TEACHERS' PROBLEM IN UTILIZING THE INSTRUCTIONAL ...

TEACHERS’ PROBLEM IN UTILIZING THE INSTRUCTIONAL

MEDIA IN TEACHING LISTENING AT SMA MUHAMMADIYAH

LIMBUNG

(A Descriptive Research)

A Thesis

Submitted as the Fulfillment to Accomplish Sarjana Degree

At Faculty of Teacher Training and Education

Makassar Muhammadiyah University

ZULFIKAR WIBISONO

10535 4745 10

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2014

v

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : ZULFIKAR WIBISONO

NIM : 10535 4745 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Teachers’ Problem in Utilizing the Instructional Media in Teaching

Listening at SMA Muhammadiyah Limbung (A Descriptive Research)

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima

sanksi apabila pernyataan saya tidak benar.

Makassar, November 2014

Yang membuat perjanjian

ZULFIKAR WIBISONO

vi

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : ZULFIKAR WIBISONO

NIM : 10535 4745 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Teachers’ Problem in Utilizing the Instructional Media in

Teaching Listening at SMA Muhammadiyah Limbung

(A Descriptive Research)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya

akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 2014

Yang membuat perjanjian

ZULFIKAR WIBISONO

Diketahui oleh:

Ketua Jurusan Bahasa Inggris

Erwin Akib, S.Pd., M.Pd

NBM: 860 934

vii

I Dedicate My Thesis Especially for My Parents, Friends and All People

Who recognize Me

- Human may propose but Allah disposes.

Manusia boleh berencana tapi Allah yang

menentukan.

- This is only a place where u stay in certain time,

then the place is gone.

Ini adalah sebuah tempat dimana kamu tinggal untuk

waktu tertentu, kemudian tempat yang kamu tinggali

itu akan pergi.

- Future is more precious and worthy than the past.

Forget the past and prepare for future.

Masa depan lebih berharga dan berfaedah

disbanding masa lalu. Lupakan masa lalu dan

bersiap untuk masa depan.

- Children are such a candle. If you light it, it can

shine your side and make you proud or conversely

it can burn up everything around you.

Anak-anak tak ubahnya seperti sebuah lilin. Jika

kamu membakarnya, maka lilin itu akan

menerangimu dan membuatmu bangga atau malah

sebaliknya membakar habis segala yang ada di

dekatmu.

viii

ABSTRACT

ZULFIKAR WIBISONO. 2014. Teachers’ Problem in Utilizing the

Instructional Media in Teaching Listening at SMA Muhammadiyah

Limbung (A Descriptive Research) supervised by Erwin Akib and Abd.

Waris Hamid. A Thesis of English Department. The Faculty of Teacher

Training and Education. Muhammadiyah University of Makassar.

The objective of the research was to find out the teachers’ problem in

utilizing the instructional media in teaching listening at SMA Muhammadiyah

Limbung.

The researcher applied a descriptive research. The population of the

research was the teachers at SMA Muhammadiyah Limbung. The researcher used

Purposive Sampling Technique. The samples consisted of 2 teachers which were

taken from the population 30 teachers. The researcher only focused on English

teacher at the school. To collect the data, the researcher used observation and

questionnaire as instrument. This intended to obtain the data about teachers’

problem in utilizing the instructional media in teaching listening at SMA

Muhammadiyah Limbung. The data obtained from observation were analyzed to

arrange the questionnaire. Then, the researcher distributed the questionnaire. The

data were analyzed into technique of percentage and made narration to present the

data.

The results of the data analysis showed that teachers’ problem in utilizing

the instructional media in teaching listening at SMA Muhammadiyah Limbung

were found in practicality category 0% answer in Strongly Agree (SA), 37.5%

answers in Agree (A), 25% answers in Undecided (UN), 37.5% answers in

Disagree (D) and 0% answer in Strongly Disagree (SD). For students

appropriateness category there were 50% responses in Strongly Agree (SA), 0%

response in Agree (A), 50% responses in Undecided (UN), 0% response in

Disagree (D), and 0% also in Strongly Disagree (SD). And for instructional

activities category there were 33.33% responses in Strongly Agree (SA), 33.33%

responses in Agree (A), 16.67% response in Undecided (UN), 16.67% response in

Disagree (D) and 0% response in Strongly Disagree (SD).

Based on the findings obtained in fact the teachers actually knew the

advantages of media utilization but they did not have enough time to prepare and

provide the media (practicality). They also experienced problem in controlling and

matching the students’ character and learning condition with the media (students

appropriateness). The last, in fact the teacher also had problem with matching

material and goal of activities with the media (instructional activities). Having

analyzed the data, it can be concluded that the teacher had problems in utilizing

the instructional media in teaching listening at SMA Muhammadiyah Limbung

and the teachers’ problems were in practicality, student appropriateness and

instructional activities.

ix

ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillahi Robbil Alamin. The researcher expresses his highest gratitude

to the almighty Allah SWT, who has given the guidance, blessing, and mercy to him

in completing this thesis. Salam and Shalawat are addressed to the final, chosen,

religious messenger, the prophet Muhammad S.A.W.

Further, the researcher also expresses sincerely deepest gratitude to his

beloved parents (Karmino and Jumiati) and his beloved brother and twin sisters (Eko

fitrianto,ST. Nadhifa Risfa Izzati and Nabiyla Rizfa Izzati ) for their prayer,

financial, motivation and sacrificed for his success, and their love sincerely and

purely without time.

The researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidance, assistance,

and advice for the completion of this thesis. Therefore he would like to give

acknowledgments for them:

a. Dr. Irwan Akib, M.Pd, the Rector of Muhammadiyah University of

Makassar for his advices during his study at the university.

b. Dr. Andi Syukri Syamsuri, M.Hum, the Dean of FKIP UNISMUH

Makassar for all advices and motivation.

x

c. Erwin Akib, S.Pd, M.Pd, the head of English education department of

FKIP UNISMUH Makassar, who gave him valuable authorities and

suggestion in doing this thesis.

d. His greatest thanks are due to her first consultant Erwin Akib, S.Pd,

M.Pd. as the first consultant and Drs. Abd. Waris Hamid, M.Hum as the

second consultant who have given their valuable time and patience, to

support assistance and guidance to finish this thesis.

e. Head of Library, Muhammadiyah University of Makassar, and all the

lecturers.

f. Dra. H. Rosmah as the head master of SMA Muhammadiyah Limbung

and Nursyamsi, S.Pd and Nur Andriani, S.Pd. as the English teachers,

who sacrificed their time and activities for being the subject of this

research.

g. Specially for his best friends in EDSA (Abraham, Saddang Husain and

Dirga Rinaldi) and all of the class H (Huddle) community whose names

could not be mentioned one by one, for their friendship, togetherness, and

support.

Finally, by saying Alhamdulillahi Robbil Alamin, the researcher

could finish his research successfully according to the target of time and also

the target of the research. Hopefully, there is nothing left or forgotten

anymore to do. Amen.

Researcher

ZULFIKAR WIBISONO

1

CHAPTER I

INTRODUCTION

A. Background

In Indonesia, English has been taught as TEFL (Teaching English as

Foreign Language) from young to adult learners. Nowadays, English has been a

crucial subject which is claimed as a primary need for everyone especially for

students in the education atmosphere. The students who are not able to speak or at

least to memorize many words in English will be evaluated as the poor students

besides mastering the math. As the result, many learning clubs or courses take a

part by this case as the solution giver. The students feel that they need the

additional learning because they meet difficulties and tend to be desperate in the

class. They assume English as a hypocritical lesson that it will be different in

speaking and writing. Moreover, the English teacher’s performance is not

interesting and also the learning condition is awkward for the students that will

support the students in total desperateness.

Teachers as a facilitator that convey the information to the students are

expected to be able to conduct their class well in order to make students

comprehend about the materials given. It is dealing with the quality of the teacher

itself in teaching and conducting the class and of course everything happening in

the class is led by the teacher as an actor. Students are the subjects of teaching

activities, but the key factor of teaching effects is teacher, because education

quality is influenced by teaching effect (Lin, 2010:167).

2

In relation to the statement above, teacher absolutely has a main role to

make the learning process to be attractive and give the effective instruction to the

students in the class. To deal with those circumstances in order to make the

learning process to be attractive and give the effective instruction to the students,

utilizing media is one of the key principles in creating the effective instruction

(Reiser and Dick, 1996:2).

According to Ruis, et al. (2009:3), the utilization of media in giving the

instruction actually has also been known by the teacher as the good tools in

delivering the subject. The benefits are (1) solving lack of experiences problem

for students, (2) reaching everything out of the class, (3) creating direct interaction

between the students and environment (4) integrating experience from the

concrete to the abstract information.

Although the utilization of media in teaching English has been a very

needed and crucial item in the class towards the students’ achievement and every

teacher has known the advantages, but unfortunately it is still often found that the

teachers is coming in the class, conducting their class perfunctorily. In real

practice, English teacher only use traditional instructional media to transfer

materials to the students. They seldom utilize the appropriate instructional media

which benefit for students’ comprehension (Aini, 2013:3).

It is also based on my previous observation at SMA Muhammadiyah

Limbung undergoing the PPL and P2K program. The teachers sometimes looked

hopeless in conducting their classes. As a result, students are not interesting in

learning. Moreover, as facing such listening task or listening question whether by

3

cassette in tape recorder or video player, the students feel hopeless in answering

the question because of difficulty in interpreting the information. Furthermore,

they have to face such question in national examination. In spite of that, we

should not draw a conclusion that the teachers are low at teaching skill, because

many challenges that teachers must have confronted with the class.

As found in another research field namely in the use of technology as

media that teachers and students faced several challenges such as teachers having

limited skill on use of some instructional technologies, inadequate instructional

technologies, inadequate funds and lack of support from the school’s

administration whereas students revealed among others lack of accessibility and

overcrowded classrooms which need resolutions (Alice, 2012:78).

Furthermore, Mutohhar (2009:3) found that the reason of lack

instructional media utilization by the teacher is difficulty in getting good

instructional media. Moreover, those high quality instructional media as the

teachers admit are not cost-friendly. However, it has been a dilemma for the

teachers to conduct their class.

Based on that situation, the researcher is motivated to conduct a

descriptive research entitled “teachers’ problem in utilizing the instructional

media in teaching English”. This research will limit the problem faced by the

teacher in utilizing the media for listening materials.

4

B. Research Question

Based on the background, the research question of this research is

formulated as follows: “What is the teachers’ problem in utilizing the instructional

media in teaching Listening at SMA Muhammadiyah Limbung?”

C. Objective of the Research

The objective of the research is “to find out the teachers’ problem in

utilizing the instructional media in teaching Listening at SMA Muhammadiyah

Limbung”.

D. Significance of the Research

The result of this research will be expected to be useful information for

many people in learning process, such as:

1. For the teachers, this research is expected to add information and able

to draw a lesson about problems that might be experienced with the

teachers outside, then in order to find way out to solve the same

problem.

2. For the students and the learners, this research is expected to increase

the students’ achievement in learning English and they are able to study

more effectively in the class.

3. For the next research, this research is expected to give information or

such contribution regarding this research material for the further

research especially in descriptive research.

5

E. Scope of the Research

The scope of this research will be limited to the teachers of English in

teaching English at the school. A number of English teachers are two as

respondents. The object is limited to teachers’ problem in utilizing media for

teaching listening materials.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses about previous of related research

finding, instructional media, listening materials and conceptual framework.

A. Previous of Related Reseach Finding

Several studies have been conducted to analyze the use of media and

discover the problems or challenges experienced by the teachers in setting a class.

Those studies applied certain technique in formulating the teachers’ problems.

1. Dijkstra (2000) in his journal, entitled “Epistemology, Psychology of

learning and Instructional Design” stated that the selection of a specific

medium can be a difficult task for instructional designers and teachers.

That is because only a few rules are known about what the most adequate

medium (media) will be in the circumstances given.

2. Hasan (2001) in his dissertation, entitled “Instructional Design and Media

Selection” found that the role of media in representing the realities and its

conceptions should be embedded in an instructional design theory. The

theory provides the body of knowledge for the design and development of

the instructional communication with the students including the use of

media.

3. Naz and Akbar (2008) in their journal entitled “Use of Media for Effective

Instruction its Importance” defined that media are the means for

transmitting or delivering messages and in teaching-learning perspective

7

delivering content to the learners, to achieve effective instruction.

Instructional Technology or media for learning-teaching process provide

with the tools to engage learners powerfully in the learning process. It

greatly enhances the effectiveness of communication.

4. Mutohhar (2009) in his journal, entitled “Teaching English for Young

Learners (TEYL)” revealed that the reason of lack instructional media

utilization by the teacher is difficulty in getting good instructional media.

Moreover, those high quality instructional media as the teachers admit are

not cost-friendly.

5. Alice (2012) in his journal, entitled “Challenges Facing Teachers and

Students in the Use of Instructional Technologies: A Case of Selected

Secondary Schools in Kisii County, Kenya” found in another research

field namely in the use of technology as media that teachers and students

faced several challenges such as teachers having limited skill on use of

some instructional technologies, inadequate instructional technologies,

inadequate funds and lack of support from the school’s administration

whereas students revealed among others lack of accessibility and

overcrowded classrooms which need resolutions.

Based on several findings in journal above, the researcher concludes that

the problems in utilizing the instructional media have been a phenomenon which

still exists and it deserves to be discussed in a study. Although the instructional

media are considered as the effective or good manner in teaching English, but it

8

still contains a million challenges behind, so that our educators, in this case the

teacher, are found awkward and even lost direction to teach.

B. Some Pertinent Ideas

1. Definition of Instructional Media

According to Seth (2009:12), the instructional media refer to devices and

materials employed in teaching and learning. It includes hardware like

blackboards, radio, television, tape recorders, video tapes and recorders and

projectors; and, software like transparencies, films, slides, teacher-made diagrams,

real objects, cartoons, models, maps and photographs. Whereas, in another journal

is stated that instructional media encompass all the materials and physical means

an instructor might use to implement instruction and facilitate students'

achievement of instructional objectives. This may include traditional materials

such as chalkboards, handouts, charts, slides, overheads, real objects, and

videotape or film, as well newer materials and methods such as computers, DVDs,

CD-ROMs, the Internet, and interactive video conferencing.

In general term, media means for television, radio and newspapers

considered as a whole and as ways of entertaining of spreading news or

information to a large number of people. In a language teaching, teaching

materials which involves the use of different kinds of media such as visual and

printed media are sometimes known as multimedia or mixed media. There are

various kinds of media, but visual aids are the appropriate media for learners,

particularly young learners. The visual aids which are commonly used for

9

teaching English are pictures, really or real objects, drawings or teacher-made

drawings charts, posters, cartoons, and flash cards. Media is anything used to send

message(s) from the sender(s) to the receiver(s), so it can be aroused the learners’

thought, feeling, and interest to gear the students’ learn (Ruis, et al; 2009:2-3).

Whatever the definition of the instructional media, the researcher

concludes that they must have been such collection of materials or tools and

equipment that can be used effectively for transferring, conveying and learning

information.

2. Kinds of Instructional Media

According to Ruis (2009:4), there are some instructional media can be

effectively used by teachers in the classroom. Those media are as follows:

a. The Students Themselves

The students are the most useful resources in the classroom. Exactly it

is supported by the teachers’ role in the class in managing them.

b. Realia or real objects.

Realia means real things, objects such as coins, tools, plants, animals,

or collection of artifacts that teachers can bring into the class room to

illustrate the meaning of the teaching material to be more clearly,

meaningful and memorable.

10

c. Drawing or Teacher Mode Drawings

This media can be constructed and supported the topic which is being

taught. The teacher can prepare it at home and apply it easily in the class to

achieve the goals of the teaching and learning process.

d. Chart, Poster and Cartoon

Chart is a drawing which shows information in the form of a diagram,

a map of the sea, or the sky, etc. These are probably much more available

and used and could be easily made by teachers. Things to consider in using

charts include:

1. The chart should be simple, accurate and attractive.

2. Consider whether chart is needed and would do better than other

resources.

3. The type of data and the number of learners to benefit from the charts

should be considered.

Poster is a large printed picture or notice in a public place, often used

to advertise something. Cartoon is a funny drawing especially one in a

newspaper or a magazine that makes a joke about current events. All the

above media can be used in four language skills; listening, writing,

reading, and writing in teaching and learning process.

e. Audio Media

As well as the board, Ruis claims that the tape recorder has come to be

valuable media to the language learners and teachers. Cassettes are much

easier to use for many listening activities. You can take recording of the

11

radio to provide authentic materials for listening practices, or you can

make your own materials using a recorder.

f. Course book

Course book is a form of print media. It contains material or verbal

information through print. It can also be used as basic instructional guide

by the teacher.

g. Over Head Projector (OHP)

Over Head Projector (OHP) is very useful for large classes. Teachers

can face the class freely. Teaching by using an OHP is less messy than

using chalk. Material can be prepared before the hand on the transparency.

Presenting material on the OHP allows you to face the learners all the time

and provides the learners with a common focus of attention.

h. LCD Projector

LCD stands for Liquid Crystal Display. It is similar with an OHP. It

must be connected to the computer to display teaching materials to

learners. And nowadays LCDs are more popular than OHPs for

presentation or for teaching because they are more practice and efficient.

Whereas according to seth (2009:15-21), following are some types of

instructional media:

a. Real Object, Simulation and Models

This category includes people, events, objects and demonstration. Real

objects as contrasted with other media are not substituted by the artificial

12

objects or events. They are, in fact, life, often in its natural setting. There

are countless real objects in the immediate community. As long as they are

readily and economically available, use them. Simulation is the replication

of real situation which has been designed to be as near actual events or

process as possible. A model is a replica or reality. It is often in scale and

may be in miniature, exact side or an enlargement.

b. Still Pictures

This media can be shown into the real objects or the events of outside

the class. A still picture is a record or a copy of a real object or event

which may be longer or smaller than the real object or events, for

examples: photograph, bulletin board material, brochure, etc.

c. Boards

Boards refer to chalkboard/ blackboard, whiteboard and interactive

whiteboard (IWB). Like pictures, boards also are used for several

purposes. Teachers can use boards as (1) notepad, (2) explanation aid, (3)

picture frame, (4) public workbook, (5) game board, and (6) notice board.

d. The Language Laboratory

This medium allows tape recordings to be used so that a student may

imitate what he or she hears, listens to a playback of his voice and enters

upon a two-way discussion with the tutor. Under the language laboratory,

practicing learning and pronunciation is stressed. It should be stressed here

that audio and visual resources should not be overused because the lack of

13

visual stimuli can be boring. It is recommended to bring the media out

only when the teacher is ready to use and must be put away not in use. The

teacher should stand at one side and use a pointer so as not to block or

distract the attention of the learners.

e. Computer-Based Presentation Technology

This instructional media has two vital components. They are hardware

and software. The hardware needed for this instructional media are

computer and LCD projector. This instructional media combine both audio

and visual material. By using computer-based presentation technology or

so called multimedia, presentation enables the teacher to convey much

larger information to the students.

3. Why Use the Instructional Media?

Figure 2.1 Dale’s “Cone of Experience” (1969) in Instruction at FSU Handbook

(2011:104)

The figure above shows how the expert named Edgar Dale organized the

learning experiences according to the degree of concreteness each possesses.

There are three experiences towards actually the purposes in using the media.

14

They are to transfer information, to practice intellectual and cognitive skill and to

practice motor skills and attitudes. The higher the cone, the more abstract the

media used will be. Abstract here means that the receiver of the stimuli will accept

it only in visual not by acting directly. The media used for experiences depends on

the purpose of the instructor or the teacher.

A good media is like a window. It should not be called attention to itself.

It should just have been let in the light. In general, teacher should use the media in

his or her best judgment. It can be facilitated learning or increasing the

understanding of materials. However, that should have many challenges or

problems in utilizing it. Even though, that is hard sometimes in utilizing it, the

teachers are expected to use it because:

1. Instructional media can be solved the lack of the learners’ experiences.

Learners have different background such as family life, society, social

economic, etc. Learners who live at different areas will have different

experiences, because they have different environment, society, social

economic, etc.

2. Instructional media can be reached everything out of the class. There

are so many things around the learners that cannot be reached by them,

such as: bacteria, virus, etc. To know and see those tiny things, we must

use a microscope as a media. We use a picture to present things which

cannot be brought into the classroom such as: markets, stations,

harbors.

15

3. Instructional media are created the possible direct interaction between

the learners and their environment.

4. Media are produced some observation. The learners’ observation can be

directed into the important things based on the teachers’ aims.

5. Media can be kept the basic, concrete and real concepts of the teaching.

6. The learners’ motivation is aroused by using media in learning.

7. Media are integrated the experience from the concrete things to the

abstract ones.

8. To increase the learners’ motivation.

9. To avoid the learners bored.

10. To make the learners easy to understand the instructional material.

11. To make the teaching learning process more systematic.

Besides, in organizing the instructional media it also has some factors which

can be a problem. At least there are three factors affecting in concerning about

media. Those are: practicality (availability, cost efficiency, time efficiency),

students appropriateness (students’ characteristic, learning condition),

instructional activities (appropriateness of material to instructional goals and

activities)( Ruis, et al; 2009:3-11).

C. Teaching Listening

In term of English, there are four basic things as skills. Those are

listening skill, speaking skill, reading skill and writing skill. But among them,

listening skill become the most important skill towards the real life and moreover,

listening accounts for 40-50% of communicating, with speaking at 25-30%,

16

reading at 11-16%, and writing at 9%. Listening is also as receptive skill in

learning English. It involves students in capturing and understanding the input of

English as reading does (Chang, 2012:2)

In the other hand, Pollard (2008:39) states that listening is more difficult

than reading, because students often recognize the written word more easily than

they recognize the spoken word. Furthermore, when reading, students can go back

and re-read a phrase, whereas with listening they only get one chance. With

reading, it is the reader who sets the pace, whereas with listening it is the speaker

or recording that sets the pace. Therefore, it is important for the teachers to

comprehend and try to help the students in English listening. They should give the

students the time to practice their skill in listening by using the effective

instruction and media. They should help them by using variety of method to make

them practice rather than to test their ability only.

Moreover, considering the benefit of media for learning teaching process

and the difficulty of students in listening practice, teacher is expected very much

to employ the media as authentic materials. It provides more examples for English

teachers to take for reference: TV commercials, quiz shows, cartoons, news clips,

comedy shows, movies, soap operas, professionally audio-taped short stories and

novels, radio ads, songs, documentaries, and sales pitches (Chang, 2012:7).

According to Macháčková (2009:9-10), besides teacher should

comprehend the purpose of listening for students, teachers should prepare their

students for these situations:

17

1. Attending a lesson or a lecture. The aim of this activity is to understand

the main concept and to be able to distinguish the main information.

2. Listening to announcements, news and weather forecast. In this

situation listener’s objective is to get relevant information.

3. Listening to live situation in which one takes no part. This type of

situation is usually connected with eavesdropping. The person listening

to the conversation is usually unaware of the context so that he or she

cannot interfere into the conversation.

4. Listening to or watching plays, watching TV or listening to a radio for

pleasure. The aim of this activity is to entertain oneself.

5. Listening to someone giving a speech. The listener is often interested in

views and attitudes of the speaker.

6. Following the instructions. The listener’s objective is to accomplish the

task successfully.

1. The Process of Listening

According to Macháčková (2009:10-11), when listening to somebody or

something we use different strategies in order to understand the message and that

is why it is so important for teachers to help their students to learn how to listen.

There are two main views of listening bottom-up process and top-down listening

process.

a. Bottom-up Listening Process

According to Dijkstra (2000: 230), this type of process is linear as the

meaning which is gained at the end of the process. We use our knowledge of

18

the language and our ability to process acoustic signals to make sense of the

sounds that speech presents to us. In other words we create the message

from the individual parts from sounds to words to grammatical units to

lexical meaning. And at the same time with this process we use any clues

that can help us with the meaning. Hedge claims that there are several clues

such as the stress implied on certain meaningful units, relationship between

stressed and unstressed syllables; we also use our lexical and syntactic

knowledge to get the meaning of the words.

b. Top Down Process

Previous background knowledge of the topic of the conversation help

the listener to explain and interpret what the speaker is talking about and

this prior knowledge enable him or her to predict what may come next. The

prior knowledge was also termed as schematic knowledge. The top down

process also allows the listener to avoid some aspects of the bottom-up

process. The listener must put the language in a context of situation to get

the meaning. Native speakers usually use their background and cultural

knowledge and their previous knowledge for listening situations as they

expect that certain situations are connected with typical features and

language. These above mentioned facts make the listening comprehension

easier as they help them to interpret what is being spoken about and what

will probably follow. It is teacher’s responsibility to teach their students to

pay attention to what they hear, to get the main idea and interpret it and

subsequently respond to the information (Macháčková, 2009:11).

19

2. Listening in Psychological

Cahyono and Widiati (2009:196-197) states that to have a better

understanding of listening, we consider that it is important to examine the

listening process from the psychological theory. Various listening inputs from

outside world that go through the human ears will be caught by the sensory

memory. This information is given attention and sent to short-term memory or the

working memory. The information in the short-term memory will be forgotten if it

is not rehearsed. Through rehearsal that can be done either through elaborative

practice or memorization, information can be sent through long-term memory in

order to be retained longer. The information-processing model of memory as

explained by Brown is called the Three-Box Model of Memory. This model of

memory is shown in figure 2.2

Figure 2.2 Three-Box Model of Memory (Brown in Cahyono and Widiati,2009:197)

The Figure 2.2 shows the listening process comes through five stages: they

are sensory memory, attention, short-term (working) memory, rehearsal, and long-

term memory.

20

According to Cahyono and Widiati (2009:197), listening process happens

through the stages of information registration, pattern recognition, information

registration, rehearsal, and information preservation. The two models of listening

process suggest the importance of attention (pattern recognition) and rehearsal

(repetition). This means indirectly that in the teaching of listening, students need

to be involved in the listening activities that require their undivided attention.

Listening is not a one-way street. It is not merely the process of a

unidirectional receiving of audible symbols. One facet-the first step-of listening

comprehension is the psychomotor process of receiving sound waves through the

ear and transmitting nerve impulse to the brain (Brown, 2001:249).

Moreover, opportunities should be given to students to listen to the listening

materials repeatedly so that they could recognize both the sounds of the spoken

English and the message conveyed in the listening materials given by the teacher.

Systematically presenting (1) listening for main ideas, (2) listening for details, and

(3) listening and making inferences helps students develop a sense of why they

listen and which skill to use to listen better. Teachers can build skills by asking

students to focus on their reason for listening each time they listen. This is a form

of strategy training (Steven, 2006:6).

3. Activities and Media Used by Experts in Teaching Listening

According to Cahyono and Widiati (2009:203-206), there are some

activities and media used by experts in listening practice as follows:

21

a. Talk Show

The use of talk show, one like Ophrah Winfrey’s show can be a media

for listening-speaking activity. In order to have a talk show, some steps

should be followed. First, the teacher needs to explain about how the talk

show will be conducted. Then, the teacher and the students will have a

brainstorming activity to get interesting topics. Topics favored by the

majority of the students should be chosen. Following topic selection, the

class is divided into parties for the pro, the con, and the neutral positions,

each of which has representatives. Before the show begins, the students

need to be reminded that they can ask questions or interrupt explanation at

the Question and Answer session following the show. The talk show can be

used to provide an integration of listening and speaking activities in the

classroom and train the students to interact socially in English.

b. Phases

Some fun ways of teaching listening skills can be applied for adult

kinesthetic learners, or learners who learn better through physical

movements. The listening activities were set up in three phases: pre-

listening, while-listening, and post-listening. The pre-listening phase aims to

introduce the listening materials and this is conducted by discussing difficult

words. The while-listening phase is to provide students with listening

through various activities. These activities include checking prediction,

guessing meaning, filling out forms, making lists, writing down examples,

using concept maps, and working on with photographs. The post listening

22

phase helps students internalize what they have listened to. The activities

include writing a letter, responding to a movie that the students have seen,

and having discussion. All the activities in the three phases were performed

with physical movements. The importance of making the students involved

actively in listening activities through receiving, constructing, and

responding to the listening materials completely is better rather than just

trying to listen to what the speakers in the material are talking about.

c. Songs, Podcast and Multimedia

A popular song often becomes a material in listening class. The

activities can be divided into three phases. In the pre-listening phase, the

teacher explained to the students the concept of if clause and gave examples

to activate the students grammatical knowledge about the clause. The

students were then divided into two big groups to perform a game in the use

of the clause. In the while-listening phase, the song was played and the

students were asked to complete some deleted words in the text distributed

to them. In the post-listening phase, the students were asked to express their

wishes dealing with situations in their life that they want to change. The last

activity the students did was to have small group discussions to talk about

their hope in future life. It can also be modified by practicing a song sung by

world-class singer as a material that students can listen to not only in their

MP3, CDs, or laptops, but also in their English classrooms.

In other cases, multimedia can enhance the development of the

students listening skills. It becomes the combination of text, sound and

23

Classroom Observation Process

Process

Questionnaire Distribution

video in the multimedia support the students attempt in comprehending

listening materials. The students in a research agreed that the use of

multimedia is effective in two ways: the First, they were able to grasp the

information faster and the second; they felt more confident in dealing with

the lesson as they do not only depend on their listening comprehension but

also their viewing comprehension.

D. Conceptual Framework

The conceptual framework of the research is described as follows:

figure 2.3 Conceptual Framework

Listening Skill

Teachers’ Problem in Utilizing

the Instructional Media

Classified into:

1. Practicality

2. Students Appropriateness

3. Instructional Activities

Instructional Media Utilization

(Audio, Podcast, Multimedia)

24

Based on the figure 2.3 above, the research focuses on listening skill in

which the researcher conducts the classroom observation in order to see the media

utilization. Then, the researcher distributes the questionnaire to the teacher in

order to find the teachers’ problem in utilizing the instructional media.

Afterwards, the researcher divides the problem into some classifications:

practicality, students appropriateness and instructional activities.

25

CHAPTER III

RESEARCH METHOD

This chapter consists of research design, population and sample, instrument

of research, procedure of data collection, and technique of data analysis.

A. Research Design

This research employed descriptive qualitative design. It described about the

teachers’ problem in utilizing the instructional media in teaching English

especially in teaching listening materials in which employed both observation and

questionnaire.

B. Population and Sample

Population of teachers at SMA Muhammadiyah Limbung consisted of thirty

teachers. In determining the sample of the research, the researcher used purposive

sampling technique which was limited to the English teachers only in order to

focus on English subject. The English teachers consisted of two teachers. So, in

this case the subjects of the research were two respondents which consisted of two

females. Both of them were fixed teachers at the school and there were nine

classes available at the school. One teacher taught in class X which consisted of

three classes and two classes in XI IPS, whereas the other taught one class for XI

IPA and three classes for class XII. To ease the researcher in coding the teachers,

so the teacher who taught in class X and XI IPS was as Teacher 1 (T1), whereas

the teacher who taught in class XI IPA and XII was as Teacher 2 (T2). The

26

researcher believed that both respondents were able to give information or data in

relation to the research problem based on the research design.

C. Instrument of Research

In collecting data the reseacher used two kinds of instruments as follows:

1. Observation

The observation is as non-participant observation. Non-participant

observation is where the researcher acts as complete observer who does not

participate in classroom activities (Aini, 2013:42). The researcher observed and

made field notes regarding what the teachers’ problems in utilizing the

instructional media that appeared in the classroom. The reseacher used

classroom observation in order to see directly and comprehended the media

utilization as the teacher teaching.

2. Questionnaire

The questionnaire was distributed after doing observation. The

questionnaires were distributed to the teachers to in order to identify the

problems faced by the tachers in utilizing the instructional media. There were

twelve items that the teachers had to answer which consisted of six positive

statement and six negative statement. The questionnaire items concerned about

media utilization such as the practicality (availability, cost efficiency, time

efficiency), students appropriateness (students’ characteristic, learning

condition), instructional activity (appropriate material, goal of the activites).

Addresses were not required on the questionnaire in order to encourage the

respondents to give sincere answers. However, they were asked to give

27

personal information only such as: age, sex and occupation. When the

respondents received the questionnaire in form, they were free to complete the

questionnaire in their own time-table. Unlike the other reasearch methods, the

respondents were not interrupted by the research instrument.

D. Procedure of Data Collection

The acquired data were collected qualitatively as well in the form of

narrative presentations. The benefits of the qualitative approach are that the

information is richer and has a deeper insight into the phenomenon under study.

There were some procedures that the researcher did.

The first step was the researcher collected the data from classroom

observation. The researcher came into the class while the teacher began the

subject and began to observe the teacher. The observation was in form and

checklist in order to facilitate the researcher in observing the teacher. There were

provided several statements regarding the teacher behaviour and the instructional

media itself. So when the teacher behaved suitable with any statement, the

reseacher checked the statement and also with additional description provided.

The observation was applied once for each teacher in different class. The first

observation was for T1, then T2 was observed after that where the observed class

was chosen randomly as teachers’ agreement because the research only focused

on the problems experienced by the teacher and the more problems appeared, the

better it would be. Although the teacher was observed in two different classes, it

kept in line with the subject taught namely only in teaching listening materials.

28

The second is the researcher collected the data by giving questionnaire. The

questionnaire was distributed to the teachers to obtain the data about their

problems in utilizing the instructional media. The questionnaire with positive and

negative statements were responded by the teachers whether Strongly Agree (SA),

Agree (A), Undecided (UN), Disagree (D), and Strongly Disagree (SD) as

follows:

Table 3.1 Likert Scale

Items SA A UN D SD

Positive Statements 5 4 3 2 1

Negative Statements 1 2 3 4 5

(Azwar, 1995:140)

After collecting the data, the researcher analyzed the data by three

classification, those were practicality, students appropriateness and instructional

activities. Then, the researcher compared the data from sources and find out the

relationship of the data with research field.

E. Technique of Data Analysis

In analyzing the data, the researcher used qualitative method. The data from

classroom observation and quetionnaire produced the different kinds of data. The

data from classroom observation was as evaluation for further instrument. The

data from questionnaire was to find out the common answer from respondents

then to create the classification. Then, the data showed as it is and it was able to

conclude by depending on the result.

29

1. The first, the researcher with the result of classroom observation analyzed

the data in order to make questionnaire.

2. The second, the teacher with questionnaire responded a sequence of

statement in likert scale by indicating whether Strongly Agree (SA) which

has 5 score on positive statements and 1 on negative statement, Agree (A)

for 4 score on positive statements and 2 on negative statements, Undecided

(UN) for 3 score on positive statements and 3 score on negative statements,

Disagree (D) for 2 on positive statements and 4 on negative statements, or

Strongly Disagree (SD) for 1 score on positive and 5 on negative statements.

Every response in related with a point score and individuals’ score was

detemined by summing with a point score for each statement. The point

score was assigned to respond the positive statements and negative

statements.

3. To analyze rate percentage of teachers’ problem in utilizing the instructional

media at SMA Muhammadiyah Limbung, the following formula was used:

P =

100

Where:

P = percentage

F = frequency

n = total sample

(Sudjana and Ibrahim, 2001:129)

30

3. Calculating the mean score of the responses

N

Xx

Where;

X = the mean sore

x = the sum of score

N = the number of subject (Gay, 1981: 298)

4. Conclusion by describing about teachers’ problem in utilizing the

instructional media at SMA Muhammadiyah Limbung.

5. Exploration in order to make narration and present the data qualitatively

about teachers’ problem in utilizing the instructional media in teaching

English at SMA Muhammadiyah Limbung.

31

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with the findings of the research and its discussion of

the result of the data analysis.

A. Findings

The findings of the research present the teachers’ problem and discussion

section in which concerns about description and explanation of the finding. To

find out the teachers’ problem in utilizing the instructional media in teaching

listening at SMA Muhammadiyah Limbung, the researcher analyzed the data by

observation and questionnaire.

1. The Data through Observation

Based on the data analysis, it was found that from nine types of

instructional media provided, there were only two instructional media

which were used both of the teachers in teaching listening material. Those

were students themselves and board. Those media were used in one time

or only one media entire the learning teaching process. Those media were

used in various purposes. To begin the material the teachers used the board

to explain the material to the students. After explaining the material, the

first observed teacher (T1) used students themselves media to give the

exercises. One of reliable students was selected to read the text in

dialogue, whereas the others wrote what the speaker said in their exercise

book. After that, the teacher made a correction of wrong and difficult

32

words to be listened. Being different from the first observed teacher (T1),

the second teacher (T2) only used board as media all the time. From

beginning after explaining the material, the teacher used board to give the

students exercises. The teacher wrote some blank sentences in the

dialogues on the board then the students answered the task in turn. Even,

the teachers came late to the class and were not prepared in conveying the

materials. (See Appendix A and B)

2. The Data through Questionnaire

In analyzing the data through questionnaire, the researcher divides

the teachers’ problem in utilizing the instructional media in teaching

listening into three categories.

a) Practicality

The first category is about the practicality. Below is the table which

explains about the result of questionnaire which was answered by the

samples.

Table 4.1 Practicality Statements

No. Statements SA A UN D SD

1 Utilization of media resources is

time consuming

0 1 0 1 0

2 Teachers are overloaded with a lot

of work

0 2 0 0 0

3 Teachers know how to make and

operate the media resources

0 0 2 0 0

4 School provides appropriate media 0 0 0 2 0

33

The table 4.1 above shows that there are four statements included in

practicality item. For the first statement “Utilization of media resources is

time consuming”, there was no teacher answered strongly agree,

undecided and strongly disagree but there was one (50%) teacher answered

agree and one (50%) teacher answered disagree. For the second statement

“Teachers are overloaded with a lot of work”, there were two (100%)

teachers answered agree but no teacher answered strongly agree,

undecided, disagree and strongly disagree. For the third statement

“Teachers know how to make and operate the media resources”, there

were two (100%) teachers answered undecided and no teacher answered

strongly agree, agree, disagree and strongly disagree. For the fourth

statement “School provides appropriate media”, there were two (100%)

teachers answered disagree but there was no teacher answered strongly

agree, agree, undecided, and strongly disagree.

b) Students Appropriateness

The second category is about the students appropriateness. Below is

the table which explains about the result of questionnaire which was

answered by the samples.

34

Table 4.2 Students Appropriateness


1 Students are interested in learning

when teacher uses the media to

teach

2 0 0 0 0

2 Teachers are not able to control

students’ differences while utilizing

the media

0 0 2 0 0

3 Students are uncooperative and do

not want to participate in getting

the resources

1 0 1 0 0

The table 4.2 above shows that there are three statements included in

students appropriateness item. For the first statement “Students are

interested in learning when teacher uses the media to teach”, there were

two (100%) teachers answered strongly agree and no teacher answered

agree, undecided, disagree, and strongly disagree. For the second

statement “Teachers are not able to control students’ differences while

utilizing the media”, there were two (100%) teachers answered undecided

and no teacher answered strongly agree, agree, disagree and strongly

disagree. For the third statement “Students are uncooperative and do not

want to participate in getting the resources”, there was one (50%) teacher

answered strongly agree and one (50%) teacher answered undecided but

no teacher answered agree, disagree and strongly disagree.

35

c) Instructional Activities

The third category is about instructional activities. Below is the table

which explains about the result of questionnaire which was answered by

the samples.

Table 4.3 Instructional Activities


1 By using media, learning activity is

more creative and appropriate to

the instructional goal

1 1 0 0 0

2 Environmental interferences are

such as noise

0 1 0 1 0

3 Forms of media resources are

appropriate with the material

1 0 1 0 0

The table 4.3 above shows that there are three statements included in

instructional activities item. For the first statement “By using media,

learning activity is more creative and appropriate to the instructional goal”,

there was one (50%) teacher answered strongly agree and one (50%)

teacher answered agree but no teacher answered undecided, disagree and

strongly disagree. The second statement “Environmental interferences are

such as noise”, there was one (50%) teacher answered agree and one

(50%) teacher answered disagree but no teacher answered strongly agree,

undecided and strongly disagree. The third statement “Forms of media

resources are appropriate with the material”, there was one (50%) teacher

36

answered strongly agree and one (50%) teacher answered undecided but

no teacher answered agree, disagree and strongly disagree.

Based on the data analysis, it was found 5 answers in Strongly Agree

(SA), 5 answers in Agree (A), 6 answers in Undecided (UN), 4 answers in

Disagree (D) and 0 answer in Strongly Disagree (SD). (See Appendix E)

Based on the acquired data, it was found the total scores of each

response as being shown in the following table.

Table 4.4 The Total Score

Statements

Responses

Strongly

Agree

(SA)

Agree

(A)

Undecided

(UN)

Disagree

(D)

Strongly

Disagree

(SD)

Positive

statements

20

4

9

4

0

Negative

statements

1

8

9

8

0

The table 4.4 above shows that in positive statements 20 scores Strongly

Agree, 4 scores Agree, 9 scores Undecided, 4 Disagree and 0 Strongly Disagree.

Besides, in negative statements there are 1 Strongly Agree, 8 Agree, 9 Undecided, 4

Disagree and 0 Strongly Disagree. (See Appendix F)

Besides the total scores shown above, it was also found the mean scores of

each response which is shown in the following table.

37

Table 4.5 The Mean Scores

Statements

Responses

Strongly

Agree

(SA)

Agree

(A)

Undecided

(UN)

Disagree

(D)

Strongly

Disagree

(SD)

Positive

statements

4

0.8

1.8

0.8

0

Negative

statements

0.2

1.6

1.8

1.6

0

The table 4.5 above shows that in positive statement there are 4 Strongly

Agree, 0.8 Agree, 1.8 Undecided, 0.8 Disagree and 0 Strongly Disagree, whereas

in negative statements there are 0.2 Strongly Agree, 1.6 Agree, 1.8 Undecided, 1.6

Disagree and 0 Strongly Agree. (See appendix G)

Finally, it was also found the percentage of response which is shown in the

following table.

Table 4.6 The Percentage of Response

Statements

Responses

Strongly

Agree

(SA)

Agree

(A)

Undecided

(UN)

Disagree

(D)

Strongly

Disagree

(SD)

Total

Positive

statements

54.05%

10.81%

24.33%

10.81%

0%

100%

Negative

statements

3.85%

30.77%

34.61%

30.77%

0%

100%

The table 4.6 above shows that in positive statements there were 50.05%

teachers chose Strongly Agree from 37 total scores, 10.81% chose Agree, 24.33%

38

Undecided, 10.81% Disagree and 0% chose Strongly Disagree. Meanwhile, in

negative statements from 26 total scores, there were 3.85% chose Strongly Agree,

30.77% Agree, 34.61% Undecided, 30.77% Disagree and 0% chose Strongly

Agree. (See Appendix H)

B. Discussion

This section presents the discussion of the result of the data analysis. The

discussion about teachers’ problem in utilizing the instructional media in teaching

listening at SMA Muhammadiyah Limbung is analyzed from the result of

observation and questionnaire.

1. Observation

From the result of observation acquired directly in the class, there

were only two types of media which were used by the teachers in

teaching listening material. The teachers only used conventional media

such as board and students in delivering the information. The teachers

were also unprepared to provide the media. By seeing the media

utilization, it means that the media which were used by the teacher

were not suitable with the instructional goal and the students’

character. Moreover, beside the types of media utilization in the class,

the school also did not provide the media to support students’ listening

practice. By that case, it can be concluded that there is problem

experienced by the teacher whether in utilizing and preparing the

media before teaching in the class.

39

2. Questionnaire

The discussion about teachers’ problem in utilizing the

instructional media in teaching listening can be analyzed by the result

of questionnaire after ensuring the problem existence through

observation.

a) Practicality

From the result of questionnaire about practicality, there were 0%

answer in Strongly Agree (SA), 37.5% answers in Agree (A), 25%

answers in Undecided (UN), 37.5% answers in Disagree (D) and 0%

answer in Strongly Disagree (SD). It can be concluded that the

teachers had a problem in practicality. They faced the problem in

availability, cost efficiency and time efficiency. It is proved by the

fourth statement in practicality item that the teachers disagreed that

school provides media. It means school did not support the teacher also

in availability of media. Then, about cost efficiency, the teachers

agreed to respond undecided. It means actually the teachers were in

doubt whether they could provide or not. But the other side, they

realized that the media were useful for teaching process. Then, the

teachers gave the agree response in the first and second statement.

Those statements is about time efficiency. It was proved that the

teachers agreed that they had a problem with the time. They had many

things to do outside except as a teacher. (See appendix E)

40

b) Students Appropriateness

Based on the result of questionnaire about students

appropriateness, there were 50% responses in Strongly Agree (SA),

0% response in Agree (A), 50% responses in Undecided (UN), 0%

response in Disagree (D), and 0% also in Strongly Disagree (SD). The

result shows balanced between strongly agree and undecided response.

It can be concluded that the teacher had problem with students

appropriateness. It was proved that the teachers strongly agreed that

the students are interested when the teacher uses media, but the other

side the teacher also responded undecided about controlling the

students’ differences while utilizing the media. The teachers still had

problem with students’ characteristic and learning condition. (See

Appendix E)

c) Instructional Activities

From the result of questionnaire about instructional activities, there

were 33.33% responses in Strongly Agree (SA), 33.33% responses in

Agree (A), 16.67% response in Undecided (UN), 16.67% response in

Disagree (D) and 0% response in Strongly Disagree (SD). It can be

concluded that the teachers had problem about instructional activities

either in material appropriateness or goal of the activities. The teachers

responded strongly agree and agree that media can support the

instructional media but sometimes they were confronted with the

interferences of environment and sometimes they were difficult to

41

match or even found between the appropriate media and the materials.

(See Appendix E)

The total scores of response categories for positive statements,

there were 20 scores Strongly Agree, 4 scores Agree, 9 scores

Undecided, 4 Disagree and 0 Strongly Disagree. Besides, in negative

statements there are 1 Strongly Agree, 8 Agree, 9 Undecided, 4

Disagree and 0 Strongly Disagree. It is shown that in positive

statements Strongly Agree response is still higher than other responses

whereas in negative statements both Disagree and Undecided are still

higher than other responses.

Whereas the percentage of responses shows that there were 50.05%

teachers chose Strongly Agree from 37 total scores, 10.81% chose

Agree, 24.33% Undecided, 10.81% Disagree and 0% chose Strongly

Disagree. Meanwhile, in negative statements from 26 total scores,

there were 3.85% chose Strongly Agree, 30.77% Agree, 34.61%

Undecided, 30.77% Disagree and 0% chose Strongly Agree. It shows

that the Strongly Agree response is highest percentage among other

positive statements and in negative statements shows that teachers also

chose high Disagree and Undecided response.

Based on the condition seen directly through observation and the responses

of the teachers in questionnaire, the researcher concludes that the teacher faced

problems about practicality, students appropriateness and instructional activities in

utilizing the instructional media in teaching listening at SMA Muhammadiyah

42

Limbung. The teachers actually knew the advantages of media utilization but they

did not have enough time to prepare and provide the media (practicality). They

also experienced problem in controlling and matching the students’ character and

learning condition with the media (students appropriateness). The last, in fact the

teacher also had problem with matching material and goal of activities with the

media (instructional activities).

43

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion based on the findings

and discussion of data analysis.

A. Conclusion

Based on the research findings and discussion in the previous chapter, the

researcher puts conclusion as follows:

Based on the result of observation, teachers’ problems in utilizing the

instructional media in teaching listening at SMA Muhammadiyah Limbung were

about practicality, students appropriateness and instructional activities. That can

be proven by the data from questionnaire related with the practicality, stated that

all the teachers agreed that teachers are overloaded with a lot of work. Meanwhile

related with the students appropriateness, the teachers agreed that most of the

students are uncooperative and do not want to participate in getting the resources.

Furthermore, concerning about instructional activities, the teachers agreed that the

environmental interferences are such as noise.

B. Suggestion

The researcher divided suggestion into two parts namely; the first part is

especially for the teachers of SMA Muhammadiyah Limbung, teacher and

government all over the world in general and the second is for the next researcher.

44

1. Suggestion for the English teacher and School

a. It is expected for the English teacher to use the variety of

instructional media which is related to the students’

appropriateness and related to the material. It is important for the

advance of our country begun with our education.

b. It is also expected very much for the school generally which is

completed with proper facilities to support teaching and learning

process. It becomes effective to facilitate the school such proper

place, book and other facilities rather than changing the curriculum

which tends to burden the teacher instead.

2. Suggestion for the next researcher

a. The next researcher who wants to conduct such this research, it is

better to continue this research in order to complete the important

information.

b. The next researcher is expected to find another information about

the teachers’ problem in utilizing the instructional media in

teaching listening.

45

BIBLIOGRAPHY

Aini, W. N. 2013. Instructional Media in Teaching English to Young Learners: A

Case Study in Elementary Schools in Kuningan. Journal of English and

Education 2013,1(1),196-205.

Alice, O. 2012. Challenges Facing Teachers and Students in the Use of

Instructional Technologies: A Case of Selected Secondary Schools in

Kisii County, Kenya. A Research Thesis Reg. No. E55/CE/11530/08

Azwar, Saifuddin. 1995. Sikap Manusia Teori dan Pengukurannya. Edisi ke 2.

Yogyakarta: Pustaka Pelajar

Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language

Pedagogy. Englewood Cliffs: Prentice Hall.

Cahyono & Widiati. 2009. The Teaching of EFL Listening in the Indonesian

Context: The State of the Art. TEFLIN Journal, Volume 20, Number 2,

August 2009.

Chang, P. & Cynthia, L. 2012. EFL Listening Instruction. Taiwan: English

Education Resource Center, MOE.

Dijkstra, S. 2000. Epistemology, Psychology of learning and Instructional Design.

In J. M. Spector & T. M. Anderson (Eds), Integrated and Holistic

Perspectives on Learning, Instruction and Technology. (pp. 213-232).

Dordrecht: Kluwer Academic Publishers.

Gay, L. R. 1981. Educational Research. New York: Charles E. Merrill Publishing

Company.

Hasan, Eisa. 2001. Instructional Design and Media Selection. Netherlands:

Twente University Press.

Harmer, J. 2007. The Practice of English Language Teaching (4th ed.).

Cambridge: Pearson Education.

Instruction at FSU Handbook. 2011. Instructional Media: Chalkboards to Video

p.103-112.

Lin, Ruilin, et al. 2010. The Relationship between Teacher Quality and Teaching

Effectiveness Perceived by Students from Industrial Vocational High

Schools. Taiwan: Asian Journal of Arts and Sciences Vol. 1 No. 2, pp.

167-187.

Macháčková, E. 2009. Teaching Listening. Masaryk University Brno Pedagogical

Faculty Department of English Language and Literature.

46

Mutohhar. 2009. Teaching English for Young Learners (TEYL) Misunderstanding

aboutTEYLinElementarySchool.Available:http://jurnal.umk.ac.id/mawas/

2009/Desember/TEACHING%20English (TEYL)

Naz and Akbar. 2008. Use of Media for Effective Instruction its Importance: Some

Consideration. Journal of Elementary Education A Publication of Deptt.

of Elementary Education IER, University of the Punjab, Lahore –

Pakistan Vol. 18(1-2) 35-40

Pollard, L. 2008. Lucy Pollard’s Guide to Teaching English.

Reiser, & Dick. (1996). Instructional Planning: A Guide for Teachers (2nd ed.).

Boston: Allyn & Bacon

Ruis, N. 2009. Instructional Media. Jakarta: Ministry of National Education.

Seth, O. K. 2009. Instructional Media as a Tool for Ensuring Quality Teaching

and Learning for Pupils in the Junior High Schools (Selected Schools in

the Kumasi Metropolis). Thesis for Master PG1131507 Department of

General Art Studies.

Steven, Brown. 2006. Teaching Listening. New York: Cambridge University

Press.

Sudjana, Nana and Ibrahim. 2001. Penelitian dan Penilaian Pendidikan.

Bandung: Sinar Baru.

Taiwo, S. 2009. Teachers’ Perception of the Role of Media in Classroom

Teaching in Secondary Schools.The Turkish Online Journal of

Educational Technology – TOJET January 2009 ISSN: 1303-6521

volume 8 Issue 1 Article 8.

Wei, L. Article Teaching Listening in EFL Classrooms in Senior High Schools in

TaiwanNational Wen-Hwa Senior High School p. 1-32.

Appendix A

OBSERVATION FORM (T1)

Date of observation : 1st/Nov/2014

Teacher’s initial : A (T1)

Time : 07.30-09.00

Lesson : Making an Appointment

Grade : X (Ten)

School : SMA Muhammadiyah

Limbung, Gowa

I. Type of Instructional Media Used

No. Types of Instructional

Media

Y/N Description Duration

1. Student Themselves Yes

The teacher is using her students as a

media. The students are chosen to read a

text whereas others are listening and

write it what their friend says.

20 Minutes

2. OHP

Not used

Not available in the school

3. Board

- The teacher writes the wrong and

difficult words on the whiteboard

after the students did their task.

- The teacher explains the materials

4. Realia

Not used


5. Model and Simulation

Not used

6. Audio and Video Media Not used


7. Slide Not used


8. Coursebook Not used

9. Language Laboratory and

Technology

Not used


II. How the Teacher Use Media

Criteria Description

1. The teacher provides well-

prepared instructional media.

The instructional media have been

ready to use before class starting.

The instructional media are relevant to

the material

Prepare back-up media, just in case the

instructional media prepared are not

functioned well

Not prepared as best as it is.

Still using conventional media

2. The teacher is competent in

choosing instructional media.

The instructional media is readily

available in the school

The teacher chooses the instructional

media which are appropriate with the

material



activities.


media which are suitable with students’

characteristics.


media which are suitable with the size

Not competent enough and the school

does not provide such media


using instructional media.

The teacher know how to use or operate

instructional media

The teacher utilize instructional media

by him/herself

The teacher doesn’t need a long time to

utilize instructional media.

The teacher doesn’t make much error in

utilizing media.

The teacher lets the students interact

with the instructional media.

Not appropriate

4. The teacher uses instructional

media effectively and

efficiently.

The teacher doesn’t use the

instructional media too long in one time

The teacher use simple and practical

instructional media

The teacher use the instructional media

only to stress key point of the lesson

The cost for providing instructional

media is affordable

The instructional media helps students

to acquire the lesson.

Using conventional media

Appendix B

OBSERVATION FORM (T2)

Date of observation : 3rd

/Nov/2014

Teacher’s initial : S (T2)

Time : 10.30-12.00

Lesson : Giving and Asking Opinion

Grade : XI (IPA)

School : SMA Muhammadiyah

Limbung, Gowa

I. Type of Instructional Media Used

No. Types of Instructional

Media

Y/N Description Duration

1. Student Themselves

Not used

2. OHP Not used


3. Board YES

The teacher asks the students to complete

the dialog given after the teacher explains

the material

30 Minutes

4. Realia

Not used


5. Model and Simulation

Not used

6. Audio and Video Media Not used


7. Slide Not used


8. Coursebook

Not used

9. Language Laboratory and

Technology

Not used


Appendix C

QUESTIONNAIRE (T1)

Initial : A

Sex : Female

Occupation : English Teacher

STATEMENTS SA A UN D SD

I. Practicality

1. Utilization of media resources is time consuming √

2. Teachers are overloaded with a lot of work √

3. Teachers know how to make and operate the media

resources.

√

4. School provides appropriate media. √

II. Students Appropriateness

5. Students are interested in learning when teacher uses the

media to teach. √

6. Teachers are not able to control students’ differences

while utilizing the media. √

7. Students are uncooperative and do not want to participate

in getting the resources. √

III. Instructional Activities

8. By using media, learning activity is more creative and

appropriate to the instructional goal. √

9. Environmental interferences are such as noise. √

10. Forms of media resources are appropriate with the

material. √

NOTE :

SA : Strongly Agree

A : Agree

UN : Undecided

D : Disagree SD : Strongly Disagree

Appendix D

QUESTIONNAIRE (T2)

Initial : S

Sex : Female

Occupation : English Teacher

STATEMENTS SA A UN D SD

I. Practicality

1. Utilization of media resources is time consuming √

2. Teachers are overloaded with a lot of work √

3. Teachers know how to make and operate the media

resources. √

4. School provides appropriate media. √


5. Students are interested in learning when teacher uses the

media to teach. √

6. Teachers are not able to control students’ differences

while utilizing the media. √

7. Students are uncooperative and do not want to

participate in getting the resources. √


8. By using media, learning activity is more creative and

appropriate to the instructional goal. √

9. Environmental interferences are such as noise. √

10. Forms of media resources are appropriate with the

material. √

NOTE :

SA : Strongly Agree

A : Agree

UN : Undecided


Appendix E

Data Obtained from the Questionnaire and Its Percentages

STATEMENTS RESPONSES

SA A UN D SD

I. Practicality

1. (-) 0 1 0 1 0

2. (-) 0 2 0 0 0

3. (+) 0 0 2 0 0

4. (+) 0 0 0 2 0

TOTAL 0 3 2 3 0

PERCENTAGE 0% 37.5% 25% 37.5% 0%


5. (+) 2 0 0 0 0

6. (-) 0 0 2 0 0

7. (-) 1 0 1 0 0

TOTAL 3 0 3 0 0

PERCENTAGE 50% 0% 50% 0% 0%


8. (+) 1 1 0 0 0

9. (-) 0 1 0 1 0

10. (+) 1 0 1 0 0

TOTAL 2 2 1 1 0

PERCENTAGE 33.33% 33.33% 16.67% 16.67% 0%

NOTE :

SA : Strongly Agree

A : Agree

UN : Undecided


Appendix F

Raw score of response categories of the questionnaire

Types of Statements

Score of the response categories

Calculating the score of statements Score

P

O

S

I

T

I

V

E

SA 4x5 20

A 1x4 4

UN 3x3 9

D 2x2 4

SD 0x1 0

TOTAL 37

N

E

G

A

T

I

V

E

SA 1x1 1

A 4x2 8

UN 3x3 9

D 2x4 8

SD 0x5 0

TOTAL 26

Appendix G

The calculation of mean score for each of the response categories

1. Positive Statements

a. Strongly Agree

Total Score (∑X) = 20

Number of Statements (N) = 5

Mean Score (X) =

So, X =

= 4

X = 4

b. Agree



Mean Score (X) =

So, X =

= 0.8

X = 0.8

c. Undecided



Mean Score (X) =

So, X =

= 1.8

X = 1.8

d. Disagree



Mean Score (X) =

So, X =

= 0.8

X = 0.8

e. Strongly Disagree



Mean Score (X) =

So, X =

= 0

X = 0

2. Negative Statements

a. Strongly Agree



Mean Score (X) =

So, X =

= 0.2

X = 0.2

b. Agree



Mean Score (X) =

So, X =

= 1.6

X = 1.6

c. Undecided



Mean Score (X) =

So, X =

= 1.8

X = 1.8

d. Disagree



Mean Score (X) =

So, X =

= 1.6

X = 1.6

e. Strongly Disagree



Mean Score (X) =

So, X =

= 0

X = 0

Appendix H

Rate Percentage of the Response Categories

Types of Statements

The percentage of response categories

Total Score (%)

P

O

S

I

T

I

V

E

SA 20 54.05

A 4 10.81

UN 9 24.33

D 4 10.81

SD 0 0

TOTAL 37 100

N

E

G

A

T

I

V

E

SA 1 3.85

A 8 30.77

UN 9 34.61

D 8 30.77

SD 0 0

TOTAL 26 100

xiii

LIST OF TABLES

Table 1 Practicality Statements .................................................................. 31

Table 2 Students Appropriateness .............................................................. 32

Table 3 Instructional Activities ................................................................. 34

Table 4 The Total Score ............................................................................ 35

Table 5 The Mean Score ............................................................................ 35

Table 6 The Percentage of Response. ........................................................ 36

xiv

LIST OF APPENDICES

Appendix A : Observation Form (T1)

Appendix B : Observation Form (T2)

Appendix C : Questionnaire (T1)

Appendix D : Questionnaire (T2)

Appendix E : Data Obtained from the Questionnaire and Its Percentages

Appendix F : Raw Score of Responses Categories of Questionnaire

Appendix G : The Calculation of Mean Scores for Each Response Categories

Appendix H : Rate Percentage of the Response Categories

II. How the Teacher Use Media

Criteria Description

1. The teacher provides well-

prepared instructional media.

The instructional media have been

ready to use before class starting.

The instructional media are relevant to

the material

Prepare back-up media, just in case the

instructional media prepared are not

functioned well

Not prepared as best as it is.

Even late


choosing instructional media.

The instructional media is readily

available in the school



material



activities.


media which are suitable with students’

characteristics.


media which are suitable with the size

Not competent enough and the school

does not provide such media


using instructional media.

The teacher know how to use or operate

instructional media

The teacher utilize instructional media

by him/herself

The teacher doesn’t need a long time to

utilize instructional media.

The teacher doesn’t make much error in

utilizing media.

The teacher lets the students interact

with the instructional media.

Not operated media

4. The teacher uses instructional

media effectively and

efficiently.

The teacher doesn’t use the

instructional media too long in one time

The teacher use simple and practical

instructional media

The teacher use the instructional media

only to stress key point of the lesson

The cost for providing instructional

media is affordable

The instructional media helps students

to acquire the lesson.

Using conventional media

Not appropriate

xi

TABLE OF CONTENTS

Page

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

APPROVAL SHEET ................................................................................................ ii

COUNSELLING SHEET COUNSULTANT 1 ........................................................ iii

COUNSELLING SHEET COUNSULTANT 2 ........................................................ iv

SURAT PERNYATAAN .......................................................................................... v

SURAT PERJANJIAN ............................................................................................. vi

HALAMAN MOTTO ............................................................................................... vii

ABSTRACT ............................................................................................................. viii

ACKNOWLEDGEMENTS ...................................................................................... ix

TABLE OF CONTENTS .......................................................................................... xi

LIST OF TABLES AND APPENDICES ................................................................. xiii

CHAPTER I INTRODUCTION

A. Background ............................................................................................. 1

B. Research question ................................................................................... 4

C. Objective of the Research ....................................................................... 4

D. Significance of the Research ................................................................... 4

xii

E. Scope of the Research .............................................................................. 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous of Related Research Findings .................................................. 6

B. Some Pertinent Ideas .............................................................................. 8

C. Teaching Listening ................................................................................. 15

D. Conceptual Framework .......................................................................... 23

CHAPTER III RESEARCH METHOD

A. Research Design ...................................................................................... 25

B. Population and Sample ............................................................................ 25

C. Instrument of the Research ...................................................................... 26

D. Procedure of Data Collection .................................................................. 27

E. Technique of Data Analysis .................................................................... 28

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings .................................................................................................. 31

B. Discussion .............................................................................................. 38

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................................. 43

B. Suggestion .............................................................................................. 43

BIBLIOGRAPHY ...................................................................................................... 45

APPENDICES

CURRICULUM VITAE

CURRICULUM VITAE

ZULFIKAR WIBISONO was born on June 21st, 1992 in

Ujung Pandang. He is the second son from one brother and

two sisters of the marriage of his parents Karmino and

Jumiati. In 1998 the writer registered as student elementary

school in SD Neg. III Sungguminasa and graduated in

2004.

The next, in the same year the writer registered as a student in SMP Neg. 1

Sungguminasa and graduated in 2007. Then, the writer registered in Vocational

school at SMK Negeri 1 Makassar and graduated in 2010. The writer registered to

start studying as English Department student in Makassar Muhammadiyah

University in 2010.

TEACHERS' PROBLEM IN UTILIZING THE INSTRUCTIONAL ...

Documents

Transcript of TEACHERS' PROBLEM IN UTILIZING THE INSTRUCTIONAL ...