CHAPTER I

INTRODUCTION

1.1 Background

Learning English means we have to master the four skills, which are listening, speaking, reading
writing. We cannot avoid these, because all of them are important. The first thing that everyone
should notice is listening skill. We know that Listening is the first language mode that everyone
acquire. It provides a foundation for all aspects of language and cognitive development, and it
plays a life-long role in the processes of learning and communication essential to productive
participation in life. A study by Wilt (1950), which found that people listen 45 percent of the
time they spend communicating. Wilt and found that 30 percent of communication time was
spent speaking, 16 percent reading, and 9 percent writing. That finding confirmed what Rankin
had found in 1928, that people spent 70 percent of their waking time communicating and that
three-fourths of this time was spent listening and speaking. Based on this study, we could say
that the school might be the perfect place to develop ones listening skill. However, teaching
listening is not that easy as teaching other skill. It’s all because achieve a successful listening
skills are need a lot of time and with lots of practice. It's also frustrating for students because
there are no rules in listening as in grammar teaching and unlike speaking and writing that have
very specific exercises that can lead to improved skills. This will create a mental block among
the students. It means while they have a listening, a student suddenly decides that he or she
doesn't understand what is being said. At this point, many students just are caught up in an
internal dialogue trying to translate a specific word. Some students convince themselves that they
are not able to understand spoken English well and create problems for themselves. Knowing
how important listening skill is, and many students that thought how the difficult listening is, we
should find a way for better teaching in listening skill. Years by years, teacher teaches listening
skill use the same old way. Students ask to listen the dialogue played by teacher through the
cassette recording then they answer the question based on the dialogue. This situation may bore
for students and this same old way sometimes obstacle students in improving listening skill.
Considering that technology has greatly developed, the teaching media also increasing. One of

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the teaching media, which start use in many schools in Indonesia, is ICT or information and
communication technology. ICT means we helped by the technology while teaching. Teacher
explains the material by using the LCD and shows the teaching material into slide show. These
teaching media surely help many teachers, especially English teacher in delivering their material.
Moreover, English teacher could have another way and another teaching media to help them
while teaching listening skill. The students will get new ways in learning listening skill as the
teacher teaches listening skill by using ICT as the media.

Based on the situation above, the writer is inspired to write a research paper concerning

with teaching listening skill by using ICT as the media. The title in this research is “the use of

ICT (information and communication technology) as a media in teaching listening skill at the

tenth grade of SMA Negeri 7 Banjarmasin”.

1.2 Research Problems

The problems of this research are trying to find out:

1. How we conduct ICT as media while teaching listening to the tenth grade students?

2. How ICT as a media in teaching listening influence the tenth grade students’ listening?

1.3 Objectives

The objectives of this research are trying to find out:

1. The steps in conducting ICT as teaching listening media to the tenth grade students.

2. The influence of using ICT as a media in teaching listening to the achievement of tenth

grade students

1.4 Significances

 Theoretical contributions

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 1. The result of the research can give better understanding about using ICT as teaching

listening media

2. This result of the research can be used as the reference for those who want to conduct a

research in using ICT as one of the teaching listening media

 Practical contributions

3. This research can give knowledge and will be useful for the researcher or other researcher

and everyone who is going to be English teachers.

1.5 Scope and Limitation

The scope of this research is limited to :

1. The subjects of this research are the students of tenth grade at SMA Negeri 7

Banjarmasin.

2. The study focuses only on the use of ICT as media in teaching listening at the classroom.

And how ICT as media influence the students’ ability in listening.

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 CHAPTER II

REVIEW OF RELATED LITERATURES

2.1

2.2

2.3

4
 CHAPTER III

METHODOLOGY

3.1 Research Design

The researcher describes the fact systematically then the researcher will analyze the data

without any manipulation and intervention of an experiment from the researcher. It means the

researcher uses quantitative approach. The research method used by researcher is descriptive

method. According to Fraenkel and Wallen (2006:305) a descriptive research involves a

collection of technique used to specify, delineate or describe naturally occurring phenomena. It

can be said that descriptive research involves collecting data in order to test hypotheses or to

answer questions concerning the current status of the subject of the study.

3.2 Variables of the research

Fraenkel and Wallen (2006:40) state that variable is a concept – a noun that stands for

variation within a class of objects. Therefore, the variable of this research is ability in

pronouncing sh sound of Speaking I student batch 2009 of English department at Lambung

mangkurat University or we could classified into:

a) Independent variable: ICT as media in teaching listening

b) Dependent variable: tenth grade students of SMA Negeri 7 Banjarmasin

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3.3 Data Collection

The term data refers to the kinds of information researchers obtain on the subjects of

their research. Data could be anything and the device (such as questionnaire, test, etc) the

researcher uses to collect data is called an instrument (Fraenkel and Wallen, 2006:112). The data

provided by any instrument should be considered through validity and reliability. Fraenkel and

Wallen mention that a valid instrument is that it measures what it is supposed to measure and a

reliable instrument is one that gives consistent results (2006:113). This research uses

achievement test as the instrument. Achievement test or ability test is intended to measure an

individual knowledge or skill in a given area or subject. Based on the objective of this research,

the achievement test will measure the achievement of students’ listening skill after they got ICT

as media that help teacher teaches listening.

3.4 Population and Sample of the Research

Population is the group of interest to the researcher, the group to whom the researcher

would like to generalize the result of the study (Fraenkel and Wallen, 2006: 93). The population

of interest is usually a group of persons who posses certain characteristics. Therefore based on

the definition, the population of this research is the students of tenth grade at SMA Negeri 7

Banjarmasin. There are seven classes of tenth grade students :

a) X1:32 students

b) X2: 32 students

c) X3: 32 students

d) X4: 32 students

e) X5 : 32 students

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 f) X6 : 32 students

g) X akselarasi : 13 students

There are 205 students as the population of this research. The data from students are

taken by random sampling method. It takes 25 % from total number of the students or 1 class

from all classes of tenth grade students. In random sampling method, the research tries hard, in

most instances, to obtain a sample that is representative of the population of interest (Fraenkel

and Wallen, 2006: 95).

3.5 Techniques of Data Collection

The data that will be collective are quantitative data. The data are current information of

the ability in pronouncing /ᶴ/ sound of Speaking I student batch 2009 at Lambung Mangkurat

University. The data will be conducted by achievement test. Achievement test measures students

ability in pronouncing /ᶴ/ sound correct and accurately. The achievement test consists of twenty

words with /ᶴ/ sound. The words will have /ᶴ/ sound in the front of the word, in the middle of the

word and in the back of the word. The researcher will meet the student or sample personally and

ask them to do the achievement test by record every word that they have said. The researcher

will do the research alone since the researcher meet the sample personally and the research will

hold whenever the research meets the sample until the data fully collect. In this case, the data

have fully collected in three weeks

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 3.6 Method of Data Analysis

The data analyzes with descriptive analysis and the method to collecting is quantitative

data. Quantitative data are obtained when the variable being studied is measured along a scale

that indicates how much of the variable is present. Quantitative are reported in term of scores

(Fraenkel and Wallen, 2006:190).

The steps that the researcher used are:

a) Measuring the ability of Speaking I students of English Department at Lambung

Mangkurat University in pronouncing /ᶴ/ sound by conducting achievement test.

b) After the data collected, the researcher analyzes the data using quantitative data.

c) The researcher makes the score table of students using frequency distribution

According to Fraenkel and Wallen (2006:191), one of the most ways to summarizing

quantitative data is a frequency distribution. This is done by listing the scores in rank order

from high to low, with tallies to indicate the number of subjects is receiving each score (table

1). Often, the scores in distribution are grouped into intervals. This results in a grouped

frequency distribution, as shown in table 2

Table 1

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

2 5 8
S1
S2
S3
S4
S5
S6
S7
S8
S9

8
S1

0
S1

1
S1

2
S1

3
S1

4
S1

5
S1

6
S1

7
S1

8
S1

9
S2

0
S2

1
S2

2
S2

3
S2

4
S2

9
 5

After the data finished analyzing, then the researcher summarized the data by using this

frequency distribution.

Table 2

No Raw Frequency

scores
1
2
3
4
5
6
7
8
9
10

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 REFERENCES

Dauer, R.M. 1993. Accurate English. New Jersey: Prentice Hall Regents

Fraenkel, J.R. & Wallen, E.N. 2006. How to Design and Evaluate Research in Education. New

Jersey: Prentice Hall Regents

Jasman. 2006. Upgrading Pronunciation Ability Through Reading Aloud. Unpublished thesis.

Padang: Faculty of Language Literature and Art, State University of Padang

Lane, L. 1993. Focus on Pronunciation: Principles and Practice for Effective. Columbia:

Longman

Muin, F & Mariani, N. 2007. An Introduction to Linguistics. Banjarmasin: PBS FKIP UNLAM

APPENDIX I INSTRUMENT

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Instrument: achievement test
Read These Words correctly with good pronunciation
1. Show

2. Station

3. English

4. Brush

5. Shoes

6. Delicious

7. Push

8. Shall

9. Stationery

10. Wash

11. Shadow

12. Suspicion

13. Rush

14. Fashion

15. Fish

16. Ship

17. Section

18. Cash

19. Shape

20. Dish

APPENDIX II.The result of data collection

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 1 2 3 4 5 6 7 8 9 10 11 1 13 14 15 16 1 18 19 20
2 7
S1 √ √ - √ √ √ √ √ √ √ - - √ √ √ √ √ √ - -
S2 - - - √ √ √ √ √ √ √ - - √ √ - - √ √ - -
S3 √ √ √ √ √ √ √ - √ √ - √ - √ √ - - - √
S4 - √ √ √ √ √ - √ √ - √ √ - √ √ - - - -
S5 √ √ - √ √ √ √ - - √ √ √ √ - √ √ - - - √
S6 √ √ - √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
S7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
S8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
S9 √ √ √ √ - √ √ √ √ √ √ √ √ - - - - - - -
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
0
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
1
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ - √ √
2
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ - √ √ √ √ √ √
3
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4
S1 - √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
6
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
7
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ - √ √
8
S1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
9
S2 - √ - √ √ - √ √ √ √ - √ √ √ √ √ - √ √ √
0
S2 - √ - √ √ √ √ - - √ - √ √ √ - √ - - √ -
1
S2 √ √ √ √ √ √ √ √ √ - √ √ √ √ √ √ - √ √ √
2
S2 - - √ √ - √ √ - √ √ √ √ √ √ - √ √ √ - √

13
 3
S2 √ √ - √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4
S2 √ √ - √ √ √ √ √ √ √ √ √ √ √ - - √ √ √ √
5

√ = means the students pronounce the word correctly

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