach listening. Because the mean of A1 (72.04) is higher than that of A2 (66.93),

it can be concluded that podcast is more effective than movie to teach listening

comprehension.

b. Students who Have High Listening Habit Compared with those Who Have

Low Listening Habits in Listening Comprehension

q = nnceErrorVaria

XX BB

/

21

√ =

= 3.83

Because qo between columns (A1-A2) (3.83) is higher than qt at the level of

significance α = 0.05 (2.919), it can be concluded that the students who have high

and those who have low listening habit are significantly different in their listening

comprehension. Because the mean of B1 (72.04) is higher than B2 (66.93), it can

be concluded that students who have high listening habit have better listening

comprehension than those who have low listening habit.

c. Using Podcast Compared with Movie for Students Having High Listening

Habit in Listening Comprehension

q = nnceErrorVaria

XX BABA

/

1211

√ =

= 5.87

Because qo between cells A1B1 and A2B1 (5.87) is higher than qt at the level

of significance α = 0.05 (3.033), using podcast differs significantly from movie to


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teach listening comprehension for the students who have high listening habit.

Because the mean of A1B1 (77.57) is higher than A2B1 (66.50), it can be

concluded that podcast is more effective than movie for teaching listening to the

students having high listening habit.

d. Using Podcast Compared with Movie for Students Having Low Listening

Habit in Listening Comprehension

q = nnceErrorVaria

XX BABA

/

2122

√ =

= 0.45

Because qo between cells A1B2 and A2B2 (0.45) is lower than qt at the level

of significance α = 0.05 (3.033), using podcast does not differ significantly from

movie to teach listening comprehension for the students who have low listening

habit. In short, the use of these two media is equal for students having low

listening habit.

Based on the findings point c and d, it is known that podcast is more

effective than movie for teaching listening to the students having high listening

habit but the two media are equal for teaching listening to the students having low

listening habit; however based on the result of ANOVA in table 4.12, the result of

students having low listening habit taught using movie is better than those who

are taught using podcast, so it can be concluded that there is an interaction

between teaching media and the students‘ listening habit in teaching listening

comprehension. The effectiveness of the teaching media depends on the degree of

the students‘ listening habit.


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D. Discussion of the Findings

This research is one of the efforts to generate some improvement in teaching

listening to the eighth grade students of SMP Muhammadiyah 1 Way Jepara. It

has been discussed in the previous chapter that using podcast is one of the

alternative to obtain the intention. The following is the elaboration discussions of

the research findings.

1. The Difference between Podcast and Movie on the Students’ Listening

Comprehension

Based on the finding of the research, the researcher draws a conclusion that

the implementation of podcast is more effective than movie to help students in

improving their listening comprehension. The finding of this study in line with

Saputra (2014) who presents the average of gained score in experimental class is

7.4 while in control class is 6.6. It is because podcast can be viewed and/or

listened using portable digital media players. A wide variety of portable digital

media players are now available in the market, with ―iPod‖ being the most visible

brand. Currently being used in academia to practice foreign languages, record

theater scripts, and tape lectures (Allen, 2008 in Saputra 2014, p. 171).

Furthermore, the basic idea of teaching and learning using podcast is to

bring the students to learn the target language in such interesting situation. The

situation not only should be interesting but also should make the students keep

paying attention to the following up material. The variation of podcast that

combines some aspects such as audio, video, and text adjusted in an attractive

simple form will make the students feel interested, easy, and focus to pay

attention on the material being given. Furthermore, podcast could lead to a more


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natural ambiance, accelerating the learning process. In short, teaching learning

process using podcast will make the students feel interested without ignoring the

process itself and it will accelerate the process itself.

Using podcast as a teaching media helps the students develop tactical ways

to learn new material with use of questioning and accessing information from

reliable sources. This media can be effective in promoting independence in

learning. The ages and stages of development will determine the role of the

teacher in guiding students through using podcast process. Vaughan (2002) states

that the characteristics of a good multimedia are provide contexts and allows for

integrations of sub-skill (p. 120).

Podcasts benefit learners both with their spontaneity (Zarina, 2009) and their

applicability to intensive and extensive listening tasks (Sze, 2006). Furthermore, the

authenticity and type of materials available in this format effectively bridges the

gap between formal English and informal language, making them suited to extensive

listening, motivating students‘ interest in listening to English inside and outside the

classroom.

On the other hand, in the teaching learning process using movie, students

will not totally focus on the material because they will only hear rather than listen.

The content of the movie almost often amuses the students that they become

overreacting in responding to the material; therefore, it will be difficult to

accelerate students‘ listening comprehension. Xu & Guo (2007) argue that

English movies offer authentic voice material, varied vocabulary and cultural

material; it can be said that movies could be used as an encyclopedia. But if

teachers do not pay attention to their methods, there will be many problems. For


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example, during the study, some students were unconsciously distracted by the

lively visual senses, they got distracted by the drama in the plot, and they then

forgot their real task.

Furthermore, Liu (2008) argues that, only some movies can be adopted as

teaching and learning materials, as to satisfy the different levels of proficiency

reflected in ability of the students. It is hard for teachers to find movies for

elementary students. Especially because the language in movies is often spoken

very fast or hard to understand, it‘s hard for elementary students to get the whole

idea of the movie and the purpose for teaching the textbook through a related

movie.

2. The Difference of Listening Comprehension between Students Having

High Listening Habit and Students Having Low Listening Habit

The finding of this research reveals that students who have high listening

habit have better listening comprehension than those who have low listening

habit. The data of the findings can be seen in table 4.13 and 4.14. The table shows

that students having high listening habit differ significantly from those having low

listening habit in their listening comprehension. The mean score of students

having high listening habit is higher than those having low listening habit.

Habits reflect the cognitive, neurological, and motivational changes that

occur when behavior is repeated (Wood, Tam, & Witt, 2005). Therefore,

motivation contributes to students‘ listening habit. Brown (1994) says that

motivation is an inner drive, impulse, emotion, or desire that moves one to a

particular action. In more technical terms, he explains that habit refers to the

choices people make as to what experiences or goals they will expert in that


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respect (p. 152). The students having high listening habit are always active,

creative, curious, having good participation in the teaching and learning process.

They have their own spirit to study for gaining their best competency and skill.

The level of listening habits can contribute to students‘ listening

comprehension. One of the aspects of students having good listening habit is

having long time to listen. The theory is in line with Lauer & Enokida (2009) who

say that the more tremendous amount of time students listen to the material, the

higher listening score student will gain. Students who spend averaging only one or

two hours per week, and then pretending to be active listener when they do

listening even doing either shadowing or note-taking will fail in significantly

raising their listening scores.

On the contrary, the students with low listening habit in the listening class

face problem with most of the academic processes. The students are difficult to

maintain their motivation in listening, they get confused to recognize or

understand the spoken messages, and possibly acting on the basis of what has

been heard. Some of them still get difficulty in finding the factual information,

and still do not know the meaning of each sentence. It was due to a listener who is

not paying attention. The main reason listeners fail to pay attention to a speaker is

that they are paying attention to something else. Sometimes their attention is

focused inward on themselves, and sometimes it is focused outward. In either

case, the listener's attention is focused on something other than the speaker's

message (Collins & O‘rourke, 2009, p. 9). In fact, attention in listening session is

one of the most important aspects as Straker (2010) states that there are four

aspects in listening habit, they are: attention, help, support, and reaction.


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Meanwhile, students having good habit will interest to teacher, material given, and

situation that they can get high score of English. In relation with listening,

Underwood (1997) idea that good listeners can work out what speakers mean

when they use particular words in particular ways on particular occasion, and not

simply to understands the words themselves, instead the incoming sound needs to

be processes involving any available cues like background noises, the speakers,

and the setting (p. 1). So the challenging faced by the students with low listening

habit are always the difficulties of catching the text comprehension. And it will

direct continually if they do not improve their skill by themselves. From other

point of view, students with high listening habit usually have certain learning

strategy; therefore, they have prepared the stages on their own face to deal with

the materials. As the result, students who have high listening habit have better

listening comprehension than those having low listening habit.

3. The Interaction Effect between Teaching Media and Different Listening

Habit on the Students’ Listening Comprehension

The findings of the research reveal that there is an interaction effect between

teaching media and students‘ listening habit on the students‘ listening

comprehension. The data of the findings can be seen in table 4.13 and 4.14. The

tables show that podcast differs significantly from movie to teach listening for the

students who have high listening habit but the difference happens insignificantly

to those who have low listening habit; however, based on the ANOVA test

students having low listening habit still have better listening comprehension when

they are taught using movie rather than those who are taught using podcast.

Podcast is more effective than movie in teaching listening for students who have


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high listening habit and movie is more effective than podcast in teaching listening

for the students who have low listening habit.

The findings of the research are supported by some experts. The teaching

media which is used by the teacher in the class gives a big influence for the

success of the teaching and learning process. Roblyer (2003) states that some

advantages of using technology as a media for the instructional processes: (1)

gaining learners‘ attention; (2) engaging the learners through production work; (3)

increasing perceptions of control. It means that the using of technology as media

in teaching and learning process is important (p. 164). In this case the technology

used as media is podcast. Podcast is a media stream that combines between audio

and/or video and PDF files on the Net which is usually uploaded at regular

intervals (Chan et al., 2011).

Meanwhile, listening habit is another important factor for influencing

achievement in listening comprehension. The students who have high listening

habit usually achieve higher score because they can pay much more attention and

control themselves in the listening section. Furthermore, the good listening habit

students tend to be more active in the teaching and learning process as well as

tend to approach listening situation by giving attention to the material. They

approach listening situation, get used to the text, and then have better

comprehension. (Saputra, 2014, Muqrobin, 2012).

The use of podcast will be more effective when the students have high

listening habit because the high listening habit students tend to be more active in

the teaching and learning process as well as tend to give attention to the material.

Furthermore, the easiness of podcast can lead the students to control their own


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space in study out of the classroom. Rosell-Aguilar (2007) says that once

downloaded, the files can be taken away and listened to anywhere, as many times

as necessary, at a time when it is convenient. Functionalities such as pause,

forward, or skip mean that the user is in control of the pace (Sloan, 2005). In

addition, the content can also be played on a computer if the student does not have

access to a portable media device.

On the other hand, movie is suitable for the students who have low listening

habit because it is completed by attractive moving images which convey lesson

and entertainment. At this point, students tend to consider movie as an

entertainment sources rather than learning sources. Subsequently, they will fake

their attention and another action that disturb the other students. One of the

characteristics of low listening habit students is merely looking like they are

paying attention to the material. Although they do get facts, but they garble a

shocking number and completely lose most of them. Subsequently, the students

are easily distracted and may even create disturbances that interfere with their

own listening efficiency and that of others (Johns, 2001). When the low listening

habit students perform this action, the other student will get difficulty to follow

the teaching learning process.

In short, students having high listening habit have better listening

comprehension than those having low listening habit when they are taught using

podcast. On the other hand, students having low listening habit have better

listening comprehension than those having high listening habit when they are

taught using movie.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This last chapter covers (1) Conclusion of this research; and (2) Implication

and Suggestions from the research related to the conclusions of this research.

A. Conclusion

Based on the result of data analysis, the researcher states that the research

findings for the eighth grade students of SMP Muhammadiyah 1 Way Jepara are

as follows:

1. Podcast is more effective than movie to teach listening comprehension.

2. Students having high listening habit have better listening comprehension than

those having low listening habit.

3. There is interaction effect between teaching media and different listening habit

on the students‘ listening comprehension.

Based on the research finding above, it can be concluded that podcast is an

effective media to teach listening for the eighth grade students of SMP

Muhammadiyah 1 Way Jepara in academic year of 2014/2015. The effectiveness

is affected by student‘s listening habit. Therefore, there is an interaction effect

between teaching media (podcast and movie) and students‘ listening habit in

teaching listening for the eighth grade students of SMP Muhammadiyah 1 Way

Jepara. In short, students having high listening habit have better listening

comprehension than those having low listening habit when they are taught using

podcast. On the other hand, students having low listening habit have better

listening comprehension than those having high listening habit when they are

taught using movie.


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B. Implication and Suggestion

The following section discusses about the implication and suggestion

written based on the conclusions of this research.

1. Podcast is an Effective Media to Teach Listening Comprehension

Considering the first conclusion of this research, there are some implication

and suggestions addressed to English teachers, school, and graduate students.

a. English Teachers

Since podcast is an effective teaching media to teach listening, English

teachers can implement this teaching media in teaching and learning listening to

improve students‘ listening comprehension. To be able to implement this teaching

media effectively, teachers should follow some preparation.

First, teachers must understand the concept as well as the strengths and the

weaknesses of this teaching media. It enables them to know the right procedure of

this teaching media and avoid from the obstacles which may appear in the process

of teaching and learning process. One of the problems in implementing this

teaching media is the fact that content has so far been delivered mostly through

audio. Because, audio content is that it cannot be skimmed to check the content

and its suitability or appropriateness for purpose, which can be very disappointing

and/or time consuming after having downloaded a resource from a repository.

Second, teachers must be familiar with the term of podcast and should

understand the way to download the existing podcast from the reliable repository

like esllab.com or britishcouncil.org when they want to implement this media;


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otherwise, teachers can create their own podcast during the teaching learning

process; however, teacher should consider about their fluency, recording aid and

other supporting aspects before deciding to create their personal podcast.

Therefore, teachers are strongly recommended to use the existing podcast, not the

personal one. Furthermore, teachers are strongly recommended to master such

kind of internet download manager in order to facilitate their downloading

process. It avoids the time consuming in downloading the media. In addition,

teacher should use the proper supporting teaching aids such as sound speaker,

laptop, and LCD. It avoids the students from being confused to get the meaning

from what the speaker say, because most often the class is not in conducive

situation.

The last but not the least, teacher must be able to select the appropriate

podcast to implement in the teaching learning process which based on the existing

syllabus and lesson plan. It is because not all podcast can be applied in teaching

and learning process. It avoids the notion that killing the time through watching

video.

b. School

Podcast is an effective media to teach listening comprehension; however, it

requires internet connection to support the teacher. Therefore, this research can

encourage the notion of proper internet connection in the school. With the

advantages over by podcast and positive result provided in this thesis, the school

can be surer to build a proper internet connection. In addition, in the name

betterment, teachers must be encouraged to access this media and the best

encouragement that school can over is by building a good internet connection.


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Furthermore, the internet connection can also be used for other teachers, not only

the English teacher him/herself.

This thesis can inform to the school that gadget is necessary tool to bring to

the class. With the good internet connection, students can be encouraged and well-

motivated to search another podcast with their own gadgets. On the other words,

school does not need to forbid students to bring their gadget to the school. The

best thing that the school can do is by giving good understanding on how to use

their gadgets wisely.

c. The Students of Graduate School

The students of English Department of English Graduate School, Sebelas

Maret University who will become English teachers should be familiar and

understand with the term of podcast. They should be able to apply the podcast in

teaching listening as a media and even create as well as publish it. In addition, the

findings of this research should inspire other students to do further research or

even develop podcast dealing with teaching English.

2. Students Having High Listening Habit Have Better Listening Comprehension

than those Having Low Listening Habit

There are some implications and suggestions addressed to parents,

environment (social and school environment), English teachers, and students

related to the second conclusion of this research.

a. Parents

Listening habit can be defined as a reflection of cognitive, neurological, and

motivational changes that occur when behavior in identifying and understanding

what others are saying that requires an essential sound as the input that is regular


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and which has become almost automatic as a result of repetition is repeated. One

of the issues dealing with students‘ listening habit is having long time to listen.

The more tremendous amount of time students listen to the material, the higher

listening score student will gain. Students who spend averaging only one or two

hours per week, and then pretending to be active listener when they do listening

even doing either shadowing or note-taking will fail in significantly raising their

listening scores.

Parents have the opportunity (and responsibility) to build a good listening

habit in their children. Some suggestions can be done by parents to build it:

1) Parents should encourage their children in listening session time.

Parents should not give label to children with words such as 'lazy', 'naughty',

'aggressive', or 'stupid.' Instead, look for and point out children‘s strengths.

Furthermore, parents should also support and guide their children during their

children study in the home.

2) Parents should provide them opportunities for success.

Parents can help children by giving age-appropriate tasks they can complete

on their own. By doing so, children can have sense of pride and be well

motivated. At last they will come to high listening habit when this action is

repeated continuously.

3) Parents can show their children that they have faith in children goodness and

abilities.

Parents can give their children the opportunity to explore their environment,

and to ask questions without feeling like a nuisance.


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b. Environment (School and Social Environment)

The place where one lives influences his/her acts, cognitive, and also

listening habits. As someone enters school, his listening habit is influenced not

only by her parents, but also by a growing circle of other people, including

teachers and friends. The child gets feedback from many people on his/her

physical appearance, life style, family background, and social abilities etc. All of

this feedback influences what he/she thinks of him/herself and might decrease

his/her motivation in the teaching learning process that he/she can be a rebel

and/or passive student. From that reason, what environment especially school can

do is providing good moral lesson. School also can hold listening habit test

regularly to the students, so they can understand the levels of their students. By

doing so, school can provide activities which can improve students‘ listening

habit.

c. English Teachers

The students having high listening habit are always active, creative, curious,

having good participation in the teaching and learning process. They have their

own spirit to study for gaining their best competency and skill. Therefore, English

teachers should be able to teach listening for the students having high listening

habit using the appropriate, attractive, motivating, and easy access teaching media

which can always increases students‘ listening habit. Attractive means that the

media are widely owned and can be obtained from a store may both increase use

(attracting a potentially very large audience and also audiences who may not

otherwise access learning materials) and make listening to an educational learning

object feel less like studying. Motivating means that students are likely to be


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attracted to the new format, which could be motivating and help them engage with

materials which they might otherwise not use. Easy access means that content

management software such as iTunes or Juice can be downloaded free of charge

and navigation is simple.

d. Students

Each student is potential to have high listening habit. To be a high listening

habit student, they must, on occasion, force themselves to pay attention to the

speakers. When speakers don‘t have an engaging way of speaking or the topic is

uninteresting, a listener must sometimes use extra effort to keep from being

distracted by other things. Try acknowledging the challenge to yourself and put

forth the extra effort. Thus, students can listen for the whole message. This

includes looking for meaning and consistency of congruence in both the verbal

and nonverbal messages and listening for ideas, feelings and intentions as well as

facts. Try to understand the main point of what the speaker is saying using all of

these clues.

Furthermore, hearing before evaluating. Listening to what someone says

without drawing premature conclusions is a valuable aid to listening. By

questioning the speaker in a non‐accusing manner, rather than giving advice or

judging, a listener often can discover exactly what the speaker has in mind –

which many times is different from what the listener had assumed. Try asking

open‐ended questions to get the speaker to say more before you respond. In

addition, students can paraphrase what was heard.


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3. There is interaction effect between teaching media and different listening

habit on the students‘ listening comprehension.

a. English Teachers

In teaching listening, teachers should be able to select the most appropriate

teaching media based on the students‘ condition. Listening habit becomes one of

the important considerations in teaching listening because students can be

maximal to listen to the material and also other tasks well if they have good habit

in it. Thus, teachers should understand whether the selected teaching media can

facilitate the students having high and low listening habit to get the meaning of

what they heard. It is better for teachers to use podcast to teach students having

high listening habit while movie to teach students having low listening habit.

b. For Other Researchers

The result of this research showed that there is interaction effect between

teaching media and different listening habit on the students‘ listening

comprehension. Therefore, the other researchers can implement podcast in

different field with different point of view or the same one in order to find out

whether the difference between students‘ listening comprehension in low listening

habit is significant or not. Furthermore, they can use it as a reference for further

studies.


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