IMPROVING STUDENTS’ LISTENING COMPREHENSION

BY USING AUDIO PODCAST

(An Experiment research at the second year student of SMA Negeri 1 South
Sinjai)

A THESIS
Submitted To the Faculty of Teacher Training and Education
Makassar Muhammadiyah University in Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan

IRFAN ASHARI
10535 3883 09

ENGLISH DEPARTMENT
FACULTY TEACHING AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2014
 ABSTRACT

IRFAN ASHARI, 2013. Improving students’ Listening Comprehension by Using

Audio Podcast (An Experimental research at the second year student’s of SMA
Negeri 1 South Sinjai) under the thesis of English Education Department the
Faculty of Teachers Training and Education, Makassar Muhammadiyah
University (guided by NurQalbi and Nunung Anugrawati).

This research aimed to improve the listening ability of the students of

SMAN 1 South Sinjai by using Audio Podcast. The researcher applied pre-
experimental method. The population of the research was the students of SMAN 1
South Sinjai in academic year 2012/2013. The sample was the student of class
VIII A which consists of 20 students. The research used purposive sampling in
taking the sample. The researcher used tests and questionnaire to collect data. The
researcher distributed listening test through pre test and post test and she
distributed questionnaire to collect information about their attitude toward the
application of using Audio Podcast in teaching.
The instrument of this research was listening test used in pre-test and post-
test. The mean score of pre-test was (3.8) and post-test was (7.95). The result of
the research showed that the students’ listening ability had poor score in pre-test.
After treatment, their listening ability was significantly increased. It could be seen
from their score that changed became good.
It could be concluded that Audio Podcast was effective in improving the
students’ listening ability. Data from questionnaire showed that students had
positive attitude toward the application of using Audio Podcast. Based on the
result t-test, the research found that there was significant difference between the
result of pre-test and post-test.it was found that the t-test value 7.98 > t-table
2.093. it means that there was significant difference before and after the treatment
given to the students. In other hands, null hypothesis ) was rejected and
alternative hypothesis ) was received.

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 ACKNOWLEDMENT

Alhamdulillah Robbil A’lamin, the writer expresses his sincere gratitude to

the almighty God, Allah S.W. T, who has given guidance, mercy, and good health. So

that he could finish writing this thesis. Peace and Salawat are addressed to the final,

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

I writer would like to express my deepest prost profound and gratitude to my

beloved parents, my father Muh.Jufri, my mother Najemah, S.Pd for their prayer,

financial, motivation and sacrificed for my success. There are many problems during

this research but my parents always support me and my brother Irwan San, and Nur

Fadli San always pray to Allah S.W.T for my success in my study

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 I would like to

acknowledgment them:

1. Dr. Irwan Akib, M. Pd, the rector of the Makassar Muhammadiyah University

for his advices during I study at the University.

2. My greatest thanks are due to my first consultant NurQalbi.S.S.,M.Hum. And

Nunung Anugrawati, S.Pd.,M. Pd, as the second consultant who has given

their valuable time and patient, to support assistance and guidance to finish

this thesis.

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3. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and education.

4. Erwin akib, S.Pd, M.Pd, the head of English education department of FKIP

UNISMUH Makassar, who gave me valuable authorities and suggestion in

doing thesis.

5. The dean and the staff and all lecturers of the FKIP UNISMUH especially to

the lecturers of English Department who taught me for many years.

6. Finally, for all everybody that could not be mentioned one by one, may Allah

S.W.T. the almighty God be with us now and forever.

Billahi Fi Sabillilah Haq Fastabiqul Khaerat

Makassar, Oktober 2013

The researcher

IRFAN ASHARI

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 LIST OF APPENDIX

Appendix A. Instrument of Pre-test and Posttest

Appendix B. Questionnaire

Appendix C. The Students’ Score of Pre-test

Appendix D. The Students’ Mean Score and Standard Deviation of Pretest

Appendix E. The Students’ Score of Post-test

Appendix F. The Students’ Mean Score and Standard Deviation of Posttest

Appendix G. The Students’ Gain Difference of Matched Scores

Appendix H. Test of Significance

Appendix I. The rate percentage of the questionnaire

Appendix J. The Descriptive of the Students’ Score of the Questionnaire

Appendix K. Distribution of t-table

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 LIST OF TABLES

Table 1 The rate percentage of the students’ score of pre-test

Table 2 The rate percentage of the students’ score of post-test

Table 3 The mean score and standard deviation of the students’ pre-test

and post-test analysis

Table 4 The t-test of the students’ achievement

Table 5 The students’ opinion about their interest in learning listening by

using Audio Podcast

Table 6 The students’ opinion about whether or not the Audio Podcast are

enjoyable in learning listening

Table 7 The students’ opinion about whether or not the teaching of

listening is good by using Audio Podcast

Table 8 The students’ opinion about whether or not the Audio Podcast can

be alternative media in learning listening

Table 9 The students’ opinion whether or not the Audio Podcast can be an

entertainment media in learning listening

Table 10 The students’ opinion about whether or not the Audio Podcast

can activate their participation in the learning process

Table 11 The students’ opinion about whether or not the Audio Podcast

can avoid their teacher’s domination in the learning process

Table 12 The students’ opinion about whether or not they feel motivate to

learn listening by using Audio Podcast

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Table 13 The students’ opinion about whether or not the Audio Podcast

can help them to improve their listening ability

Table 14 The students’ opinion about whether or not their attitude is

increased to learn listening by using Audio Podcast

Table 15 The Descriptive of the Students’ Score of the Questionnaire

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 TABLE OF CONTENT
TITTLE PAGE ................................................................................................................. i
APPROVAL SHEET ....................................................................................................... ii
SURAT PERJANJIAN ................................................................................................... iii
SURAT PERNYATAAN .............................................................................................. iv
CONSELLING SHEET................................................................................................... v
ABSTRAK ....................................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................................ vii
TABLE OF CONTENTS ............................................................................................viii
LIST OF TABLE ........................................................................................................... ix
LIST OF APPENDIX ..................................................................................................... x
CHAPTER I INTRODUCTION .................................................................................... 1
A. Background .......................................................................................................... 1
B. Problem Statement .............................................................................................. 4
C. Objective of the Research .................................................................................. 5
D. Significance of the Research.............................................................................. 5
E. Scope of the Research ......................................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE ........................................... 7
A. Some Previous Related Studies ......................................................................... 7
B. Some Pertinent Ideas .......................................................................................... 9
C. Conceptual Framework .................................................................................... 26
CHAPTER III RESEARCH METHOD ...................................................................... 28
A. Research Design ............................................................................................... 28
B. Research Variables and Operational Definition ........................................... 28
C. Operation Definition ........................................................................................... 29
D. Hypotheses .......................................................................................................... 29
E. Population and Sample ................................................................................... 30
F. Instrument of the research................................................................................... 30
G. Procedures of Data Collection ........................................................................ 32
H. Technique of Data Analysis............................................................................ 33

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 I. Data Obtained from Questionnaire ................................................................ 36
CHAPTER IV FINDING AND DISCISSION .......................................................... 37
A. Findings ............................................................................................................. 37
B. Discussion ......................................................................................................... 44
CHAPTER V CONCLUSION AND SUGGESTION .............................................. 47
A. Conclusion ........................................................................................................ 47
B. Suggestion........................................................................................................... 47
BIBLIOGRAPHY .......................................................................................................... 49
APPENDIXES ................................................................................................................ 52

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 1

CHAPTER I

INTRODUCTION

This chapter deals with background, problem statement, research

objectives, research significances, and research scope.

A. Background

English as an international language has great influence and important

roles in our lives which consider our position in globalization era. It is used as

communication tool all over the world. In Indonesia, students of junior high

school up to university have studied English as a compulsory subject. And

currently, some elementary school students have studied English too.

According to the Department of National Education of Indonesia (2003:2)

one of the three competencies of the English language teaching for SMA level

coverage is the discourse competency, e.g. the competency to comprehend and/or

produce oral text and/or written text that is realized in four language skills

(listening, speaking, reading and writing). In relation to listening skill, the

standard of competency for the graduates is the competency to understand the

meanings in interpersonal and transactional oral text, both formally and

informally, in forms of recount, narrative, procedure, descriptive, news items,

report, analytical exposition, hortatory exposition, spoof, explanation, discussion,

and review, in the context of daily lives. (Departemen Pendidikan Nasional,

2003:1)

It is commonly found that the students’ listening comprehension is very

low. In addition, when they have to listen to television, movies or radio programs,

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most of them cannot comprehend what is going on the programs. They cannot

grasp the meaning of listening texts or understand the content of listening text.

This may the result from the fact that they had very little experience in listening to

English texts in their studies.

In fact, some teachers in many schools have not taught English listening

skill in the same proportion of other skills. They only focus in written form of

English. Considering the English test in many schools just employee the written

test including reading, grammar, vocabulary and writing, while the listening

comprehension is transferred to the written expression to respond in written form.

Thus, it may have an effect on the perception of the importance of listening skill.

Dealing with the teaching of listening skill, another factor related to the

previous facts is that the listening teaching materials are difficult to find. Many

commercial English text books from some nationally recognized publishing house

are not accompanied by audio CDs even though there are some listening sections

in the book. That is why the lack of material becomes one of teachers’ problems

to be solved, in order to have English listening practice.

As technological development came into use, language learning became

more attractive. The internet based materials have been provided on many sites by

free of charge. One of the materials that are provided freely in the internet is

podcast. Podcast is defined as an internet based means of broadcasting

information (Holtz in Li, 2010:78). In addition, podcast rely not only in computer

based but it also comes to mobile based. We can access podcast by using mobile

device like iPod, mobile phone, mp3 player and other mobile devices. It can be
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carried easily and we can enjoy it everywhere and every time. It also can be used

as the authentic material for listening comprehension. Jobbings in Man

(2007:116) claimed that podcast has been corresponded with specific teaching

objectives of the National Curriculum of the United Kingdom (UK).

Many researchers have conducted study in term of the effectiveness of

podcast. Moreover, Li (2012:78) stated that a majority of the students reported

that podcast have value as an additional learning resource enhancing their learning

experience. Especially in Indonesia, in which most of the students have their own

mobile devices, it will be easy to use this media to improve their listening

comprehension because they can practice their listening skill even outside the

school by playing the podcast every time they want.

Considering this development of science and technology, the Agency of

National Education - Badan Standar Nasional Pendidikan, (2006:6) also supported

the use of technology in teaching and learning process in its statement:

“The curriculum was developed based on the realization that science,

technology and art of growing dynamically. Therefore, the spirit and content
of the curriculum gives students a learning experience to follow and take
advantage of developments in science, technology, and art”.

Particularly students of SMAN 1 South Sinjai which based on the

information from the English teacher of that school, the students still have a low

level of listening comprehension. Moreover, the teacher said that the problems

that influence the listening comprehension of the students are the lack of listening

material and the time allocation in teaching listening. The use of Audio Podcast

will be an alternative way to enrich the listening material especially to improve

their listening comprehension. Moreover, SMAN 1 South Sinjai has a great

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language laboratory which can be used to booster the listening activity by using

Audio Podcast. Beside that most of the students have mobile device, which can be

used in listening to the Audio Podcast material outside the classroom.

Audio Podcast is the listening material that available in the internet in

which have many interesting topics and can be used in teaching and learning

process.

Based on the description above, the writer carried this research under the

title “Improving Students’ Listening Comprehension by Using Audio Podcast

(An Experiment Research at the Second Year Student’s of SMA Negeri 1

South Sinjai)”

B. Problem Statement

The problem to be solved in this research is the listening comprehension of

the second year students of SMAN 1 South Sinjai, which is still low.

Based on the research problem above, the research question to be

answered in this research is formulated as follows:

1. Is the use of Audio Podcast effective to improve the students’ ability to

understand and comprehend the listening material at the second year

students of SMAN 1 South Sinjai?

2. How is the students’ attitude toward the application of using Audio

Podcast in teaching listening at the second year students of SMAN 1 South

Sinjai?
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C. Objective of the Research

The main objectives of the research are:

1. Finding out whether or not the use of Audio Podcast is effective to

improve the listening comprehension of the second year students of

SMAN 1 South Sinjai.

2. Finding out the students’ attitude toward the application of using Audio

Podcast in improving their listening ability at the second year students of

SMAN 1 South Sinjai.

D. Significance of the Research

The result of this research is expected to be valuable input in learning and

teaching process of English as follows:

1. Practical Significance

The results of the research are expected to give a practical effect for

teachers and students of SMAN 1 South Sinjai. The teachers will implement this

material in teaching as an alternative source of material or instrumental function,

particularly in English teaching. The students can be more motivated to practice

their listening or motivational function.

Furthermore, for the readers, the results of the research can be helpful

information, especially for the students and teachers of English. Hence, they can

improve their listening comprehension by using Audio Podcast in teaching and

learning process.
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2. Theoretical Significance.

The results of this research are expected to give meaningful contribution

for the development of applied language teaching discipline, especially for the

enrichment of the teachers teaching material in helping the students improve their

listening comprehension.

E. Scope of the Research

The study focused on the usage of Audio Podcast in improving listening

ability to understand the content of listening material, find the main idea of

narrative and hortatory exposition text, and supporting idea as well.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of some previous related studies, some pertinent

ideas, resume, conceptual framework, and hypothesis.

A. Some Previous Related Studies

Some researchers have conducted some researches dealing with the way in

improving listening comprehension in teaching English and also the use of Audio

Podcast in language teaching.

Chandra (1999) in his thesis “Improving listening ability through songs of

English Department of FBS IKIP Ujung Pandang” stated that improving listening

ability through songs of English Department of FBS IKIP Ujung Pandang is fair.

He found that using English song is more interesting in teaching listening than

using verbal explanation. The students‟ attitude toward teaching English through

song is positive.

Rohani (2008) in her thesis “Improving the students‟ listening

achievement SMP Negeri 16 Makassar uses minimal pair‟s technique” stated that

the result of the students‟ score from the test showed that the t-test of test was

greater than t-table value. It means that there was a significant difference between

the result of students‟ pretest and posttest. The writer concluded that minimal pair

technique can improve the students‟ listening achievements.

Sarkiah (2010) concluded in her thesis “Using songs in improving students

listening comprehension at SMP Negeri 18 Makassar” that students‟ listening

comprehension improved after they got treatment by using songs. The alternative

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hypothesis was accepted based on the result of data analysis in which the value of

t-test was greater than t-table.

Amaliah (2008) in her thesis “Improving Listening Comprehension of the

Second Year Students of SMP Irnas Makassar Using Audio-lingual Method”

stated that the use of audio-lingual method improves the listening comprehension

of the students. The researcher used pre-experimental design in which the result

revealed that there was a significance difference between pre-test and post-test of

the students‟ listening comprehension. This method helped the students to

increase their motivation in listening activity in the classroom.

Li (2010) in his research “Using podcast for learning English” had been

revealed the perception of Hong Kong Secondary 6 ESL students through

observation and interview. He stated that, the findings are positive and the

research is well achieved. The students all agreed that podcast could increase their

listening skill and they were interested in carrying on these listening habits. As an

addition, he said that the major benefit of podcast is to provide more opportunities

for students to expose themselves to the language.

As the conclusion of this part, some researchers used several ways in

improving listening comprehension of the students, including using song, minimal

pair‟s technique and jigsaw technique. In other hand, the use of Audio Podcast for

learning English have been proposed a new alternative ways in teaching English,

especially in improving listening comprehension of the students.

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B. Some Pertinent Ideas

1. Theories Underlying Listening Comprehension

a. Definition of Listening

In our life, the first capability of human language development is listening.

As we were children or infant, we only have the ability to listen sounds or the

spoken language in our environment. After our listening ability comes better, we

can produce the word or phrase, even sentences. That is the role of listening skill

in our first life. So, what is listening? This question may be answered in various

way of definition. For me, listening is the process of understanding the audio

input of some texts or information by using some referential knowledge.

Listening is the process of making sense out of what we hear. Listening is

an active process of receiving, processing, and interpreting aural stimuli. Firstly,

listening involves taking in meaningful sounds and noises and in some way,

retaining and using them. Just as we speak for different purposes, we also listen

for different purposes. We listen for enjoyment, information, and evaluation

There are many definitions of listening that proposed by many experts as

follows:

1) Steinberg (2007) said that “Listening is more complex than merely

hearing. It is a process that consists of four stages: sensing and

attending, understanding and interpreting, remembering, and

responding. The stages occur in sequence but we are generally

unaware of them”.
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2) Hayakawa (1962) said that :

"Listening does not mean simply maintaining a polite silence while

you are rehearsing in your mind the speech you are going to make

the next time you can grab a conversational opening. Nor does

listening mean waiting alertly for the flaws in the other fellow's

argument so that later you can mow him down. Listening means

trying to see the problem the way the speaker sees it, which it

means not sympathy, which is feeling for him, but empathy, which

is experiencing with him. Listening requires entering actively and

imaginatively into the other fellow's situation and trying to

understand a frame of reference different from your own. This is

not always an easy task”

3) Hornby in Nasriah (2011:5) definition listening as hearing

something that one is meant to hear.

4) Underwood (1989:1) definition listening as the activity of paying

attention to and trying to get meaning from something we hear.

5) Purdy in Maghdalena (2009:8) definition listening as “the active

and dynamic process of attending, perceiving, interpreting,

remembering, and responding to expressed (verbal and nonverbal),

needs, concerns, and information offered by other human beings

6) Barker in Nasriah (2011:5) proposed listening as an active process.

It differs from hearing, which is passive. In listening, the listener

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has to pay attention and comprehend the verbal communication

delivered by the speaker.

This section has presented some proposed definition of Listening, in which

Listening implies more than just a process of hearing information, it consists of

many activities including attending, perceiving, interpreting and many others.

b. Listening Comprehension

The definition of listening comprehension can be formulated based on the

definition of comprehension itself. Richard et al. (1985:54) stated that the

comprehension is process by which a person understands the meaning of written

or spoken language. The measurement of listening and reading comprehension

abilities is an important part of the assessment of a person‟s proficiency in a

second or foreign language.

Rocket (2010) stated that comprehension is the understanding and

interpretation of what they read or listen, in other hand, to be able to accurately

understand written material or even spoken material. Moreover, Wikipedia (2011)

explained that comprehension has the following meanings are in general usage,

and more specifically in reference to education and psychology, it has roughly the

same meaning as understanding.

Listening comprehension basically is defined as the crucial aspects in

communication. In communication theory, people need to understand what the

speakers try to convey by the words of language. In this case, understand has the

same meaning of comprehend, but specifically comprehension not only

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understanding the speakers‟ word but it relies on the listeners‟ respond to the

message.

Highrich learning module (2007) explained that Listening comprehension

can be defined as “the ability to recall and understand information which is

presented orally.” This information might be presented through a book, filmstrip,

video or felt board set.

Listening comprehension is the students‟ ability to understand and

comprehend the listening material

c. Kinds of Listening Activity

To have a valuable language input students have to improve their listening

skill through combination of extensive and intensive listening. The both kinds of

listening provide the opportunity for the students to exposure other voices except

their teachers‟. It will make their ears more familiar with English so it also can

improve their speaking ability from the spoken English which they listen to and it

will helps to improve their own pronunciation.

1) Extensive Listening

Extensive listening will influence the students‟ language learning because

the students will have a great experience of listening material based on their own

interest.

Extensive listening usually will take place outside the class because it put

emphasize on the student interest, in which student will make their own choice

about what they are going to listen to. This will give motivational power to the

listener, in case, they do that for pleasure. Harmer (2007:134) said that the audio
 13

material they consume in this way-often on CDs in their cars, on MP3 Player,

DVDs, Video or on the internet- should consist of text that they can enjoy

listening to because they more or less understand them without the intervention

of teacher or course material.

The source for extensive listening material can be found in many sources,

such as the audio web, blogging, Audio Podcast, radio recorded, or the television

recorded program.

To follow up the student extensive activity, teacher can promote the

extensive listening by explain to the student what are the benefits of that activity.

Moreover, teacher needs to explain or managing some task or guide list to make

sure the students get the appropriate level of listening materials. Teacher can

recommend certain sources for access or downloading the listening material

(Harmer in Nasriah, 2011:9)

2) Intensive Listening

Intensive listening is different from extensive listening in that students

listen specifically in order to work on listening skill and in order to study the way

in which English is spoken (Harmer, 2007:134) In case of Intensive listening, the

explanation will focuses on the teacher-based activity in which the media use is

the audio tape or taped media. In common way, it will have two sides effects, the

advantages and disadvantages.

The advantages of that taped material give the students chances to hear a

variety of different voice not only just their own teachers‟. It proposed as many as

possible characters that usually involves in real-life talk. In other hand, using
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taped material is more reasonable in case of cost and flexibility. It doesn‟t need an

expensive rate of cost and it also portable and readily available.

The disadvantages come when there is no any language laboratory or the

acoustics audibility is very poor. This can make students difficult to concern and

comprehend to the listening material. In addition, the sound speed is proposed for

all students, in facts, the students have different level of proficiency in

understanding listening material.

d. Stages in Listening

There are three stages in a listening activity (Nasriah, 2011:3):

1) Pre-listening

The teacher should assign a listening task before learners listen. She may

also provide learners with necessary language skills, prepare them for theme of

the listening passage, ask them to make predictions about the listening passage,

and connect listening passage with their experience.

Moreover, Underwood (1989:31) stated that pre-listening work can consist

of whole range of activities, including:

- Teacher giving background information

- The students reading something relevant

- The students looking at pictures

- Discussion of the topic/situation

- A question and answer session

- Written exercises

- Following the instruction for the while-listening activity

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- Consideration of how the while-listening activity will be done

Those activities will help the students to focus on the topic by narrowing

down things that students expect to hear. If students do not have sufficient prior

knowledge, these activities can give chance or opportunity to gain some

knowledge which can help them in following the listening text.

The pre-listening stages will help the students to prepare for what they are

going to hear, and this gives them a greater chance of success in any given task.

The first stage of pre-listening, which help the students to predict the content of

the listening passage is activating schemata. The second is setting up a reason to

listen in which the student can imagine what kinds of tasks will follow the

listening activity (Wilson, 2008:60).

2) While-Listening

In this stage, the main activity is learners listen to the listening material. In

while listening stage, the students can get chance to listen to the listening material

more than once. The first play will be used for getting general idea of the texts;

the next re-play will be used to check the student answer or to answer the

questions. Even though some commentators said that it only needs to play the

record once, as in our real life, we never find second or third chance to hear. But

for teaching purposes it will be different. Wilson (2008:61) argued that multiple

opportunities to hear the input give the students a safety net which help to reduce

their anxiety.

As addition, Underwood (1989:45) stated that in while-listening, students

are asked to do some activities during the time that they are listening to the text.
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As far as listening comprehension is concerned, the purpose of while listening

activities is to help learners develop the skill of eliciting message from spoken

language.

3) Post-listening

Post-listening activities embrace all listening text (whether recorded or

spoken by teacher) which are done after the listening is completed (Underwood,

1989:74).

Teachers should first check learners‟ comprehension and completion of

listening task and then continue with task with require creative application of

information from the listening passage. Teachers should use listening tasks that

are appropriate for the listening passage.

e. Type of Listening Material

Harmer (1991:21) states the materials that the student can listen to the

precisely elaborated in the following:

1) Dialogue

Dialogue is the same of conversation or talk. It is a discussion between

people with different opinions. It can be divided into two unscripted and scripted

conversation.

a) Unscripted, spontaneous conversation and discussion between:

(a) the learner and other foreign language speakers, (b) the

learner and native speakers, (c) other foreign language speaker

without the learner participation.

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b) Scripted conversation, e.g. dialogue in plays in films, usually

between native speakers. This often tries to stimulate authentic

conversation and many of the characteristics will be the same.

In fact there is usually much less redundancy. Through it may

be easier to follow then authentic conversation as it tends to be

better organized.

2) Monologue

Monologue is a long short speech by person in a conversation which is

prevents other people from talking. It is usually done in a story-telling, story

reading, or in a lecturing.

f. Strategies in Listening Comprehension

Strategy is the way to do something effectively, in Cambridge Advanced

Learner‟s Dictionary, strategy is defined as „detailed plan for achieving success in

situation such as war, politics, business, industry or sport or the skill of planning

for such situations‟. So, we can say that strategy in listening comes from the way

to achieve successful in listening comprehension.

Mahareni (2011:18) stated that listening strategies are techniques or

activities that contribute directly to the comprehension and recall of listening

input. The strategies can be classified into two types of strategies, they are Top-

Down Strategy and Bottom-Up Strategy (Morley: 2007:67).

Top-down strategy is based on the listener background knowledge, the

situation of the context, type of text and the language usage. Morley said that top-

down refers to the used of background knowledge in understanding the meaning

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of the message. Once one topic had been established, our knowledge related to the

topic will be appeared and we will distinguish which one is true based what we

have heard. Top down strategy include:

1) Listening for the main idea

2) Predicting

3) Drawing inferences

4) Summarizing

Bottom-up strategy is based on the text of the message. Comprehension

achieved by dividing and decoding the sound signal bit by bit. The listener should

rely on the ability to separate the stream of speech into individual words. It also

paying attention to the language in the message (combination of sounds, words,

and grammar) to creates a meaning. Bottom-up strategy includes:

1) Listening for specific details

2) Recognizing cognates

3) Recognizing word-order pattern

In real life listening, listener will have to use a combination of those two

processes, with more emphasis on top-down or bottom-up listening depending on

their reasons for listening. However, the two types of listening can also be

practiced separately, are the skills involved are quite different.

2. Theories Underlying Audio Podcast

a. Definition of Podcast

Podcast is a term inspired by the Apple Computer Corporation‟s iPod-a

portable digital audio player that allows user to download music from their
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computer directly to the device later listening. The term is no longer especially

related to the iPod but it refers to any software and hardware combination that

permits automatic downloading of audio files for listening based on the user‟s

convenience.

Sharma and Barret (2007:20) state that the name of podcast is a

combination of Apple‟s well known audio player, the iPod, and the word

broadcast from television and radio. A podcast is a computer audio file. The most

common file format is mp3 which has a very good compression ratio, resulting in

smaller file sizes and therefore shorter download times. However, other formats

are occasionally used.

Man and SZE (2007:116) explain that podcast are audio (sometimes

video) programs on the Web which are usually updated at regular intervals can be

directly download to the computer and subscribed by using pod catcher software

program.

McKean, E (Ed) (2006:110), a podcast is “a digital recording of a radio

broadcast or similar program, made available on the internet for downloading to a

personal audio player. While the Cambridge Advanced Learner‟s Dictionary

(2008:34) defined podcast as “the process of making digital recording of radio

programs which people can download from the Internet”.

b. History of Podcast

The history of podcast cannot be separated from the growth of internet as

the source of information nowadays. After the arrival of Internet, the weblogs, or

commonly called as Blog, becomes popular for many people to share their
 20

thoughts and opinions on the internet. Orden (2012:64) proposes that in many

ways the blog is the predecessor to podcasting in this history. Over the years blogs

have popped up on anything from politics to personal journals. In recent years

blogging has earned its status as a very popular and legitimate medium. In

Wikipedia (2012) explained that podcasting just began to catch hold late 2004.

In 1980s, the first audio of radio talk recorded and provide in digital

format and known as RCS (Radio Computing System) and the distribution of this

digital form using Multicast Network that primarily used by educational and

research institutes.

In 1990s and early 2000s by the growth of the World Wide Web, the

digital form of audio was provided in many jukeboxes and websites. They sorting

and selecting music or audio files, talk, segue announcement of different digital

formats. Moreover after the launch of Napster, the aggregating music system, the

audio digital format can be downloaded but without subscription services.

In 2001, Winner developed the RSS feed not only for a text-feed but also

for audio-feed. His project came with many elements of audio web based

program. He demonstrated the RSS enclosure feature by enclosing a Grateful

Dead song to his Scripting News Blog. After this invention new feature of RSS,

the next developments of podcasting are rapidly growth by some integration to

many other web user.

In 2003, after the conference of Blogger on at Berkman Center, Curry

offered blog readers an RSS-to-iPod script that moved MP3 files from User land

Radio to iTunes and encouraged other developers to build on the idea. In

 21

September 2004, the media-in-newsfeed idea was picked up by multiple developer

groups.

Apple adds podcasting to iTunes in June, 2005 and building a directory of

podcasts at its iTunes Music Store. This feature make the software could subscribe

to, download and organize many podcasts. So it will make the students become

easier to manage the podcast. Besides that, the idea comes to Apple with Quick

Time Pro Software to make the podcast in MP4 format and it later become the

video podcast.

When it added a podcast-subscription feature to its June 28, 2005, release

of iTunes 4.9, Apple also launched a directory of podcasts at the iTunes Music

Store, starting with 3,000 entries. Apple's software enabled AAC encoded

podcasts to use chapters, bookmarks, external links, and synchronized images

displayed on iPod screens or in the iTunes artwork viewer. Two days after release

of the program, Apple reported one million podcast subscriptions (Wikipedia:

2012).

c. Types of Podcast

Podcasts are divided into two types based on their availability on the web:

“radio podcast” and “independent podcasts.” Radio podcasts are existing radio

programs turned into podcast, such as those produced by BBC (British

Broadcasting Corporation) and RTHK (Radio Television Hong Kong).

Independent podcast are web-based podcast produced by individuals or

organizations. (Man, 2007:117)

 22

The second type of podcast will be a good alternative or it has a big

potential for teaching listening because they can be tailor-made to meet the needs

of different learners. The material in independent podcast will be vary and more

life-based material in which it will make student to be more interested in listening

activity.

Meanwhile, Sharma and Barret (2007:21) said that podcast come in

number of formats, including

1) Presentation : pre-scripted and well organized

2) Monologues : a single person usually extemporizing (or rambling,

depending on your point of view)

3) Interviews : a presenter asking question guests some questions

4) A combination of some or any of the above

5) Excerpts or montage of excerpts from radio program, e.g. BBC

Man and SZE (2007:118) divided podcast types based on its contents as

follows:

1) Comprehensive

These are podcasts that cover a wide range of content types, such

as traditional listening comprehension activities, interviews, and

vocabulary. A well-known „comprehensive‟ podcast is the one

quoted above, created by “Teacher John” who is teaching ESL in

Japan
 23

2) Whole lessons

These are whole lessons based on a podcast. The podcast quoted

above, for example, makes use of a news story in each episode.

The text of the news story is provided, accompanied by the audio

file. There is then a lesson plan with accompanying worksheet

materials. So, these are ready-made lessons based on podcasts

which teachers can use in the classroom immediately.

3) Vocabulary, idioms, etc

This is a popular type of podcast, probably because it is easy to

produce. In this kind of podcast, the host chooses some vocabulary

items and explains their usage. The example above concentrates on

the special vocabulary used by New Yorkers.

4) Conversations with script

These podcasts contain conversations between native speakers. To

help less proficient learners, each episode is accompanied by the

script, for learners to refer to while listening to the conversation.

5) Jokes

These are podcasts containing jokes and because they usually play

on language they encourage careful listening by the learner.

6) Songs

These podcasts contain songs for ESL learners. The songs are

either traditional children‟s songs or authentic popular songs for

 24

teenagers. They are also often accompanied by the text of the

lyrics.

7) Phonetics, pronunciation

Podcasts are obviously highly suited for teaching phonetics and

pronunciation. These podcasts are lessons which focus on specific

phonemes and pronunciation problems in English.

8) Stories

These are usually story read-aloud. They may or may not be

followed by listening comprehension questions.

9) Listening comprehension

These podcasts provide conventional listening comprehension

practice.

d. Advantages of Audio Podcast in Teaching Listening

In teaching listening, podcast can be used for intensive and extensive

listening activities, as Rost in Man (2007: 119) added that ELT podcasts are

particularly suited for extensive listening, in order to motivate the students‟

interest in listening to English and they gave the students‟ opportunity to exposure

the native speaker speech. Moreover, podcast will offer the students‟ a wide range

of possibilities for extra listening activities both inside and outside the classroom.

Podcast also effectively connecting the gap between the formal English which

dominates most second language classroom and the informal English used in most

of real-life communication event (Stanley :2006)

 25

In case of finding suitable authentic materials for listening activity,

podcasts have number of advantages over other audio streaming. Once have been

downloaded, they can be kept and distributed by email, CD-Rom, MP3 Player or

other portable devices. Besides that, podcasts can be copied repeatedly without

any loss of quality because they are digital files, compare to the older forms of

audio media, such as radio cassettes (Sharma and Barret, 2007: 21).

In other hand, Educause (2005) proposed that podcasting allows students

to use their technology-based entertainment systems (iPods, MP3 Player) for

educational experiences. Moreover the students are already familiar with the

underlying technology; podcast can be an alternative in listening activity.

e. Teaching Listening Using Podcast

A podcast may be used just to provide motivated students with additional

language input. However, if we wish to use them in class we need to spend time

on selecting suitable ones and develop tasks and activities to guide the students in

listening process.

These often involve activities to mobilize the students‟ prior knowledge of

the subject of podcast (pre-listening activities), some while listening activities and

some post-listening activities. For the while listening activities some true-false

questions can be given to the students so the students can check while listening, it

also help them to concentrate on the text. In the post-listening activities we can

focus on specific vocabulary items and hand out the transcript. (Locarno, 2005:47)

Because of checking listening comprehension is often rather tires some in

class, we can make more attractive by asking students to answer the question
 26

while listening and compare their answer with classmate afterwards. If they have

different answers, a second listening becomes far more interesting, since they will

focus on the items on which they had different answers. This technique is useful

for listening comprehension activity.

Podcasts can be used for intensive and extensive listening activities (Man

and SZE, 2007:119). In other hand, podcasts offer students a wide range of

possibilities for extra listening both inside and outside of the classroom. By

modifying the learning activities, we can combine the scripted textbook listening

with the Audio Podcast, the real life authentic conversation. This is can bring a

range of different voices and varieties of English into the classroom.

C. Conceptual Framework

The conceptual framework underlying this research is presented in the

following diagram:
PROCESS
INPUT Audio Podcast
Teaching Characteristics :
Listening
1. Mobile based material
2. Variety of topics
3. Variety of sounds
4. Real life communication material
5. Easily kept and distributed
material

Extensive Intensive
Listening Listening

OUTPUT
Improving Students‟
Listening
Comprehension
 27

The three main complements were explained as follow:

Input : It refers to the material of listening that was applied in the

classroom process.

Process : It refers to teaching and learning activities by Audio Podcast.

Output : It refers to the students‟ ability to understand and comprehend the

listening process.
 28

CHAPTER III

RESEARCH METHOD

This chapter consisted of the research design, variables and operational

definition, population and sample, instrument of the research, procedures in

collecting data and technique of data analysis.

A. Research Design

In this research, the researcher used pre-experimental design. The

researcher collected information first before deciding the sample. It was found

that the students at the school had used media in listening activity, so the

researcher decided to use only one class namely experimental class. The design

used was the one-group pretest-posttest design.

E O1 X O2

Where:

O1 = pre-test

X = treatment

O2 = post-test (Gay, 2006:177)

B. Research Variables and Indicator

1. Variables

There were two variables in this research, they were:

28
 29

a) Independent variable

Teaching listening comprehension by using Audio Podcast was

categorized as independent variable because it gave effect on students’ listening

comprehension

b) Dependent variable

The students’ listening comprehension was categorized as dependent

variable because it took effect from using Audio Podcast as listening material.

2. Indicator

The indicator of this research is the students’ ability to understand the

content of listening material, find the main idea of narrative and hortatory

exposition text, and supporting idea as well.

C. Operation Definition

The following are the operational definition of variables:

a) Audio Podcast is the listening material that available in the internet in

which have many interesting topics and could be used in teaching and

learning process.

b) Listening comprehension is the students’ ability to understand and

comprehend the listening material

D. Hypotheses

This research presents two hypotheses namely:

1. Null hypothesis (H0): there was no significant improvement of students’

listening comprehension after using podcast as the listening material.

 30

2. The alternative hypothesis (H1): there was a significant improvement of

students’ listening comprehension after using podcast as the listening

material.

E. Population and Sample

1. Population

The population of this research was the second year students of SMAN 1

South Sinjai in academic year 2012/2013. The total number of population was 10

classes which consisted of 20 – 25 students each class. Therefore, the total number

of population was 327 students.

2. Sample

From the population, only one class that was selected as a sample by using

purposive sampling technique. It means that the sample will take for certain

reason. The aim is to make the study easier to be collecting and also for practical .

Namely class VIII A that consisted of 20 students.

F. Instrument of the Research

The instruments of the research used in collecting the data were a listening

test and questionnaire. The data of listening tests were collected through pretest

and posttest. The pretest was administered to the students at the first meeting or

before the time of treatment to the class while the posttest was given after the

treatment. The form of listening test used by the researcher was cloze test. Miyoko

(2008:59) stated that cloze tests are a widely used listening tool. Whereas

questionnaire was used to find out the information about the students’ attitude in

learning listening through the Audio Podcast. The questions in the questionnaire
 31

inquired the learners to give response about the Audio Podcast. Those consisted of

10 items. Each item was provided with four alternatives of response categories:

strongly agree, agree, less agree, and disagree.

G. Procedures of Data Collecting

In collecting data, the researcher applied the following procedures:

1. Pre Test

The sample was given pretest about listening, namely listening

comprehension test. It was intended to see the students’ prior ability in listening

comprehension.

2. Treatment

The researcher conducted the treatment for 6 times and the Audio Podcast

was given with time allocation 90 minutes (2X45 minutes) every meeting. The

procedures of giving treatment as follows:

a) The researcher gave brief explanation of Audio Podcast.

b) The researcher motivated students by connecting to their prior

knowledge of the topic.

c) The researcher provided few key words needed for

understanding

d) The researcher built context by providing info (place, time,

number of speakers,) to help students construct meaning.

e) The researcher asked students to make a prediction of the

coming listening material.

 32

f) Distribute sheets that consist of several unfamiliar words as

guidance for students in comprehension the listening material.

g) The researcher distributed students’ worksheet

h) The researcher asked the students to listen to one Audio

Podcasts for each meeting:

(1) The Story of Titanic

(2) The Best Education

(3) Panda

(4) My Life in UK

(5) Lord Lucan

(6) Environmental Protest Groups

i) While listening the students answered some questions on their

worksheet.

j) The students compared their answer with other students.

k) The researcher re-played Audio Podcast and discuss the correct

answers

l) The researcher and students discussed about the material

m) The researcher gave comment and task for extensive listening

as homework in the end of the class and tells the student that

they had task related to their extensive listening activity.

Podcast for extensive listening tasks:

(1) A serious case

(2) My son
 33

(3) The Come Back

(4) Student Power

(5) How to Learn Many Languages

3. Post Test

After applying the treatment, the researcher gave post-test to students to

obtain data, whether there was any progress or improvement of the student’s

listening ability after having treatment namely through Audio Podcast technique

or not. The tests were same with the test was given in pre-test.

H. Technique of Data Analysis

The primary analysis in this research will be analytic method. The steps to

collecting the data undertaken the quantitative analyses are as follow:

1. Calculating the students’ raw score

Score =

2. Classifying the students score into seven levels as follows:

Classification Score

Excellent 9.6 – 10

Very Good 8.6 – 9.5

Good 7.6 – 8.5

Fairly Good 6.6 – 7.5

Fair 5.6 – 6.5

Poor 3.6 – 5.5

Very Poor 0.0 – 3.5

(Depdikbud, 1985:8)
 34

3. Calculating the mean score of the students by using the following formula:

∑
̅

Where : ̅̅̅ = Mean score

∑ = Sum of all score

N = Total number students (Gay, 1981: 298)

4. Computing the frequency and rate percentage of the students’ score by

using the following formula:

Where:

P = Percentage

F = Frequency

N = Total Number respondent (Mason and Nirwana, 2003:134)

5. Finding standard deviation of the student pretest and posttest by applying

the formula below

( X ) 2
X  N 2

SD 
N 1

Where SD = Standard deviation

∑ = Sum of the score test

∑ = Square of the test

= The number of student sample

= Consonant number (Gay, 1981:362)

 35

6. Calculating the score difference of the pre-test and post-test, the researcher

used the following formula:

D
D
N
Where:

D : The score difference

D : The sum of the scores difference

N : the number of sample (Gay, 1981:332).

7. Test Significance

To know whether the mean score of pretest is significantly different from

the writer calculated the t-test value by applying the following formula:

D
t 
( D) 2
 D2  N
N ( N 1)

Where:

t = test of significance

D = the score difference

D = the sum of the scores difference

N = the number of sample (Gay, 1981:403)

1. Data Obtained from the Questionnaire

The collected data from the questionnaire analyzed by using the

percentage technique. The researcher used the following formula:

 36

Where:

P = Percentage

F = the frequency of items

N = the total respondent

Calculating the mean score of the questionnaire by using this formula:

M =
f x

Where:

M = Mean score

f x = The sum of sub total

N = Total respondent (Gay, 1981:361)

The statement of questionnaire on the students’ attitude had four

alternatives response categories:

POSITIVE NEGATIVE
Strongly agree =4 Strongly agree =1

Agree =3 Agree =2

Disagree =2 Disagree =3

Strongly disagree =1 Strongly disagree =4

(Tia, 2007 : 32)
 37

CHAPTER IV

FINDING AND DISCUSSION

This chapter presents the findings and the discussion of findings. The

findings consist of all the data collected during the research and the discussion deals

the explanation of the findings.

A. Findings

1. The Data Analysis of the Listening Test

After calculating the result of the test, the rate percentages of the students

score were presented in the following table:

Table 1: The rate percentage of the students’ score of pre-test

No. Classification Score Frequency Percentage (%)

1. Excellent 9.6 – 10 - -
2. Very good 8.6 – 9.5 1 5%
3. Good 7.6 – 8.5 - -
4. Fairly good 6.6 – 7.5 2 10 %
5. Fair 5.6 – 6.5 - -
6. Poor 4.6 – 5.5 11 55 %
7. Very poor 0.0 – 4.5 6 30 %
Total 20 100 %
The table 1 shows that from 20 students, there were 1 (5 %) students got the

very good score, 2 (10 %) students got the fairly good score, 11 (55 %) students got

the poor score, and 6 (30 %) students got the very poor score. None of them got the

excellent. It was means that the students at SMAN 1 South Sinjai have serious

problem in their listening skill before get treatment. It could be seen in their pre-test

that 55 % students got the poor score.

37
 38

Table 2: The rate percentage of the students’ score of post-test

No. Classification Score Frequency Percentage (%)

1. Excellent 9.6 – 10 3 15 %
2. Very good 8.6 – 9.5 3 15 %
3. Good 7.6 – 8.5 9 45 %
4. Fairly good 6.6 – 7.5 2 10 %
5. Fair 5.6 – 6.5 1 5%
6. Poor 4.6 – 5.5 2 10 %
7. Very poor 0.0 – 4.5 - -
Total 20 100 %
The table 2 shows that, there were 3 (15 %) students got the excellent score, 3

(15 %) students got the very good score, 9 (45 %) students got the good score, 2 (10

%) students got the fairly good score, 1 (5 %) students got the fair score, 2 (10 %)

students got the poor score. None of them got the very poor score. It means that the

students could improve their listening ability after the treatment.

Now the writer will present the result of the students pre-test and post-test,

after calculating the mean score and standard deviation are presented in the following

table.

Table 3: The mean score and standard deviation of the students’ pre-test
and post-test analysis.

Types of test Mean score Standard Deviation

Pre-test 3.80 2.65
Post-test 7.95 1.43
The data in table 3 above that the mean scores of students’ score in pretest

was 3.80, while the mean score of students’ score in posttest increased 7.95. The

standard deviation of pretest was 2.65, while the standard deviation of posttest was

1.43. It reveals that the mean score of students’ score in posttest was increasing after
 39

treatment rather than pretest. Whereas, the standard deviation in pretest was greater

than posttest.

Is the mean score of the pre-test and post-test statistically significant on the

level of significant on 0.05 with the degree of freedom (df) = 19? Let us see the

following table:

Table 4: the t-test of the students’ achievement

t-test value t-table

7.98 2.093
Based on the table above, the result of the statistical analysis for the level

significance α = 0.05 and the degree of freedom df = n -1 = 19 where n = 20. The

value of t-test is higher than t-table (7.98>2.093). Therefore, it can be concluded that

there is significant difference between the result of the pre-test and post-test through

using Audio Podcast in improving the listening ability.

2. The Data Analysis of the Questionnaire Test

The questionnaire in this research consisted of 10 items, each items provided

with four alternatives of response categories namely: strongly agree, agree, disagree,

and strongly disagree. To analyze the result of the questionnaires given to 20

students, let us see the following tables.

 40

Table 5. The students’ opinion about their interest in learning listening

by using Audio Podcast.

Responses Frequencies Percent (%)

Strongly agree 8 40
Agree 11 55
Less agree - -
Disagree 1 5
Total 20 100%
Table 5 shows that most of the students were interested in learning listening

by using Audio Podcast. It was supported with the empirical data where the highest

rate percentage shows that there were 11 students (55%) agree with the statement

given to them. Meanwhile, none of them less agree and the lowest percentage shows

that there was 1 student (5%) disagrees.

Table 6. The students’ opinion about whether or not the Audio Podcast
are enjoyable in learning listening.
Responses Frequencies Percent (%)
Strongly agree 9 45
Agree 11 55
Less agree -
Disagree -
Total 20 100%
Table 6 shows that most of the students thought that the Audio Podcast were

enjoyable for them to use in learning listening. It was supported with the empirical

data where the highest percentage shows that there were 11 students (55%) agree with

the statement given to them. Meanwhile, none of them less agree and disagree.

Table 7. The students’ opinion about whether or not the teaching of

listening is good by using Audio Podcast.
Responses Frequencies Percent (%)
Strongly agree 10 50
Agree 8 40
Less agree 2 10
Disagree - -
Total 20 100%
 41

Table 7 shows that most of the students thought that Audio Podcast were very

good used in teaching listening. It was supported with the empirical data where the

highest percentage shows that there were 10 students (50%) strongly agree with the

statement given to them. Meanwhile, none of them disagree in line with the item.

Table 8. The students’ opinion about whether or not the Audio Podcast
can be alternative media in learning listening.
Responses Frequencies Percent (%)
Strongly agree 12 60
Agree 8 40
Less agree - -
Disagree - -
Total 20 100%
Table 8 shows that most of the students thought that the Audio Podcast could

be an alternative media in learning listening. It was supported with the empirical data

where the highest percentage shows that there were 12 students (60%) agree with the

statement given to them. Meanwhile, none of them less agree and disagree.

Table 9. The students’ opinion whether or not the Audio Podcast can be
an entertainment media in learning listening.
Responses Frequencies Percent (%)
Strongly agree 11 55
Agree 5 25
Less agree - -
Disagree 4 20
Total 20 100%
Table 9 shows that most of the students thought that learning listening by

using Audio Podcast could be an entertainment media. It was supported with the

empirical data where the highest rate percentage shows that there were 11 students

(55%) agree with the statement given to them. Meanwhile, none of them less agree

and the lowest percentage shows that there were 4 students (20%) disagree.
 42

Table 10. The students’ opinion about whether or not the Audio
Podcast can activate their participation in the learning
process.
Responses Frequencies Percent (%)
Strongly agree 6 30
Agree 14 70
Less agree - -
Disagree - -
Total 20 100%
Table 10 shows that most of the students thought that the Audio Podcast could

activate their participation in learning listening. It was supported with the empirical

data where the highest percentage shows that there were 14 students (70%) agree with

the statement given to them. Meanwhile, none of them less agree and disagree.

Table 11. The students’ opinion about whether or not the Audio
Podcast can avoid their teacher’s domination in the learning
process.
Responses Frequencies Percent (%)
Strongly agree 8 40
Agree 11 55
Less agree - -
Disagree 1 5
Total 20 100%
Table 11 shows that most of the students thought that using Audio Podcast

could avoid their teacher’s domination in learning process. It was supported with the

empirical data where the highest rate percentage shows that there were 11 students

(55%) agree with the statement given to them. Meanwhile, none of them less agree

and the lowest percentage shows that there was 1 student (5%) disagrees.
 43

Table 12. The students’ opinion about whether or not they feel motivate
to learn listening by using Audio Podcast.
Responses Frequencies Percent (%)
Strongly agree 9 45
Agree 8 40
Less agree 3 15
Disagree - -
Total 20 100%
Table 12 shows that most of the students thought that they felt motivate to

learn listening by using Audio Podcast. It was supported with the empirical data

where the highest percentage shows that there were 9 students (45%) strongly agree

with the statement given to them. Meanwhile, none of them disagree with the

statement.

Table 13. The students’ opinion about whether or not the Audio Podcast
can help them to improve their listening ability.
Responses Frequencies Percent (%)
Strongly agree 9 45
Agree 9 45
Less agree 2 10
Disagree - -
Total 20 100%
Table 13 shows that most of the students thought that the English audio could

help them to improve their listening ability. It was supported with the empirical data

where the highest percentage shows that there were 9 students (45%) strongly agree

and agree with the statement given to them. Meanwhile, none of them disagree with

the statement.

Table 14. The students’ opinion about whether or not their attitude is
increased to learn listening by using Audio Podcast.
Responses Frequencies Percent (%)
Strongly agree 8 40
Agree 10 50
Less agree 2 10
Disagree - -
Total 20 100%
 44

Table 14 shows that most of the students thought that their attitude is
increased to learn listening through using Audio Podcast. It was supported with the
empirical data where the highest percentage shows that there were 10 students (50%)
agree and 8 students (40%) were strongly agree with the statement given to them.
Meanwhile, none of them disagree with the statement.
Table 15. The Descriptive of the Students’ Score of the Questionnaire
Score of Item
No 1 2 3 4 5 6 7 8 9 10 Total
1 4 4 4 4 4 3 3 3 3 4 36
2 1 3 2 4 4 3 4 2 3 4 30
3 4 3 3 4 3 4 4 4 4 4 37
4 3 3 3 3 4 3 3 4 4 4 34
5 3 3 4 4 2 3 3 3 4 3 32
6 3 4 4 3 3 3 3 3 4 3 33
7 4 3 3 4 3 3 3 3 3 3 32
8 3 4 2 3 4 3 1 4 3 4 31
9 4 4 3 3 4 3 3 3 3 3 33
10 3 4 4 4 4 4 4 3 3 3 36
11 4 4 4 4 4 4 4 4 4 4 40
12 3 4 4 4 4 4 4 4 3 3 37
13 3 3 4 4 1 3 3 4 4 3 32
14 3 3 4 3 4 3 3 3 3 3 32
15 3 4 3 4 1 4 3 2 2 2 28
16 4 3 3 3 3 3 4 4 3 4 34
17 4 3 3 3 3 3 4 4 4 4 35
18 3 3 4 4 1 3 3 4 4 3 32
19 4 4 4 3 3 3 4 2 2 2 31
20 3 4 3 4 3 4 3 3 4 3 34
Total  f x  669
Source: The Tabulation result of the questionnaire

To interpret the mean score of the students’ attitude the researcher refers to

the alternatives response categories. The statement of questionnaire on the students’

attitude had four alternatives: Strongly agree, Agree, Disagree, Strongly disagree
 45

Based on the students’ mean score in questionnaire, the researcher concluded

that the students of SMAN 1 South Sinjai have positive attitude toward the

application of using Audio Podcast to improve their listening ability.

B. Discussion

Based on the data analysis from the students’ pre-test and post-test, there was

improvement after treatment. The result of the students’ pre-test showed that they

were poor in listening skill. In the pre-test, from 20 students only one students (5%)

got the very good score, 2 (8, 33 %) students got the fairly good score, 11 (55 %)

students got the poor score, and 6 (30 %) students got the very poor score. None of

them got the excellent, good and fair score. In the post-test, the students’ score was

significantly increased. It was proved by the fact that there were 3 (15 %) students got

the excellent score, 3 (15 %) students got the very good score, 9 (45 %) students got

the good score, 2 (10 %) students got the fairly good score, 1 (5 %) students got the

fair score, 2 (5 %) students got the poor score. None of them got the very poor score.

Based on the data above, we can see that rate percentage of the post-test is higher

than the pre-test. It means that the students’ listening ability was significantly

increased.

Based on the students’ mean score in the pre-test and post-test, the researcher

saw that they were significantly different. The mean score of students’ pre-test is 3.80

and post-test is 7.95. And the result of t- test, the researcher found that there was

significant difference between the result of the pretests and posttest. It found that the

t-value 7.98 is higher than the t-table 2.093. It means that there was significant
 46

difference before and after the treatment was given to the students. In other hands,

null hypothesis H 0  is rejected and alternative hypothesis H 1  is received. During

the treatments, students were easy to learn with the using Audio Podcast. The

students are motivated to learn listening test because English teacher that combined

between visual and auditory in teaching listening skill, so the students are not bored

and enjoy in the class. Therefore, it means that using Audio Podcast is an effective

technique in teaching listening.

Based on the students’ mean score in the questionnaire, the researcher

concluded that the students of SMAN 1 South Sinjai have positive attitude toward the

application of using Audio Podcast in their listening class. It can be seen from the

result of the mean score that is 33.5. It means most of the students agree with the

using of Audio Podcast.

Considering the discussion previous, it can be argued that the students of

SMA Negeri 1 South Sinjai have good listening after using Audio Podcast in learning

English. The listening comprehension by Audio Podcast can be used to improve the

students’ listening.
 47

CHAPTER V

CONCLUSION AND SUGGESTION

This part deals with the conclusion and suggestion of the research based

on the findings and discussion in the previous chapter.

A. Conclusion

Based on the findings and discussion, the researcher concludes that:

1. The data show that the students’ listening effectiveness before and after the

treatments are significantly difference. It was found in students post-test was

higher than the pre-test, which proved that the used of Audio Podcast in

teaching listening skill contributed to the students’ more effective in listening

English.

2. Using Audio Podcast can improve the students listening ability even though

the results of them are different. It can be seen through their increasing score

from pre-test to post-test.

3. Using Audio Podcast is an effective technique that can be used in teaching

listening skill. It can be seen from the result of t-test value and t-table, where

the value of t-test is higher than t-table.

4. The students of SMAN 1 South Sinjai have positive attitude toward the

application of using Audio Podcast in their listening class. It was supported by

the questionnaire that they had answered.

47
 48

B. Suggestion

After conducting this research, the researcher would like to offer some

suggestions:

1. Nowadays, English teacher should use a media that combined between visual

and auditory in teaching listening skill, so the students are not bored and enjoy

the class. It will be better to use multimedia in teaching it. One of the good

ways is by using Audio Podcast in their learning.

2. The researcher also suggested for the next researcher who are interested in

this subject (listening) to find out the other way that more interesting than

Audio Podcast to teach listening because it is the most difficult skill in

English.
 49

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Students of SMP Irnas Makassar Using Audio-lingual Method. Unpubished
Thesis FBS UNM: Makassar

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum Tingkat

Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: Badan
Standar Nasional Pendidikan.

Chandra, Adhi. 1999. Improving Listening Ability Through Songs of English

Department of FBS IKIP Ujung Pandang. Unpublished Thesis FBS UNM:
Makassar

Departemen Pendidikan Nasional. 2003. Standar Isi (Mata Pelajaran Bahasa Inggris
untuk Sekolah Menengah Atas (SMA/Madrasah Aliyah (MA)). Jakarta:
Departemen Pendidikan Nasional

Departemen Pendidikan Nasional. 2003. Standar Kompetensi Lulusan (Mata

Pelajaran Bahasa Inggris Untuk Sekolah Menengah Atas (Sma)/ Madrasah
Aliyah (Ma). Jakarta: Departemen Pendidikan Nasional

Derrington, Chrish and Barry Groom. 2004. A Team Approach to Behaviour

Management. Chapman Publishing. Retrieved on November 25,2012 from
http://www.sagepub.com/upm-data/9772_036767pg42_45.pdf

Educause Learning Initiative. 2005. Advancing Learning Through IT Innovation.

Retrieved on November 10,2012 from www.educause.edu/eli

Hayakawa, S.I. 1962. How to Attend a Conference." The Use and Misuse of
Language, Fawcett Premier. Retrieved on November 25, 2012 from
http://grammar.about.com/od/il/g/listeningterm.htm

Harmer, Jeremy. 1991. The Practice of Language Teaching. London: Longman

Group U.K. Limited.

Harmer, Jeremy. 2007. How to Teach English. England: Longman.

Highrich Learning Module. 2007.Listening Comprehension. Retrieved on November

25, 2012 from http://grammar.about.com/od/il/f/c0mprehension in listening.htm

Jennerich, Elaine, 2005. Four Types of Listening. Info people Project

[infopeople.org], U.S. Institute of Museum and Library Services. Retrieved on
 50

November 25,2012 from

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ng.pdf

Li, Ho Ching. 2010. Using Podcasts for Learning English : Perception of Hong Kong
Secondary 6 ESL Students. In The Undergraduate journal of languages,
linguistics and area studies vol 1, no 2 page 78-90. Hongkong Institute of
Education. Retrieved on November 14, 2012 from
http://www.llas.ac.uk/resourcedownloads /3088/podcasting.pdf

Locarno. 2005. Podcast: New Materials for Teaching Listening Comprehension.

Finestra V. Babylonia 4/05. Page 46-47. Retrieved on December 1, 2012 from
http://babylonia.ch/fileadmin/user_upload/documents/20054/podcast.pdf.

McKean, E (Ed.). 2006. The New American Oxford Dictionary. Oxford University
Press.

Mahareni. 2011. Using Flash Video to Improve Students’ Listening Comprehension

At SMP Negeri 2 Maros. Unpublished Thesis PPs UNM.

Mahdalena, Leny. 2009. Improving Students’ Listening Comprehension Through

Text-to-Speech Software. A thesis of Graduate School Sebelas Maret University
Surakarta. Retrieved on November 25,2012 from
http://id.scribd.com/doc/19014604/Improving-Students-Listening-
Comprehension-through-TexttoSpeech-Software

Man, Paul and Man SZE. 2007. Developing Students’ Listening and Speaking Skills
through ELT Podcasts. In Educational Journal, Vol.34, No.2 page 115-
134.2007. The Chinese University of Hong kong. Retrieved on September 3,
2012 from http://www.fed.cuhk.edu.hk/en/ej/200600340002/0115.htm

Morley, Catherine. 2007. Listening; Top Down and Bottom Up. Retrieved on
November 27, 2012 from http://www.teachingenglish.org.uk/articles/listening-
top-down-bottom

Nasriah. 2011. The Implementation of Minimal Pair Card Game to Improve Students’
Listening Comprehension. A Thesis of FKIP Almuslim University,Biruen.
Retrieved on November 26,2012 from
http://id.scribd.com/doc/106587828/7/Definition-of-Listening

Orden, Jason Van. How to Podcast. The Definitive step-by-step guide on how to
Podcast Without Breaking the Bank. Retrieved on November 23, 2012 from
http://www.how-to-podcast-tutorial.com/history-of-podcasting.htm
 51

Richards,Jack et al.1985.Longman Dictionary of Applied

Linguistics.England:Longman Group

Rocket. 2011. Comprehension. Retrieved May 4 2012 from

http://www.readingrockets.org/helping/target/comprehension/

Rohani. 2008. Improving the students’ listening achievement SMP Negeri 16

Makassar using minimal pairs technique. Unpublished thesis FBS UNM

Sarkiah. 2010. Using Songs in Improving Student Listening Comprehension at SMP

Negeri 18 Makassar. Unpublished thesis FBS UNM

Sharma, Pete and Barret, Banny. 2007. Blended Learning. Using Technology in and
Beyond the Language Classroom. Oxford: Macmillan Publisher.

Stainley, G. 2006. Podcasting: Audio on The Internet Comes of Age. TESL-EJ,9(4).

Retrieved on September 20, 2012, from
http://www.writing.berkeley.edu/TESL-EJ/ej36/int.html

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Company Ltd. Retrieved on November 25, 2012 from
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Underwood, Mary. 1989. Teaching Listening. Longman: England.

Walter. E (Ed). 2008. Cambridge Advanced Learner’s Dictionary, Third Edition.

Digital Edition

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http://en.wikipedia.org/wiki/History_of_podcasting

Wilson, J. J. 2009. How to Teach Listening. Longman: England.

 APPENDIX A
Instrument of Pre-test and Posttest
Listening Comprehension Test

Name :
Reg. Number :

Listen to the audio podcast about “A serious case” and then fill the blank by using the

provided words.

completely A rabbit horrible brush irrational

A psychiatrist furry Guess what afraid spiders

I have a friend who is afraid of (1)………………….. This isn‟t very unusual;

a lot of people are afraid of spiders. I don‟t really like spiders much myself. I don‟t
mind them if you see them outside, in the garden, as long as they‟re not too big. But
if one comes in the house, especially if it‟s one of those really big spiders with
(2)……………………. legs and little red eyes, then I go “yeeucch” and I try to get
rid of it. Usually I‟ll use a (3)………………… to get rid of the spider, but if I feel
brave then I‟ll put a glass over the top of it, slide a piece of paper under the glass and
then take it outside.

This is quite normal, I think. But my friend isn‟t (4)……………………of

spiders in any normal way. She isn‟t just afraid of spiders, she is totally, completely
and utterly terrified of them. When my friend sees a spider she doesn‟t just go
“uurgghh!” or run away, or ask someone else to get rid of the (5)…………………….
creepy crawly. No: she screams as loud as she possibly can. She screams so loud that
her neighbors worry about her, and think about calling the police. When she sees a

54
spider, she shivers all over, and sometimes she freezes (6)………………………. –
she can‟t move at all because she is so terrified. Sometimes she even faints.

But my friend had a surprise for me when we met for coffee last week.
“(7)…………………..?” she asked me.
“What?” I said.

“I‟ve got a new pet!”

“Great,” I said. “What is it? A dog? A cat?”
“No”
“A budgie?”
“No”
“(8)……………..?”
“No”
“What then?”
“I‟ve got a pet spider.”
“I don‟t believe you!”

“It‟s true! I decided that it was time I did something about my phobia so I
went to visit a doctor, a special doctor.(9)…………………... This psychiatrist
specialized in phobias – helping people who had (10)………………….. fears to get
better, and live normally. He told me I suffered from „arachnophobia‟.”

55
 Listening Comprehension Test

Name :
Reg. Number :

Listen to the audio podcast about “My son” and then fill the blank by using the

provided words.

understand attempt enormous happiness instructions

values gymnastics memory brought protects

I want to talk about my son. My son is now one year and eight months old,

has brought (1)…………………..happiness to our family although my wife, my

parent-in-laws always complain about how tiring it is to look after him.

He is really cute and adorable. He can now speak some very simple words

such as papa, mama, but he can (2)………………….quite a lot of things although he

can‟t, cannot express himself verbally, for example, he can recognize the personal

belongings of each family members (member), such as my T-shirt, the eye-glasses

(glasses) of grandpa or my wife‟s bag, etc. He also firmly (3)…………………..his

own personal belongings, such as his little chair on which he sits for meals. He will

drive you away if you (4)…………………… to sit on his chair.

56
 I am always amazed how fast he can learn things and how good his

(5)………………….. is. He can instantly learn something (some) funny gestures on

TV programmers, for example we found out that as he walked, he kicked his legs and

feet tied, and then we recalled it was because he watched the national parade in

Tiananmen Square on the National Day. And he also learnt some gestures like kung-

fu after watching the (6)…………………in sports programmers.

I always believe that parents are the first and best teachers for children. I have

a lot of friends, also new parent (parents), they bought, they pay for their kids‟ very

expensive course – some pre-school course (courses). I believe that you need to

nurture and (7)…………………… (bring) up your children with your heart and love,

so every weekend, my wife and I will take him to parks because I live very close to

the zoo, the Guangzhou Zoo so I often take him to the Zoo and show him the animals.

He always loves that - watching all kinds of animals.

I also want to do some experiments. I want to see how children learn language

so I try to teach him bilingually (in a bilingual way), so I teach him to say some

words in English and then in Mandarin. And now he can understand quite a lot

of(8)……………………., for example, if I ask him, „where is your bike?‟ and he‟ll

run to his bike and show his bike. And if I ask him, „where is the moon?‟ and then he

will point his finger up into (to) the sky so I think he is quite funny. And I also hope

that if he can learn English at a very young age and he will not suffer too much when

he studies at school.

57
 I think a child can bring enormous (9)……………………to the family and to

my life. I now always feel joy and peaceful while I am with him, so my favorite time-

killing is to play with him after meal, after work so I always can forget all about the

frustrations and sometimes unhappiness in work and feel fully 'recharged'. I have now

learnt strong family (10)………………. after bringing up my son and I understand

how difficult it is to be (a) parent so I now try to call my parents whenever I have the

time, take them out to dinner or try to visit them during the weekends…erm, so I

think it‟s great to be (a) parent.

58
 Listening Comprehension Test

Name :
Reg. Number :

Listen to the audio podcast about “The Come Back” and then fill the blank by using

the provided words.

ignoring changed famous theatre remember

announced The louder happened returned Nobody

Fausto Ruiz got off the boat at the port of the city where he had been born

fifty years ago, and to which he had not (1)……………….. for twenty years. He

walked along the seafront, surprised by how much his hometown had changed, and

also by how much of it he could still recognize. There were lots of new buildings up

on the hills around the city now, buildings which he didn‟t recognize. Yet many of

the old buildings along the sea were exactly the same as he recognized them, although

many of the old shops he remembered were there no more.

He walked away from the port and into the centre of the city. He walked up

the main road and saw how all the shops had (2)………………… , but that there was

still one small café there which was the same as it had been when he was young, and

famous. He walked into the café and sat down at one of the tables. He recognized the

owner of the café behind the bar as well as the waiter who was working there. They

59
both looked much, much older. Fausto felt certain that he didn‟t look as old as they

did, even though they were all twenty years older now.

Fausto sat at his table and waited for the waiter to come to him. He sat there

for ten, fifteen, twenty minutes. Half an hour passed and the waiter continued to

ignore him. Fausto raised his arm and shouted to the waiter, then to the owner of the

café behind the bar, but it was useless. They didn‟t come and ask him what he

wanted. They were (3)…………………… him.

Angry, Fausto got up and walked out of the café, slamming the door behind

him. Such ignorant people, he thought. Now I (4)…………………… why I left this

town twenty years ago, and why I never came back.

He walked along the main street as far as the main square in the town and

when he arrived at the main square he remembered the other reason why he had never

come back. In the main square of the town there was the theatre. As he looked at the

theatre, Fausto Ruiz had a terrible memory of what had (5)………………… there

twenty years ago.

Twenty years ago, Fausto Ruiz had been the most famous singer in the world.

He had sung in all of the most (6)………………….. opera houses in the world. He

had sung in London, New York, Moscow, Buenos Aires, Tokyo and Sydney.

Everywhere he went, people paid large sums of money for tickets, then when they

saw him sing they clapped and applauded and cheered for hours. When he was at the

60
height of his fame, Fausto Ruiz decided to come back to his home town, and to sing

in a triumphant concert in the theatre on the main square of the town.

The concert was (7)……………… , and all the tickets sold out within a few

hours. The evening of the concert, thousands of people crowded into the theatre to see

the legendary Fausto Ruiz sing in the theatre of his hometown.

There was silence as Fausto walked onto the stage. Then he began to sing, one

of his best known songs. And at the end of the song, there was just silence.

(8)……………….. clapped, nobody applauded, nobody cheered. Fausto waited, very

surprised for a moment, then started to sing another song. At the end of this song,

there was silence for a moment, then the people began to boo and to hiss. Fausto tried

to cover the noise of the booing and hissing by singing another song, very loudly this

time. But it got worse. (9)…………………… he sang, the louder the boos and hisses

became. Then someone threw a tomato at him. Then someone else threw a rotten

orange at him. Then someone else threw an old shoe at him. Soon, there was a rain of

rotten fruit and vegetables and smelly old shoes falling down on the great Fausto

Ruiz. Fausto was angry, Fausto was furious. He stormed off the stage and out of the

(10)……………………. . He left his hometown that night, and he said that he would

never, ever go back there ever again.

61
 Listening Comprehension Test

Name :
Reg. Number :

Listen to the audio podcast about “Student Power” and then fill the blank by using the

provided words.

demonstrations protesting troublemakers national government‟s

important unthinkable conditions manipulated factory

When most people think of strikes, they think of factory workers asking for

better pay and (1)………………, or perhaps refusing to work to support a colleague

who has been unfairly sacked. It is not often that people associate strikes with school

students. But in Italy, it is different. While in many countries it is absolutely

unthinkable, in Italy it happens almost every year. Some people may remember the

“Paris spring” of 1968, when in the French capital university students and

(2)……………….. workers all went on strike in a crisis which almost made the

French republic collapse, but for many this is a long time ago now. But in Italy,

however, the tradition has remained. It seems that almost every autumn there is a

reason to protest. Most of the protests are national, like the current opposition to the

(3)…………………… planned educational reforms, but there are also protests

against things like local issues such as heating in the classes or treatment of

individual students.

62
 And what do students do to protest? All over the country they go on strike,

they have (4)………………….. in the streets, they occupy their schools, they have

lots of meetings and sometimes they try to run the schools themselves for a period,

setting up their own lessons and courses.

Are all the students behind this? Well, it‟s difficult to say exactly. But what is

certain, is that very few students object.

“I think it‟s (5)…………………. to show what we feel” says one high school student,

“The new school reform will be very bad for state schools.”

Other students are more skeptical. “I think it‟s great!” says one student, “It

means we get a few days off school.” Another student is openly cynical: “All the

people who are doing this... well, some of them are just (6)…………………., others

are people who are already planning to become politicians. They want to start their

career now.” Others say that the strike leaders are being (7)………………… or used

by groups from outside the schools.

Problems occurred recently when students from one school which was being

occupied marched to another school which wasn‟t (8)………………... The strikers

stood outside the school and shouted and threw things at the windows. The non-

striking students sat in their classrooms and did nothing, but their teachers went out

and began to shout at the students from the striking school.

63
 In Britain, and a lot of other countries, such action is (9)………………...

Students are not allowed to go on strike, and if they did they would probably face

severe disciplinary measures.

The strange thing about this, however, is that despite the number of school

hours lost to strikes, Italian students are certainly no less intelligent or knowledgeable

than their European counterparts. Their (10)………………… averages are the same

as others, despite the fact that on average they spend up to 20% less time in the

classroom – with strikes being only one of the many interruptions of the Italian

school year.

Troublemakers or not, perhaps there is something to be learned from the

Italian way of studying!

64
 Listening Comprehension Test

Name :
Reg. Number :

Listen to the audio podcast about “How to Learn Many Languages” and then fill the

blank by using the provided words.

quickly supporting dictionary embarrassment contestants

particularly gradually conversation wanted different

I wanna talk about learning languages. I‟ve lived in many different countries,

both in Western Europe, Middle East, and now here in Hong Kong. And during all of

that time, I‟ve learned five or six (1)…………………. languages, to one degree or

another. I love learning languages. Not only are they important when you move to a

country, I just find them fascinating.

Before I came to Hong Kong, I lived in Barcelona Spain for ten years. And

when I first arrived, the most important thing was being able to communicate with

people locally. I don‟t attend classes. I don‟t think I‟m (2)…………………. good in

classes. I prefer to learn by just talking to people, finding out what I need to say by

looking at dictionaries and listening carefully.

Other things that helped me when I first moved to Spain, were watching the

typical kinds of programs we see every day on channels around the world. For

example the weather. This is great, because they always say the same things. So you

65
can really (3)………………….. hear the same words repeated again and again. And

the pictures helped of course.

Other types of program that helped me learned Spanish quickly were things

like game shows, where the same thing happens. They have a catchphrase or a slogan

that they repeat endlessly when (4)…………….. win or when they are called to

compete.

As well as that, I used to pick up the Spanish newspapers. First of all, I just

accepted that there was no way I was going to understand anything but one or two

words. But (5)…………………, I found that I learned lots of new things about this.

I was interested because I wanted to know what was happening in the country I lived

in. But, I also knew that I could learn a lot of language this way. So I'd take a

(6)…………………… with me sometimes, or I'd notice a word and I'd ask other

people what …it meant.

Anyway, by far the best practice I ever had was just talking to people in the

street, or in shops where I'd rehearse in my head what I (7)……………… to say

beforehand, before I went in. Usually, I'd make a right mess of it first of all, but, after

you get over the (8)……………………., it‟s quite funny really. And people are very

sympathetic and supporting in most cases.

It took me a long time to develop a good level of Spanish. I lived there for ten

years, and I think I‟m very fluent now. But I think for the first two years I was there,

66
it was quite a struggle to hold a decent (9)……………………. There were always

lots of words or expressions that I didn‟t pick up on. In particular with the colloquial

expressions, idioms, that kind of thing, that people use in everyday talk, but you don‟t

necessarily see written down. I didn‟t find those very easy to learn at all. But it was

a lot of fun. And people as I said are really (10)……………….. when they know that

you are genuinely interested in learning their language.

67
 Listening Comprehension Test

Name :
Reg. Number :

PART I

Listen to the audio podcast about “Bread” and then fill the blank by using the
provided words.

Found called technology could started

Disaster believe powered economy Discovered

American scientists say they can make bread last for up to two months. They
have (1)……......................a way to stop mould or fungus growing on bread and other
food. The researchers are from a biotechnology company
(2)……………………MicroZap. The company's name gives a clue to how their
technology works. They use high-(3)…………………….. Microwaves to zap the
food and kill anything that (4)……………………..grow fungus. They
(5)…………………………their project to find an answer to the superbugs that are
found in many U.S. hospitals. However, they soon (6)……………………. that their
technique could sterilize food. The scientists say they only need to microwave the
bread for about ten seconds and then it is OK to eat 60 days later. They also say the
taste of the bread stays the same.

The scientists (7)………………………… their discovery could stop people

throwing away so much food. Studies show that Americans put around 40 per cent of
the food they buy into the trash. Having food that lasts longer would save people
money and help the Earth. Another benefit of MicroZap's
(8)…………………………is in stopping disease. Illness from food has a huge

68
impact on society. There are 76 million cases of food poisoning in America every
year, with 5,000 deaths. It costs the (9)……………………… about $6 billion
annually. The company hopes to use its technology soon in making safe, ready-made
meals for war zones and areas hit by (10)……........................... MicroZapping could
become the best thing since sliced bread.

69
PART II

Listen to the audio podcast about “The launch” and then answer these questions
below by choosing the best option.

True or False Option

1. Belfast is an old industrial city T/F

2. the Harland and Wolff shipyard in Belfast was the smallest shipyard in the
world. T/F
3. The most famous Belfast-built ship was Titanic T/F
4. When the hull of the ship was finished, the ship was “launched” T / F
5. The owners of the ship would invite a Very Important Person T/F

Multiple Choices:

1. The main idea of the audio podcast is....

a. The story of Belfast
b. How to make a ship
c. The place of shipper
d. The hometown of the speaker
e. The beautiful place in England
2. Last weekend I visited Belfast, the largest ……in Northern Ireland
a. city
b. town
c. village
d. ship
e. yard
3. When was the Titanic hit an iceberg and sank?
a. 1912
b. 1219
c. 1712
d. 1920
e. 1720
4. Where was the Titanic built?
a. Brighton
b. Kenya
c. Belfast
d. London

70
 e. Atlantic
5. It was normal to have a special ………. when a new ship was launched
a. collaboration
b. celebration
c. selection
d. collection
e. section
6. The Very…….. Person and the owners of the shipyard and of the new ship
would then go and have a nice lunch.
a. important
b. urgent
c. impotent
d. competent
e. handsome
7. The owner asked the people to perform…ceremony
a. Launch
b. Lunch
c. Long
d. Life
e. Love
8. What the person brake in launched the ship?
a. A bottle of champagne
b. A cup of coffee
c. A bottle of cola
d. A can of coke
e. A bar of chocolate
9. God bless her and all that sail in her. “her” refers to?
a. The owner
b. The workers
c. The ship
d. The yard
e. The speaker
10. there would be beer for the ………. workers
a. factory yard
b. ship hall
c. ship yard
d. factory hall
e. owner yard

71
 Listening Comprehension Test

Name :
Reg. Number :

PART I

Listen to the audio podcast about “Palestine and Israel Conflict” and then fill the
blank by using the provided words.

made sounded conflict launched prepared

stated strikes associated injured approved

Israeli Prime Minister Benjamin Netanyahu has said his country is

(1)………………………. to send troops into Gaza if Hamas does not stop firing
rockets into Israel. Despite growing pressure for Israel to end its strikes, Mr.
Netanyahu (2)………………….. it clear to world leaders that Israel would consider
all options to defend itself from attacks from Gaza. He also (3)………………….….
his hopes for a ceasefire to avoid an invasion of Gaza, which would likely lead to an
escalated death toll. Netanyahu said any cessation of air (4)……………………..
would depend on Hamas ending its bombardment of Israel's cities. Sources say as
many as 100 rockets a day are fired across the border, some reaching Tel Aviv. Air
raid sirens (5)………………………. in Jerusalem for the first time in decades.

Israel said it still has hundreds of targets to hit and is targeting those
(6)………………………...with Hamas. It already destroyed the Hamas prime
minister's office. The death toll from the (7)…………………….…… has now
claimed the lives of more than 50 Palestinians and three Israelis. Dozens more have
been(8)…………………………, many of them civilians. An Israeli military
spokesperson said Israeli forces had targeted close to 1,000 sites in Gaza, while
Hamas has (9)………………………….. more than 400 missiles into Israel. The

72
Israeli government also (10)…………………………the call-up of 75,000 reservists
in preparation for a ground offensive. Diplomatic efforts are in full swing as regional
leaders are meeting in Cairo in an attempt to stop the situation from spiraling further
out of control.

73
PART II

Listen to the audio podcast about “A Cup of Tea” and then answer these questions
below by choosing the best option.

True or False Option

1. People of British prefer to a cup of tea than a cup of coffee T/F

2. Drink a cup of tea is an old tradition in Britain T/F
3. Tea from China is more delicate than British Tea T/F
4. Only a few of British puts milk in their tea T/F
5. One thing which nicer than a nice cup of tea is a cup of milk T/F

Multiple Choices:

1. The main idea of the audio podcast is....

a. The story of tea in England
b. How tea become popular
c. The rule of tea
d. How to make a good tea
e. How to choose best tea
2. Now days, the British people drink …. Cups of tea per person per day?
a. two
b. three
c. four
d. five
e. six
3. When was the tea become popular in England?
a. 16th century
b. 18th century
c. 17th century
d. 19th century
e. 20th century
4. Where was the original of tea?
a. China
b. Japan
c. Thailand
d. India
e. Indonesia

74
5. British tea is not ______ and delicate like tea in China?
a. pale
b. bold
c. bale
d. fold
e. hold
6. We drink more tea for head of population than any other country in the world,
except for ………….
a. Iceland
b. Ireland
c. Scotland
d. Thailand
e. Island
7. What was the Queen respond to tea?
a. She likes it so much
b. She didn‟t like it
c. She never drank it
d. She hated tea
e. She forbid her people to drink tea
8. Nearly everyone in Britain puts …..in their tea
a. milk
b. nut
c. sugar
d. butter
e. cream
9. To make a nice cup of tea, pour the milk into the ….?
a. cup before pour the tea
b. teapot with the tea in it.
c. cup with the tea in it.
d. kettle with the boiled water
e. spoon and pour again into the cup.
10. How many tea bags we need to make nice tea for two people?
a. Only one bags
b. two bags
c. three bags
d. four bags
e. five bags

75
 APPENDIX B
QUESTIONNAIRE

Nama : __________________

Kelas : __________________

Petunjuk!

a. Baca dengan teliti petunjuk sebelum mengerjakan angket ini.

b. Pilih salah satu jawaban yang anda anggap benar.

c. Beri tanda silang (X) pada jawaban yang anda pilih.

Pertanyaan

1. Saya merasa tertarik belajar listening dengan menggunakan Audio podcast.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

2. Penggunaan Audio podcast dalam belajar listening terasa menyenangkan bagi

saya.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

3. Saya merasa pembelajaran listening dengan menggunakan Audio podcast

adalah cara yang baik.

a. Sangat setuju c. kurang setuju

b. Setuju d. Tidak setuju

4. Penggunaan Audio podcast dapat menjadi media alternatif dalam pengajaran

listening.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

76
5. Penggunaan Audio podcast dapat menjadi media hiburan dalam pengajaran

listening.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

6. Penggunaan Audio podcast dapat memancing partisipan aktif dalam proses

pembelajaran.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

7. Penggunaan Audio podcast dapat menghindari dominasi guru dalam proses

pembelajaran.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

8. Setelah mengikuti pembelajaran dengan menggunakan Audio podcast ini, saya

merasa terdorong untuk meningkatkan kemampuan listening dengan cara ini.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

9. Audio podcast ini membantu untuk meningkatkan kemampuan listening saya.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

10. Dengan menggunakan Audio podcast minat belajar saya menjadi meningkat.

a. Sangat setuju c. Kurang setuju

b. Sangatsetuju d. Tidak setuju

77
 APPENDIX C
The Students’ Score of Pre-test
Pre-test Pre-test
Subject
X X2
1 4 16
2 5 25
3 5 25
4 2 4
5 4 16
6 9 81
7 4 16
8 4 16
9 3 9
10 4 16
11 7 49
12 5 25
13 4 16
14 2 4
15 1 1
16 7 49
17 5 25
18 4 16
19 2 4
20 3 9

Total  X  76  X 2  422

78
 APPENDIX D
The Students’ Mean Score and Standard Deviation of Pretest
a.
X
X
N
76
=
20
X = 3.8
The students’ mean score of pre-test is 3.8
b.
( X ) 2
X2  N
SD 
N 1

(76) 2
422 
= 20
20  1

5776
422 
= 20
19

422  288.8
=
19

133,2
=
19
= 7.01
SD = 2.65

The students’ standard deviation of pre-test is 2.65

79
 APPENDIX E
The Students’ Score of Post-test
Post-test Post-test
Subject
X X2
1 7 49
2 10 100
3 6 36
4 8 64
5 9 81
6 10 100
7 5 25
8 10 100
9 8 64
10 8 64
11 7 49
12 8 64
13 8 64
14 5 25
15 8 64
16 8 64
17 8 64
18 9 81
19 8 64
20 9 81

Total  X 159  X 2 1303

80
 APPENDIX F
The Students’ Mean Score and Standard Deviation of Posttest
a.
X
X
N
159
=
20
X = 7.95
The students’ mean score of post-test is 7.95

( X ) 2
b. X2  N
SD 
N 1
(159) 2
1303 
= 20
20  1
25281
1303 
= 20
19
1303  1264.05
=
19
38.95
=
19
= 2.05
SD = 1.43

The students’ standard deviation of pos-test is 1.43

81
 APPENDIX G
The Students’ Gain Difference of Matched Scores
Gain
Subject
D D²
1 3 9
2 5 25
3 1 1
4 6 36
5 5 25
6 1 1
7 1 1
8 6 36
9 5 25
10 4 16
11 0 0
12 3 9
13 4 16
14 3 9
15 7 49
16 1 1
17 3 9
18 5 25
19 6 36
20 6 36

Total  D  75 D 2
 365

82
 APPENDIX H
Test of Significance
The Score Difference:

D
D
N

75
=
20
D = 3.75
The t Test is:

D
t 
( D) 2
D 2

N
N ( N 1)

3.75
= 75 2  5625
2
(75)
365 
20
20(20  1)

3.75 5625
=  281.25
5625 20
365 
20
20(20  1)

3.75
= 365-281.25 = 83.75
365  281.25
20(20  1)

3.75
= (20-1) = 19
83.75
20(20  1)

83
 3.75
= 20 (19) = 380
83.75
20(19)

3.75 83.75
=  0.22
83.75 380
380

3.75
= 0.22 = 0.47
0.22

3.75
=
0.47

t = 7.98

Thus, t = 7.98, α = 0.05 and df = 19 derived from df = (N-1) = (20-1) =19

So, t- value = 2.093 (it can be seen in appendix J in distribution t-table)

84
 APPENDIX I
The rate percentage of the questionnaire
No. Strongly Agree Agree Disagree Strongly

Disagree

F P% F P% F P% F P%

1 8 40 11 55 - - 1 5

2 9 45 11 55 - - - -

3 10 50 8 40 2 10 - -

4 12 60 8 40 - - - -

5 11 55 5 25 - - 4 20

6 6 30 14 70 - - - -

7 8 40 11 55 - - 1 5

8 9 45 8 40 3 15 - -

9 9 45 9 45 2 10 - -

10 8 40 10 50 2 10 - -

85
 APPENDIX J
The Descriptive of the Students’ Score of the Questionnaire
Score of Item
No 1 2 3 4 5 6 7 8 9 10 Total
1 4 4 4 4 4 3 3 3 3 4 36
2 1 3 2 4 4 3 4 2 3 4 30
3 4 3 3 4 3 4 4 4 4 4 37
4 3 3 3 3 4 3 3 4 4 4 34
5 3 3 4 4 2 3 3 3 4 3 32
6 3 4 4 3 3 3 3 3 4 3 33
7 4 3 3 4 3 3 3 3 3 3 32
8 3 4 2 3 4 3 1 4 3 4 31
9 4 4 3 3 4 3 3 3 3 3 33
10 3 4 4 4 4 4 4 3 3 3 36
11 4 4 4 4 4 4 4 4 4 4 40
12 3 4 4 4 4 4 4 4 3 3 37
13 3 3 4 4 1 3 3 4 4 3 32
14 3 3 4 3 4 3 3 3 3 3 32
15 3 4 3 4 1 4 3 2 2 2 28
16 4 3 3 3 3 3 4 4 3 4 34
17 4 3 3 3 3 3 4 4 4 4 35
18 3 3 4 4 1 3 3 4 4 3 32
19 4 4 4 3 3 3 4 2 2 2 31
20 3 4 3 4 3 4 3 3 4 3 34
Total  f x  669
 APPENDIX K
Distribution of t-table

df level significance of one tail scored

0.25 0.1 0.05 0.025 0.01 0.005
level significance of two tail scored
0.5 0.02 0.1 0.05 0.02 0.01
1 1 3.078 6.314 12.706 31.821 63.657
2 0.816 1.886 2.92 4.303 6.956 9.925
3 0.765 1.638 2.353 3.182 4.541 5.541
4 0.741 1.533 2.132 2.776 3.747 4.604
5 0.727 1.473 2.015 2.571 3.365 4.032
6 0.718 1.44 1.943 2.447 3.143 3.707
7 0.711 1.41 1.895 2.365 2.998 3.499
8 0.706 1.397 1.86 2.306 2.896 3.355
9 0.703 1.383 1.833 2.262 2.821 3.25
10 0.7 1.372 1.812 2.228 2.764 3.169
11 0.697 1.363 1.796 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.781 3.055
13 0.694 1.35 1.771 2.16 2.65 3.012
14 0.692 1.345 1.761 2.145 2.624 3.977
15 0.691 1.341 1.753 2.131 2.602 3.947
16 0.69 1.337 1.746 2.12 2.583 2.921
17 0.689 1.333 1.74 2.11 2.567 2.898
18 0.688 1.33 1.734 2.101 2.552 2.878
19 0.688 1.328 1.729 2.093 2.539 2.861
20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.7 2.08 2.518 2.831
22 0.686 1.321 1.725 2.074 2.508 2.819
23 0.685 1.319 1.725 2.069 2.5 2.808
24 0.685 1.318 1.725 2.064 2.492 2.797
25 0.684 1.316 1.708 2.06 2.485 2.787
26 0.684 1.315 1.706 2.056 2.479 2.779
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
 29 0.683 1.311 1.699 2.045 2.462 2.757
30 0.683 1.31 1.697 2.042 2.457 2.75
40 0.681 1.303 1.684 2.021 2.423 2.704
60 0.679 1.296 1.671 2 2.39 2.66
120 0.677 1.289 1.658 1.98 2.358 2.617