Thesis Rumondangg Fix Ini

INCREASING LISTENING ABILITY BY USING VIDEOS
AT ELEVENTH GRADE OF SMA SWASTA

DHARMA BHAKTI SIBORONGBORONG
IN ACADEMIC YEAR 2021/2022
A THESIS
Submitted to English Study Program Faculty of Teacher’s Training

and Education University of Sisingamangaraja XII Tapanuli in
Partial Fulfillment for the Requirement for the Degree of
Sarjana Pendidikan
BY
NAME : RUMONDANG HUTASOIT

REG. NUM : 180502015
ENGLISH DEPARTMENT FACULTY OF TEACHER’S

TRAINING AND EDUCATION UNIVERSITY OF
SISINGAMANGARAJA XII TAPANULI
(UNITA) SILANGIT
2022
ABSTRACT
Hutasoit, Rumondang, 180502015. “Increasing Listening Ability By Using

Videos At Eleventh Grade Of Sma Swasta Dharma Bhakti
Siborongborong In Academic Year 2021/2022 ”. A Thesis, English Study
Programme Faculty of Teacher’s Training and Education, University of
Sisingamangaraja XII Tapanuli 2021.
This study aims to increase listening ability by using videos. This study was
conducted by using classroom action research at the eleventh grade of SMA SWASTA
DHARMA BHAKTI Siborongborong. The population of this study was the eleventh
grade of SMA SWASTA DHARMA BHAKTI Siborongborong, the total number of
population was 65 students. The sample of this study was XI IPA who has low in
listening about 33 students by using Purposive sampling technique based on Sugiyono
(2017). This action research was conducted in two cycles. The research steps are
planning, action and observation, and reflection. The action consisted of the use of videos
combined with the use of two-phase of listening process.The data were qualitative and
quantitative. The qualitative data were obtained by observing the teaching and learning
process, interviewing the students and the teacher, giving questionnaires to the students,
and taking pictures. The data were in the form of field notes, interview transcripts,
questionnaires, and documentations. The qualitative data were analyzed by assembling,
coding, comparing, and building interpretations of the data, and then reporting the
outcomes. Besides, the quantitative data were analyzed by comparing the mean scores
and the standard deviation of the pre-test to the post-test. The results show that the
students’ listening ability increased by using videos. The students made a good
increasement in some aspects of listening ability. The findings were supported by the
students’ mean scores from pretest was 45.45, for the first cycle was 59.39, and the
second cycle was 76.36. The pretest result 15.15% of the students got point 70 to up, the
competence test cycle I was 36.36% and the improvement of the students showed in the
last competence of the cycle II was 90.90%. Then, the increasement score percentage
from the pre-test to post-test cycle I was 30.26% and the increasement of pre-test to post
test cycle II was 68.00%. Moreover, they were more confident in participating in the
teaching and learning process. In addition, the various activities made the class
atmosphere enjoyable so the students’ motivation in learning English increased.
Keyword: Listening, Listening Ability, Video
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ACKNOWLEDGEMENT
First and foremost, the greatest thanks to the almighty God, Jesus Christ,
for His amazing grace and merciful help the writer was finally able to complete
this thesis. This thesis aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at the English Study Program, Faculty of teacher’s training
and education University of Sisingamangaraja XII Tapanuli (UNITA).
In order to finish this study, the writer has been helped by many people
through their guidance, suggestion and comments for which the writer would like
to extent the sincere special thanks to:
1. Dr. Ir. Adriani Siahaan., MP Rector of University Sisingamangaraja XII
Tapanuli.
2. Dr. Meslin Silalahi, M.Pd, the Dean of the Faculty of Teacher Training
and Education of University Sisingamangaraja XII Tapanuli.
3. Musrafidin Simanullang, M.Hum as the head of English Study Program
and Lamhot Situmeang, S.Pd.,M.Pd as the secretary of English Study
Program which helped her in administrative during the process of
completing the necessary requirements.
4. Lamma Sihotang, SS.,M.Pd my first consultant and Lamhot Situmeang,
S.Pd.,M.Pd her second consultant who never feel bored to spend hours
building the writer in write this thesis. All the hearth kind of both of them
to give the revision, comments, precious suggestion, and correcting this
thesis.
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5. All the lecturers and staffs of English Study Program, who taught and
given knowledges,encouragement, and invaluable advices for her to
complete this thesis.
6. Eduart Sinaga, S.Pd as the headmaster of SMA SWASTA DHARMA
BHAKTI Siborongborong for his support and Daniel Tomi Hutasoit, S.Pd
as her tutor in SMA SWASTA DHARMA BHAKTI Siborongborong for
all his kinds, suggestion and build comments that his given to the writer
during the Teaching Practice until this thesis finished.
7. Teachers and Students in SMA SWASTA DHARMA BHAKTI
Siborongborong for their welcome and permit the writer observed and the
best cooperation while doing research to finish her thesis.
8. Special sincere gratitude to her beloved parents Suarnita Sihombing as
mother and Miduk Hutasoit as father, for everything that they have given
and unconditional love and make all things become reality. They are the
role model who have given prayers, advices and accompany affectionately
through her ups and downs life.
9. Special thanks to her beloved sisters and brothers, Dinarty Hutasoit, SP,
Alex P Hutasoit, and Aldo P Hutasoit. And all the family member that she
can’t mention one by one which give her a great support, love and all their
kinds.
10. Robert Hutasoit, S.Sos her great uncle who has taught the great thing of
life throughout her education in college until the completion of this thesis.
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11. All friends of English Study Program 2018’s. Especially to Eka Pakpahan,
Dessy Pasaribu, and Masro I Manik, thanks for their love and support as
her weird but stunning friends ever, and the special thanks to Masro I
Manik for worthy memories and togetherness to spent laughter and tears
from Teaching Practice until research so the writer could finish this thesis.
12. Last but not least, I wanna thank me, I wanna thank me for believing in
me, I wanna thank me for doing all this hard work, I wanna thank me for
having no days off, I wanna thank me for never quitting, I wanna thank me
for just being me at all times.
Finally, I realize that this thesis is still far from being perfect, therefore any
constructive critics and suggestion for the improvement will be highly
appropriate. Thank you very much for all.
Silangit, Agustus 2022
Rumondang Hutasoit
NIM.180502015
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TABLE OF CONTENTS
ABSTARCT..................................................................................................... i
ACKNOWLEDGEMENT............................................................................. ii
TABLE OF CONTENTS............................................................................... v
LIST OF TABLES.......................................................................................... vii
CHAPTER I : INTRODUCTION.............................................................. 1
1.1 The Background of the Study............................................................. 1
1.2 The problem of the Study................................................................... 4
1.3 The Objective of the Study................................................................. 4
1.4 The Scope of the Study....................................................................... 4
1.5 The Significance of the Study............................................................ 4
CHAPTER II : REVIEW OF LITERATURE........................................... 6
THEORETICAL FRAMEWORK................................................................ 6
2.1 Increasing............................................................................................ 6
2.2 Listening............................................................................................. 6
2.2.1 Kinds of Listening................................................................ 7
2.2.1.1 Exstensive Listening................................................. 8
2.2.1.2 Intensive Listening................................................... 10
2.2.2 Process of Listening............................................................. 12
2.2.3 The Purpose of Listening..................................................... 13
2.2.4 Listening Behavior............................................................... 13
2.3 Listening Ability................................................................................. 14
2.3.1 The Importance of Listening Ability.................................... 15
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2.3.2 Difficulties in Listening Ability........................................... 15
2.4 Video .............................................................................................. 17
2.4.1 Kinds of Video..................................................................... 17
2.4.2 Advantages and Disadvantages of Using Videos................. 18
2.4.3 Using Videos To Increase Listening Ability........................ 20
2.4.4 The Example of Video......................................................... 21
CHAPTER III : RESEARCH METHODOLOGY...................................... 23
3.1 Research Design................................................................................. 23
3.2 Population and Sample....................................................................... 24
3.2.1 Population............................................................................... 24
3.2.2 Sample..................................................................................... 24
3.3 The Procedure of The Research.......................................................... 25
3.4 The Instrument of Collecting Data..................................................... 32
3.5 The Technique of Data Analysis........................................................ 35
CHAPTER IV DATA ANALYSIS................................................................ 38
4.1 The Data.............................................................................................. 38
4.1.1 The Quantitative Data ............................................................ 38
4.1.2 The Qualitative Data .............................................................. 41
4.2 Data Analysis....................................................................................... 43
4.2.1 Analysis Quantitative Data..................................................... 43
4.2.2 Analysis Qualiattive Data....................................................... 52
4.3 The Research Findings ....................................................................... 55
CHAPTER V CONCLUSION AND SUGGESTION ................................. 57
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5.1 Conclusion .......................................................................................... 57
5.2 Suggestion........................................................................................... 57
REFERENCES
APPENDICES
vii
LIST OF TABLES
Table 3.1 Steps of action research in cycle I.................................................... 26
Table 3.2 Steps of action research in cycle II................................................... 30
Table 3.3 The instrument of the research......................................................... 32
Table 3.4 Classifying score .............................................................................. 35
Table 4.1 The Result Students’ Listening Test ................................................ 39
Table 4.2 Students Test Score.......................................................................... 43
Table 4.3. The Result of Post Test Cycle 1...................................................... 45
Table 4.4. The Result of Students’ Score for Cycle II...................................... 49
Table 4.5. The increasement of students’ achievement in listening ................ 56
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CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Listening is one of the main skills in English language learning. Besides
listening, there are reading, speaking, and writing skills. Along with reading,
listening is seen as a passive skill, but this is not completely true. Message
decoding, such as listening, encourages the active participation in the interaction
between the speaker and the listener (Broughton, Brumfit, Flavell, Hill, & Pincas.
1980: p.65). When we listen to the speaker, we automatically portray the thing
being told and respond to them by nod, glance, body movements, and so on. We
need the receptive skill to understand the message. In human language learning,
listening is the first skill that is actually mastered by a baby. In the earlier stage of
life, a baby acquires a language by listening to his surroundings. According to
Conboy et Al. in Friederici and Thierry (2008: p.24), babies are born with general
auditory skills that are later shaped by listening in their first stage of life. Even
though we learn to listen naturally, it still has to be practiced and taught in the
school. Sometimes we just listen but don’t understand the meaning in the
message. That is why learning to listen is important for us to be involved in real
communication. Hron in Rost (1994: p.118) States that listening should be
developed in the school because it is as important as reading. Rost (1994: p.118)
also argues, “for emotional impact, persuasion, accentuation of salient points,
attitude shifts, a sense of sharing of communicative events and long-term memory
formation, listening may be superior learning mode for most pupils.” Thus,
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teaching listening is important. Rost (1994: p.141) also states why listening is
important for the learners of English as a second language:
1. Listening is important in the classroom because it provides input for the
learner. Without understandable input at the right level, any learning
cannot begin.
2. Spoken language provides a means of interaction for the learner.
3. Authentic spoken language presents a challenge for the learner to attempt
to understand language as it is actually used by native speakers.
4. Listening exercises provide teachers with a means of drawing learners’
attention to new forms (vocabulary, grammar, interaction patterns) in the
language.
In teaching listening, besides suitable materials, the teacher also needs
media to teach the students. It will be nearly impossible if the teacher uses just his
voice to accomplish the teaching learning process without media. Brinton in
Celce-Murcia argues that media can do and improve language teaching, and any
kind of media can help the teacher in their job, bring the outside world into the
classroom and make the task in language learning more Interesting (2001: p.459-
460). In teaching listening, of course we use sound-based media to practice
students listening ability. Audio media are known as the mostly used media in
teaching listening. There are many materials available In the format of audio
cassette and mp3. It is easy for them to be used and operated. However, we can
not neglect that nowadays, the development of technology is growing rapidly.
There are many technology-based media that can be used by the teacher to teach
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listening ability. One of the media is video. This kind of media now can be found
in almost everywhere. Since internet connection is also growing fast, we can just
download the video from many sites. The most common sites are Youtube and
BBC, for example. There are plenty materials presented in video format which
can be downloaded from those sites. Because video has both moving pictures and
audio elements, it delivers a new dimension to the students. The students will feel
that they are in the same situation as the situation in the video. Video is also very
useful if it is used in teaching a larger class (Daryanto. 2012: p.86) since it is
really attractive.
According to researcher’s experience during PPL at SMA SWASTA
Dharma Bhakti Siborongborong many of these students had problems when
learning to listen using only audio. Considering the explanations above, the
researcher will do a research study about the use of video in teaching listening in
the classroom.
Based on this description, the researcher is interested in conducting
research on the use of video during listening learning. The research title is “
Increasing Listening Ability By Using Videos At Eleventh Grade Of SMA
SWASTA DHARMA BHAKTI Siborongborong In Academic Year
2021/2022”. By research through the media videos of this series, is expected that
can help to increase students’ listening ability.

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1.2 The Problem of the Study
Based on the background of the study, the research problem is:
Does Video increase the students’listening ability at eleventh grade of SMA
SWASTA DHARMA BHAKTI Siborongborong In Academic Year 2021/202? “
1.3 The Objective of the Study
Based on the statement of the problems above, the objectives of the study
is: to find out about the Increasing listening ability by using videos at
eleventh grade of SMA SWASTA DHARMA BHAKTI Siborongborong
in academic year 2021/2022.
1.4 The Scope of the Study
In this research, the researcher will focus on increasing listening ability by
using videos at eleventh grade of SMA SWASTA DHARMA BHAKTI
Siborongborong in academic year 2021/2022.
1.5 The Significance of the Study
The significances of this research are:
1. For Students
For the students it will help to increase students’ listening ability for the better.
2. For Teachers
For the English teachers, this research will give them an alternative solution
through a way that can increase students’ listening ability.

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3. For Researcher
For the other researchers, this research will be a reference to conduct further
studies for them and the research result is accept to stimulate students in
learning listening by using video.
4. For Readers
Will give information about increasing listening ability by using videos.

CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Increasing
According to Adi S (2003: 67), the increasing comes from the word level,
which means layer or layers of something that then form an arrangement. While
increasement means progress. In general, increasement is an effort to increase the
degree, level, and quality as well as quantity with adding skills and abilities to get
better. Level can also mean rank, and class. In addition, increasement also means
achievement in the process, size, nature, relationship and so on. The word
increasement can also describe a change from a negative state or trait to a positive
one. The result of an increase is also marked by the achievement of the goal at a
certain point. Where an effort and process has reached that point, a feeling of
satisfaction and pride will arise for the expected achievements.
2.2 Listening
Listening is the most general activity in our daily life. It has a vital role in
language acquisition process. We may listen as much as we speak, four times
more than read and five times more than write (Morley, J. 1991). It means that we
are more likely to listen than do other activities because so many sound that we
may listen.
It cannot be denied that on this earth there are many ears whose activities
are only to the level of hearing, but not yet to the level of listening. To the extent
that the prophet Jeremiah complained that many of his congregation “have eyes
but do not see, who have ears but do not hear”. (Jeremiah 5:21). From the
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7
passages above we can see that there is a difference between hearing and
listening. In English, the equivalent of hearing is to hear, while the equivalent of
listening is to listen, or in the form of the gerunds are hearing and listening,
respectively. Don Brown, in his dissertation entitled “Auding as the Binary
Language Ability” at Stanford University, 1954, stated that the terms hearing and
listening are both limited to the meaning of listening and auding, which is derived
from the verb neologic to aud, is more appropriate. Describe, provide skills that
have something to do with teachers “Auding is to the ears what reading is to the
eyes”. If reading is a big process in seeing, recognizing, and interpreting or
interpreting written symbols, we can limit listening as a major process of
listening, recognizing, and interpreting verbal symbols (Anderson, 1972: 68).
Even Russel & Russell use the following formula to contrast or contrast reading
and auding further:
Seeing is to Hearing
as
Observing is to Listening
as
Reading is to Audience
Thus, listening means hearing with full understanding and attention and
appreciation (Russel & Russell, 1959; Anderson, 1972: 69) cited by Tarigan.
2.2.1 Kinds of Listening
In the previous discussion, it has been stated that the purpose of listening is
to obtain information, capture content, and understand the meaning of the
communication that the speaker wants to convey through sspeech. This is a

8
general goal. In addition to these general goals, there are also various specific
objectives that lead to various kinds of listening, such as the following:
2.2.1.1 Exstensive Listening
Extensive listening is a kind of listening activity about things that are more
general and freer to an utterance, it does not need to be under the direct guidance
of a teacher. In general, extensive listening can be used for two different purpose..
In general, the best sources for various aspects of extensive listening are
recordings made by the teacher because they can be adapted to the needs and
objectives to be achieved. These recordings can utilize various sources, such as
radio and television broaadcaasts (Brouhton [at all], 1978; 70). Extensive listening
is divided into four groups, namely:
a. Social Listening
Social listening or conversational istening or polite/courteous listening
usually takes place in social situations where people talk about things that
interest everyone present. They listen to one another to make reasonable
responses, follow things of interest, and show reasonable attention to what
a colleague has to say ((Dawson [at all], 1963; 153).
b. Secondary Listening
Secondary listening is a kind of casual listening and extensive listening.
Here we give two examples;
1) Listen to the music that accompanies rhytms or folk dances at
school and to muted radio programs while we write to a friend at
home.
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2) While enjoying music, we participate in certain activities at
schools such as painting, cla crafts, sketching, and beautiful
writiing exercises (Dawson [et all], 1963: Tarigan, 1972: 69)
c. Listening Aesthetics
Listening aesthetics (aesthetics listening) or what is called appreciateive
listening is the last phase and activties include accidental listening and
extensive listening, including:
1) Listening to music, poetry, joint readings, or radio dramas and
recordings.
2) Enjoy stories, poems, riddles, rumblings rhtyhms, and plays read
or told by teahers students, or actors (Dawson [et all], 1963: 153).
d. Passive listening.
A seemingly effortless way for children and some indigenous people to
learn a foreign language can be called passive listening. Although it’s
actually a bit wrong to imagine that their brains don’t work or are just lazy.
What is called passive listening is the absorption of an utterance without
conscious effort which usually marks our efforts when studying less
carefully, in a hurry, memorizing by heart, practicing leisurely, and
mastering a language. In fact, our brain is “not playing” active in
registering sounds, smells, shapes, and forms, even though we seem to be
directing our attention to other things, even when we are sleeping soundly.
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2.2.1.2 Intensive Listening
While extensive listening is directed at listening activities more freely and
more generally and needs to be under the direct guidance of teachers, intensive
listening is directed at an activity that is much more supervised, controlled for a
certain thing. In this case, an important division must be made, as follows;
a) This intensive listening can especially be directed as part of a language
teaching program, or
b) Especially it can be directed to understanding and understanding in
general. It is clear that in this second point the meaning of language in
general is already known by the students.
The following are included in the intensive listening group:
a) Critical Listening
Critical listening is a type of listening activity in the form of finding
faults or mistakes, even good and correct items from a speaker’s
utteraance with sttrong respons that can be accepted by common sense.
In general, critical listenng is more likely to examine the location of
deficiencies, errors, and inaccuracies contained in someone’s speech
(Dawson [et all], 1963: 154).
b) Concentrative Listening
Concentrative listening is often also called a study-type listening to a
type of study (Anderson, 1972:70; Dawson [et all], 1963: 153).
c) Creative Listening
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Creative Listening is a kind pof activity in listening that can lead to
pleasure in the listener’s imaginative reconstruction of sounds, sights,
movements, and kinesthetic feelings suggested or stimulated by
something being listened to (Dawson [et all], 1963: 153).
d) Exploratory Listening
Exploratory Listening or probing listening, is a kind of intensive
listening activity with the intent and purpose of investigating something
more focused and narrower. In this kind of listening activity, the listener
alerts his attention to explore and find: 1) new things of interest, 2)
additional information about a topic, and 3) interesting issues, gossip, or
discussions (Dawson [et all], 1953: 153).
e) Interrogative Listening
Interrogative listening is a kind of intensive listening activity that
demands more concentration and selection, concentration and selection
of items from the speaker’s utterance because the listener will ask a lot of
questions. In this interrogative listening activity, the listener narrows and
directs his attention to obtaining information by interrogating or
questioning the speaker (Dawson [et all], 1963: 153).
f) Selective Listening
However effective passive listening, which we discussed earlier, is
usually not considered a satisfying activity. The distinctive features of
activeness or activism do not allow us to be content with using such
passive techniques or methods, even though we have the ideal conditions

12
for doing so. However, in addition to the psychological problems created
by our activism, there are two strong reasons why we need to supplement
passive listening with selective listening.
2.2.2 Process of Listening
Listening is an activity which is a process. In the listening process
there are also stages, including:
1) Listening Stage; In this stage, we just hear everything that is said by the
speaker in the utterance of his speech. So, we are still in the hearing stage.
2) Understanding Stage; after we hear then there is a desire for us to
understand or understand well the contents of the conversation conveyed
by the speaker. Then, we arrive at the understanding stage.
3) Interpreting Stage; a good listener, who is careful and thorough, is not
satisfied if he only hears and understands the contents of the speaker’s
utterance, he wants to interpret or interpret the content, points of opinion
contained and implied in the utterance; Thus, the listener has arrived at
the interpreting stage.
4) Evaluating Stage; after understanding and being able to interpret or
interpret the contents of the conversation, the listener begins to assess or
evaluate the speaker’s opinions and ideas regarding the strengths and
weaknesses as well as the speaker’s strengths and weaknesses; Thus, it
has reached the evaluation stage.
5) Response Stage; This stage is the last stage in the listening activity. The
listener welcomes, takes into account, and absorbs and accepts the ideas or
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ideas put forward by the speaker in his speech or conversation. Then, the
listener arrives at the responding stage. (Logan [et all], 1972 : 39; Loban
[et all], 1969 : 243).
2.2.3 The Purpose of Listening
According to Logan (1972: 42) and Shropee, (1979: 261) there are eight listening
purposes, namely:
1. Listening to learn
2. Listening to enjoy
3. Listening to evaluate
4. Listening to appreciate
5. Listening to communicate ideas
6. Listening to distiguish sounds
7. Listenig to solve problems
8. Listening to make sure
2.2.4 Listening Behavior
Of course, there are many reasons why people listen. However, there are
only two types of behavior in listening activities, namely factual listening and
emphatic listening.
1) Factual Listening
According to Hunt (1981: 26) there are four special skills required in
factual listening including:
a) The listeners must be totally involved
b) The listeners must master the art of effective note-taking

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c) The listenersmust find and analyze supporting facilities
d) The listeners must look for patterns of organization and overall
structure
2) Empathic listening
Empathic listening is referred to as active listening or understanding
listening. Each message contains two parts, namely the content and factual
material, and the speaker’s feelings or attitudes towards the content. There
are several behaviors that are required in empathic listening activities,
including paying attention to nonverbal cues, putting oneself in the other
person’s shoes, and focusing on the message, not the appearance. The
listener must be able to narrate or explain the important parts of the
presentation in his own words, using Dian’s different style of approach
(Hunt 1981, 27-28).
2.3 Listening Ability
In the Big Indonesian Dictionary, ability comes from the word "able"
which means power (can, able, do something, can, be, be rich, have excessive
wealth). Ability is an ability to do something. A person is said to be capable if he
can do something he has to do. According to Chaplin (1997:34), ability (ability,
proficiency, dexterity, talent, ability) is the energy (strength) to do an action.
Meanwhile, according to Robbins (Robbins, 2000:46), ability can be an innate
ability from birth or is the result of practice or practice.
2.3.1 The Importance of Listening Ability

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Nunan (2003) added that listening is assuming greater and greater
important in foreign language classroom. This relies of several facts including role
of input from listening. This skill provides students to gain valuable input from
what they hear directly or indirectly from the native speaker and non-native ones.
Without understanding input, learning cannot begin. Thus listening is important
for the development of spoken language proficiency. Listening exercises gives
opportunity for learners to draw new forms in language vocabulary, grammar, and
new interaction pattern.
Its important is also lied on the fact that students consumed most of their
time listening to teachers’ speech and explanation. They engage in different
listening activities at school everyday. This fact shows that listening should be
mastered very well by English language learners. The better they listen, the more
understanding they gain. By listening they can get comprehensible input which
can be used in their speaking and other language skills. Teaching listening
becomes the more developed level of interest in these current years than it did
before. Presently, college entrance tests, school leaving and other assessments
regularly incorporate listening components. This is signifying that listening skill is
a core component of second language proficiency (Richard, 2018).
2.3.2 Difficulties in Listening Ability
To comprehend what English speakers say, a language learner needs a
complex process starting receiving the message, relating to existing knowledge
until they understanding. Due to this, many learners encounter more difficulties in
listening than reading and writing. Therefore, since listening and speaking are part
16
of parcel of the spoken language, learners should be helped with any effective
listening course (Richards & Renandya, 2010). Valuable material for listening
task will further guide learners to make effective communication in the target
language. Difficulties in listening are caused by some internal factors and external
ones. Internal factors come from inside the learner which include attentiveness,
motivation, interest, and knowledge of the listening topic. The external factors is
from the material of reading itself such as information presented in the recordings
and also expression used by the native speakers both in the recording and real life
(Watson & Smeltzer, 1991). These must have taken into some consideration by
listening teachers to that appropriate method and strategy can be applied to
increase students’ motivation.
In addition, Yule (1996), classified the factors caused students’ difficulties
in listening into four factors: speaker factors, listeners factors, the content, and
support. Speaker can influence students’ listening comprehension. it can be the
way he or she speaks such as accent or dialect, and the speed of speech. The
quicker he speaks the more difficult the students can get the meaning. Listeners
factors includes their interest in listening skill. The content is some aspect
contained in the material itself such as grammar, vocabulary, information
structure, and background knowledge. Another factor is that supportive element
from listening material, for example pictures and diagrams. This visual aids can
help learners’ difficulties in listening. lack of this supportive media can make
students think hard to catch watch the students mean.

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2.4 Video
According to Harmer(2007, P.214) “Video is a media which have given
educational experiences for learners and used as a fun learning in school and
video is a technology of modern electronically capturing, recording, processing,
storing, transmitting, and reconstructing to make a visual context for what is being
said through of body movement”. Video is classified as audiovisual media that is
able to display messages and information through images and sound elements that
are delivered simultaneously. This advantage makes video media very widely
used in learning and learning activities. With its advantages as an audiovisual
media, video media is able to show objects, places, and events comprehensively
through motion pictures. Video mediums are capable of displaying image or
visual elements and sound or audio simultaneously at the moment when used to
communicate information and knowledge to the target audience (Dr. Benny A.
Pribadi, M.A. [P.137]).
Moreover, McKinnon (2011) in Muniandy and Veloo (2011:175)
acknowledges that video clips can portray settings, action, emotions, and gestures
which can provide the important visual stimulus for language practices and
learning. It means that videos can be used in teaching English because videos can
provide great visual stimuli through their combination of illustrations, sounds,
graphics, and texts. Moreover, the videos can facilitate students‟ engagement in
and improve the teaching and learning process.

18
2.4.1. Kinds of Video
According to Harmer (2001:284), there are three basic types of videos
which can readily be used in class:
1) Off-air programmes
For example: programmes recorded from a television channel. This video
can be used for a range of activities including prediction, crossculture
awareness, and teaching language. However, some off-air video is
extremely difficult for the students to understand.
2) Real-world videos
For example: films, comedy, and wildlife documentaries. The teachers
need to make their choice based on how engaging and comprehensible the
extract is likely to be.
3) Language learning videos
For example: videos to company course books. The advantage of the
videos is that they have been designed with students at a particular level in
mind. However, the situations and the language are inauthentic.
2.4.2. Advantages and Disadvantages of Using Videos
a) Advantages of using video:
Robert Heinich, et al. (1996) suggested several advantages possessed by
the video medium in communicating information and knowledge which
include:
19
1. showing moving images;
2. demonstrate a process and procedure;
3. safe observation facilities;
4. means to learn certain knowledge and skills;
5. showing examples of attitudes and actions that can be learned;
6. encourage the emergence of appreciation or appreciation of art and
culture; and
7. create a common experience and perception for viewers.
In addition, Erickson and Curl Pinnington (1992) entitled Using Video in
Training and Education suggested several advantages that can be obtained from
the use of video as a learning tool, namely:
a. Adding insight into the viewer’s experience.
b. Providing useful information for viewers.
c. Stimulating interest in learning.
d. Guiding audience response in the learning process Overcoming
physical limitations.
e. Encouraging problem solving efforts.
f. Revealing mistakes in the learning process and efforts to correct
these mistakes.
b) Disadvantages of using video
Apart from having the necessary advantages in displaying information and
knowledge, the video medium also has some limitations or disadvantages.
According to Heinich and colleagues (1990) these limitations include:

20
a. The speed of displaying information and knowledge constantly.
b. Sometimes it creates a different perception of the information and
knowledge that is displayed.
c. The cost of producing video programs is very expensive.
Information that is displayed through the video medium always takes place
at a fixed pace. Some parts of the information and knowledge that are broadcast
through the video medium are sometimes too fast. If this happens, then viewers
will find it difficult to look back at the information and knowledge that is in a
video program. The weaknesses above can be overcome because the video
medium is generally equipped with facilities to play back the part of the
information and knowledge that needs to be seen. This facility is known as
rewind. Another facility owned by the video medium is fast forward, which is a
facility that can be used to speed up the display of information and knowledge
contained in video player devices. Video player devices in general are also
equipped with a freezing facility, which is to stop the image displayed in the video
program. This facility allows the viewer to study the object displayed more
clearly.
2.4.3. Using Videos To Increase Listening Ability
Using video is closely related to the increasing of listening ability. Kim
(2015) stated that using video to increase or improve listening skills and it’s been
researched in South Korean Elementary School. In line with Keihaniyan’s opinion
(2013) that video has a better effect on improving listening skills or ability than
listening manually. Videos involving graphics, audio, and animation in a video

21
can increase the concentration and attention of students in listening to learning.
Sadiman (2012) argues that with the use of video make an attract attention to
students, influences attitude and behavior and the content of the story is more
striking, messases that are presented in a concise and lasting impression will be
remembered. The use of video also presents listening material that is more fun by
watching every event that happens. Listening activities like this can also increase
eye foresight and sensitivity of the ears in listening to the sound coming out of the
video. In addition, the diverse video makes students not easily bored in listening
to every video played. The more videos played can make a deeep listening ability
for each students.
Video media can be used for learning purposes, both for individual and
group learning purposes. Dwi Tugiwati (2014) conducted a study The Use Of
Videos To Improve The Listening Skills for Junior High School. The results the
research findings showed that the students’ listening skills had improved. The
students were interested in learning English by using videos. It implied that the
teacher had to present the listening materials by using the videos
2.4.4. The Example of Video
The author focuses on one of the media that is favored by many people
today, where this media is so easily accessible by everyone and is found like on a
smartphone, namely downloading videos from the YouTube site. YouTube is one
of the most popular and attractive media to attract the learners’ interest in
learning. Youtube is a video-sharing website that allows users from over the
world to watch videos posted by other users and upload videos of their own.
22
Youtube content can be educational, entertaining, political, historical, medical,
and personal videos. YouTube is a rich source of authentic materials especially in
English lessons which could give motivate students to interact in an educational
capacity through English language videos. YouTube, an important offshoot of
digitalization, is leading the charge as the most multipurpose medium for content
transactions in the classroom and outside the classroom. It’s not only provides
digital entertainment but also provides a great environment for learning
(Srinivasacharlu, 2020). There have been many kinds of research dealing with
Youtube videos use in the learning of English as a foreign language, one of which
was by Chia-ci et.al (2020) finding that the use of YouTube in the EFL classroom
improved listening ability and retention of EFL college student.

CHAPTER III
RESEARCH METODOLOGY
3.1 Research Design
The type of this research was Classroom Action Research (CAR).
According to Burns (2010), classroom action research mainly aims to solve the
problems of the teaching and learning process. Before carrying out the action, the
researcher identified the problems.
In accordance with the objective of the research, the aim of this study was
to increase the listening ability of eleventh grade students of SMA SWASTA
Dharma Bhakti Siborongborong in the academic year of 2021/2022. This action
research focused on increasing the real condition of the English teaching and
learning process to reach the increase of the students listening ability.
This research design consist of two cycles. The plans to solve the
problems find in the reconnaissance that will implement, then they observed and
reflected (evaluated). The implementation has been defined was found the results
based on the indicators that will be made previously. The plans were revised and
implemented again if the first one could not be considered effective to increase
eleventh grade students’ listening ability. The processes in action research can be
shown in the schema below:
23
24
Figure 1: Kemmis and McTaggart’s Action Research Cycle in Burns (2010:9)
3.2 Population and Sample
3.2.1 Population
According to Sukandarrumidi (2004:47), the population is all members of
the researcher subjects, in other word, population is all individuals from whom the
data will collect. The population of the research is eleventh grade students of
SMAS Dharma Bhakti Siborongborong in academic year 2021/2022. There were
two classes, namely class XI-IPA consist of 33 students and XI-IPS consist of 32
students . So the total of the population were 65 students.
3.2.2 Sample
This research uses Purposive Sampling Technique. Purposive sampling
technique is the researcher can provide an assessment of who should participate in
the study. The researcher can implicitly choose a subject that is considered
representative of a population (Sugiyono, 2017).

25
According to the teacher, XI IPA class has low listening than other class.
That class consist of 33 students. Thus, the total number of sample was 33
students.
3.3 The Procedure Of The Research
Based on Figure 1, the researcher and the English teacher were identified
some problems, has been formulated a draft of some action to solve the problems,
has been implemented the action, and has been reflected on the outcome of the
action.This research follows Kemmis and Mc Taggart's (2000: 278) model consist
two cycles. Each cycle consist of two meetings. Each meeting has four steps:
planning, action, observation, and reflection.
1. First Cycle
In this research cycle, the students' listening ability will measure and their
problem in listening will analyze. The students' attitudes towards listening
would seem clearly.
a. Planning
Planning is arrangement for doing something. In planning, it
will considere everything that will be related to the action that will do
and it also prepare everything that will be needed in teaching learning
process. The activities in this phase will as follow:
1. Making the orientation test (test I by audio) as instrument to
know the student's basic skill in listening before the students
are taught by using videos.
2. Preparing lesson plan.

26
3. Preparing instrument for collecting the data such as, diary
notes, the interview sheet, and observation sheet and those will
be used to know the students reaction and class condition as a
whole and also to see the development of students.
4. Preparing some subject matter related to listening.
5. Preparing media which is needed in teaching process.
6. Preparing work sheet for students
b. Action
Action is the process of doing something. It will the
implementing all off the things which is made in the planning phase.
In this case, the writer will do everything that has been planned. The
students will think by using video in caching listening ability, there
are many activities in action namely:
Table 3.1 Steps of action research in Cycle

l First meeting
Activities
Teacher Students
Opening Opening
1. Teacher gives greeting to 1. Students gives response to the
students. students teacher's greeting
2. Teacher checks the 2. Students give response to
attendance attendance list.
3. Teacher gives motivations to 3. Students listen to teacher's
students . motivation.
27
Main Activities Main Activities

1. Teacher ask the students 1. Students answer and give their
about learning listening opinionto the teacher's
questions. questions.
2. Teacher will give a test as a 2. Students do the test
pre- test about listening. individually.
3. Teacher will watch and keep
the students while doing the
test.
4. Teacher will ask to collect
the test
Closing Closing
1. Teacher closes the meeting 1. Students greet to the teacher
Second Meeting
Activities
Opening Opening
1. Teacher gives greeting 1. Students respond to teachers’
2. Teacher checks the attendances greeting
list 2. Students listen to teacher’
3. Teacher give motivation to motivation
students 3. Students give response to
teacher
1. Teacher explains about the 1. Students listen to the teacher
listening study explanation
2. Teacher presents listening 2. Students will listen to the
material using video media. video
3. Teacher ask the students to 3. The students understood
ask that they don’t teacher’s explanation about
28
understand from teachers’ listening ability by using

explanation video
4. Teacher gives test II 4. Students do the test
individually
Closing Closing
1. Teacher ask the students to 1. Students give opinion about
given reflection about the the lesson today
lesson today 2. Students listen to the teacher
2. Teacher give enrichment 3. Students greet to the teacher
about listening
3. Teacher will closes the class
c. Observation
Observation did in the classroom while teaching and running
process run. Observation is purposed to find out information of action,
such as the students attitudes even the obstacles that happened. So, the
observation should be done carefully. In this phase the collaborator
was observed the students while they listen to the study, the situations
or conditions that happened during the process of teaching and
learning the, the attitudes of the students while doing the listening
competence and the problems or obstacles found by the writer when
they listen to the study.
d. Reflection
Reflection is a feedback process from the action that had been
done before. Reflection used to help the teacher make decision.
Reflection had evaluated aspects to evaluate the effect of spacious
issue and suggest the way to handle it. In this phase, the writer took
29
the feedback of the teaching learning process from the result of the
observation. Dealing with the purpose of the research that was to
increase listening ability, the writer reflected on everything that she
she had done and make evaluation or even conclusion.
2. Second Cycle
Based on the result in cycle I still doesn’t pass the KKM, the
researcher decided to do the second cycle. From the cycle I, it was found
that the student's score was still low. The researcher made the planning
based on the weakness that researcher found in Cycle I to increase students'
score.
a. Planning
1. Preparing the lesson plan.
2. Preparing and designing the listening material which refers to the using of
videos.
3. Giving motivation to the students.
4. Preparing the test (listening test) to know students' increasement.
b. Action
The activities while doing research in the second cycle did as follows:
Table 3.2 Steps of action research in Cycle II
Third meeting
Activities
30
Opening Opening
1. Teacher gives greeting to 1. Students give response to the
students teacher’s greeting
2. Teacher checks the attendance 2. Students give response
list
3. Students listen to teacher’s
3. Teacher gives motivation to
motivation
students
4. Students will give response to
4. Teacher will ask students about teacher
listening study
1. Teacher explains about the 1. Students listen to the teacher’s
learning material explanation
2. Teacher presents listening 2. Students listen to the video
materal by using video 3. Students do the test individually
3. Teacher gives test III

Closing Closing
1. Teacher asks the students 1. Students give response to the
about to given reflection about teacher
the lesson today 2. Students give greeting to
2. Teacher closes the class the teacher.
31
Fourth Meeting
Activities
Opening Opening
1. Teacher gives greeting to
1. Students give response to the
students.
teacher’s greeting.
2. Teachers checks the attendance
2. Students give response.
list
3. Students listen to teacher’s
3. Teacher gives motivation to
motivation.
students

1. Teacher asks students to explain 1. Students do what teacher asks.
2. Students write their opinion or
the listening in short term relate to
ideas.
the topic material.
3. Students listen to the teacher’
2. Teacher ask the students about conclusion.
what they think about using video
in listening ability.
3. Teacher makes a conclusion about
listening abilty by using video
relate to the topic
Closing Closing
1. Teacher asks students about 1. Students give response to the
what they get feel by the test teacher.
given on each meeting. 2. Students greet to the teacher.
2. Teacher closes the class.

32
c. Observation
Based on the data, the researcher found that:
1. The teacher gave good motivation to the students.
2. The teacher gave chance to students about what they know to the relate
topic.
3. The students were active in discussion and give opinion.
4. The students could control their manner.
d. Reflection
Based on the observation data, there was increasement in teaching
learning process.
3.4 The Instrument of Collecting Data
In completing the data, the writer was used qualitative data and quantitative
data. There were numbers of research instrument that usually used by the writer in
conducting a research, here the researcher used: test (pre-test & post-test),
interview sheet, questionnaire sheet, observation sheet, and documentation. Each
technique was also followed by the instruments. Furthermore the detail
instruments of the research were presented on the following table.
Table 3.3: Instruments of the Research
NO TECHNIQUE INSTRUMENT RESULT
1. Test Test of Listening Score
2. Interview Interview sheet Transcript
3. Observation Observation sheet Transcript
4. Questionnaire Questionnaire sheet Transcript

33
5. Documentation Picture
Technique of scoring:
1. Patterns of scoring
thecorrect answer
Students ’ score= x 100
the amount of question
2. The explanation of scoring
No Explanation Score
1 Each of correct answer 10
2 False answer 0
3 No answering 0
1. Quantitative Data
Quantitative data consist of test to measure their listening ablity. The test
that used in this study is pre-test and post-test.
a. Pre-Test
The first was pre-test. Pre-test was conducted at the first before doing
action of the research. Pre-test was applied to measure and evaluate the
students’ basic ability in listening. The pre-test is done before implementing
video. After finding out the result, the researcher can decide and plan
whether the students’ need to give more action or not.
b. Post-Test
Post-test beadministered at the end of session. Post-test was conducted in
order to know and measure the progressing of students’ listening ability after
videos as learning media that carried out. Students will be listened to the video
then researcher gave post test about what they listened. After know the result of
34
the post-test and how far the increasement of the students’ listening ability,
then the writer could decided whether needed to conduct the next cycle.
2. Qualitative Data
The qualitative data refers to original data that collected for different
purpose and used in interview, questionnaire, observation, and documentation.
a. Interview
The researcher used the open and close interview which the questions
that have been detailed by researcher to know the students’ difficulties in
teaching English especially in increasing students’ ability in listening. The
question was also prepared to acquire some information related to their
problems and motivation in learning English. It was conducted for the teacher
and several students as a sample.
b. Observation
The researcher observed the objects by watching teaching-learning
process in the classroom. The comment based on what the researcher has seen
and it will be written in the observation sheet.
c. Questionnaire
Questionnaire is doing to the students to investigate the increasing of
teaching – learning process.
d. Documentation
35
Documentation is a proof of the researcher while doing a research in a
school. The researcher collected some photos during teaching-learning process.
3.5 The Technique of Data Analysis
To analysis the data, the researcher also used the procedure as follows:
a. The scores become more meaningful numerical data if they are converted
to numerical data, which processed to the scale of 0 to 100. The measurement
of the students' achievement that is stated by Harris (1969. 134) interpreted as
follows:
Table 3.4 The Classification of Students Score

No Criteria of mastery Grade
1 85-100 Excellent
2 70-84 Good
3 60-69 Fair
4 50-59 Poor
5 0-49 Fail
b. The collected data found in this research was analyzed quantitative. It
means that all the data gathered from the observations during teaching learning
process while the data obtained from tests (pre-test and post-test) were
analyzed descriptive quantitatively (percentage).
It is the formula:
∑x
X=
N
X: Mean
N: Number of students
⅀x: Individual score

36
(Gay, 1981:298)
c. Then, the writer tried to get the class percentages which pass the target
score of the minimal mastery level criterion (KKM). The KKM that must be
attained considering listening subject is 70 (seventy) which is adapted from
the school agreement (SMA SWASTA Dharma Bhakti Siborongborong).
The formula:
R
P= x 100 %
T
Where:
P = The percentage of students who get the point 70
R = The number of students who get point up to 70 above
T = The total of students who do the test
d. Then, after getting mean of students’ score per actions, the writer identifies
whether or not there might have students’ increasement score on listening skill
from pre-test and post-test score in cycle 1 and cycle 2. In analyzing that, the
writer uses the formula:
y 1− y
P= 100 %
y
Where:
P = Percentage of students’ improvement
y = Pre- test result
y1 = Post test I
y 2− y
P= 100 %
y
37
Where:
P = Percentage of students’ improvement
y = Pre-test result
y2 = Post-test II
CHAPTER IV
DATA ANALYSIS
4.1 The Data
The data of this study are qualitative and quantitative data. The qualitative
data were taken from interview with teacher and students of SMA Swasta Dharma
Bhakti Siborongborong, observation sheet, questionnaire and documentation. The
quantitative data were taken from the mean of students score in some tests. This
research was conducted in XI IPA with 33 students. This research was
accomplished in two cycles. Each cycle consisted of four steps of action research
(planning, action, observation, and reflection). The first cycle including pretest
conducted in two meetings, and the second cycle was conducted in two meetings.
In the last meeting of each cycle, the students were taken test as the post test
consist of post test I for cycle I and post test II for cycle II.
4.1.1Quantitative Data
The quantitative data were taken from the listening test score which
carried out in every meeting within two cycles. The listening tests were given
three times, an pre-test and two tests after each cycle. The orientation test (pre-
test) were given in the first meeting without any treatment to students, while the
tests after each cycle were given after the students got some treatments.
The students' listening score were analyzed by calculating the result of test.
In pre-test, the students got bad score. But from the beginning of the cycle I until
the end of the cycle II, the students' score were improved. The result of the
students’ score could be seen in the following tables and charts.
38
39
Table 4.1 The Quantitative Data
No Students’ Name Pre-Test Post-Test Post-Test
Cycle I Cycle II
1 Ade Irma S. Mendrofa 50 60 70
2 Afrizal Lumbantoruan 30 40 60
3 Andra Sofian Nababan 40 50 70
4 Ardiko Silaban 30 40 70
5 Christy Natalia 50 60 80
6 Desy Siregar 40 50 80
7 Fani Christina Telaumbanua 70 80 90
8 Feryanto Manalu 40 50 70
9 Fransisco Markus Pasaribu 50 70 80
10 Friska Delviana Silaban 50 70 80
11 Gabe Saut M Togatorop 40 50 80
12 Greydia Anastasya Hutasoit 30 40 70
13 Indah Kresna Sihombing 50 60 80
14 Jetly B Simanungkalit 40 50 60
15 Joel Afsaldy Tamba 50 60 70
16 Josua Christian Silitonga 70 80 90
17 Maeka Sianipar 50 70 80
18 Marsitta R. Pardede 70 80 100
19 Martha Theresia Sihombing 40 50 80
20 Marthin Siburian 40 50 70
40
21 Nofita W Lumbantoruan 30 70 80
22 Pasti Sianipar 40 50 70
23 Rahmat Elivander Sianturi 40 50 60
24 Rindu Marito Sihombing 40 50 70
25 Romauli maibang 50 70 70
26 Ruben Sinaga 70 80 90
27 Santa Maria Tambunan 30 40 70
28 Sari Ida Simaremare 50 60 70
29 Siska Gina Tua Simanjuntak 70 90 100
30 Susi Baringin 30 70 80
31 Vranco B. sihombing 40 50 80
32 Yosi Silaban 50 70 80
33 Yonathan Silalahi 30 50 70
Total ∑ 𝒙 = 1500 ∑ 𝒙 =1960 ∑ 𝒙 = 2520
Mean X = 45.454 X = 59.393 X = 76.363
4.1.2 Qualitative Data

41
The qualitative data were taken from interview, observation, and
questionnaire sheet. It was taken to measure how videos can increase the listening
ability.
a. Interview
There are two interview sessions conducted. The first interview was
done in the first cycle while students did pre test and the second one was
done in the end of second cycle. The object of interview is English teacher
and the students. In the first session, they were interviewed about their
problems in listening. While the second session, they were interviewed
about their respond or comments about the implementation of using videos.
Interview was used to investigate the increasement of the students
listening ability. From the result of interview (see appendix) the writer
found that the students understood listening but it’s hard to didn’t use
dictionary, so the students write word that they only know. Then the
researcher asked the students about video, before the students did not know
the video used as their media. After the writer explained about listening
ability and how it worked with the video, the students seem interested in
learning to use video in listening ability. In the last meeting, the researcher
found that the students understood about listening ability by using video.
They also gave a good response about it.
b. The Observation sheet

42
Observation was used to see the level of students’ activities and
researcher’s activities during teaching learning process. The observation
was focussed on the situation of teaching learning process during the
application of video, students’ activities and behaviour, students’ listening
ability in English Lesson, and interaction between teacher and students.
Thus, the result of observation was collected as the data, which was used as
a basic reflection. Observation done by using checklist. From the result of
the observation, it can be concluded that the teacher can present the material
well, managed the class well and used the time effectively it can be seen in
appendices. Based on the observation and written note, students more active
and enthusiastic in learning process.
c. Questionnaire sheet
The researcher also distributed pre-and post-questionnaire to all
students to know their opinions toward English. The questionnaire consisted
of two types, i.e. open-ended questions and close-ended questions (see
appendix).
4.2. Data Analysis

43
4.2.1 Analysis the Quantitative Data
Table 4.2 Students Test Score

No Students’ Name PRE-TEST
Score Successful Criteria (≥70)
1 Ade Irma S. Mendrofa 50 Unsuccessful
2 Afrizal Lumbantoruan 30 Unsuccessful
3 Andra Sofian Nababan 40 Unsuccessful
4 Ardiko Silaban 30 Unsuccessful
5 Christy Natalia 50 Unsuccessful
6 Desy Siregar 40 Unsuccessful
7 Fani Christina Telaumbanua 70 Successful
8 Feryanto Manalu 40 Unsuccessful
9 Fransisco Markus Pasaribu 50 Unsuccessful
10 Friska Delviana Silaban 50 Unsuccessful
11 Gabe Saut M Togatorop 40 Unsuccessful
12 Greydia Anastasya Hutasoit 30 Unsuccessful
13 Indah Kresna Sihombing 50 Unsuccessful
14 Jetly B Simanungkalit 40 Unsuccessful
15 Joel Afsaldy Tamba 50 Unsuccessful
16 Josua Christian Silitonga 70 Successful
17 Maeka Sianipar 50 Unsuccessful
18 Marsitta R. Pardede 70 Successful
19 Martha Theresia Sihombing 40 Unsuccessful

44
20 Marthin Siburian 40 Unsuccessful
21 Nofita W Lumbantoruan 30 Unsuccessful
22 Pasti Sianipar 40 Unsuccessful
23 Rahmat Elivander Sianturi 40 Unsuccessful
24 Rindu Marito Sihombing 40 Unsuccessful
25 Romauli maibang 50 Unsuccessful
26 Ruben Sinaga 70 Successful
27 Santa Maria Tambunan 30 Unsuccessful
28 Sari Ida Simaremare 50 Unsuccessful
29 Siska Gina Tua Simanjuntak 70 Successful
30 Susi Baringin 30 Unsuccessful
31 Vranco B Sihombing 40 Unsuccessful
32 Yosi Silaban 50 Unsuccessful
33 Yonathan Silalahi 30 Unsuccessful
Total 𝒙 ∑ 𝒙 = 1500
The Mean Score X = 45.454
From the table of pre test, the total score of students was 1500 and the
number of students who took the test was 33 students, so the students’ mean was:
∑x
X=
N
1500
X=
33
X =45.45
45
From the table of the data, students’ listening ability was still very low.
Then, to know the class percentage the passed the minimal mastery level criterion
(KKM) was calculated by applying the formula below:
R
P= x 100 %
T
5
P= x 100 %
33
P=15.15 %
From the analysis above, the students’ listening ability was still low. From
the criteria 5 students got successful score or it was only 15.15%. It could be
concluded that the students’ listening ability was still classified low. Then post
test continued in cycle I. In the post test of the cycle I, the analysis can be
followed below:
Table 4.3 The Result of Post Test Cycle 1
No Students’ Name POST-TEST
Score Successful Criteria (≥70)
1 Ade Irma S. Mendrofa 60 Unsuccessful
3 Andra Sofian Nababan 50 Unsuccessful
4 Ardiko Silaban 40 Unsuccessful
5 Christy Natalia 60 Unsuccessful
6 Desy Siregar 50 Unsuccessful
8 Feryanto Manalu 50 Unsuccessful

46
9 Fransisco Markus Pasaribu 70 Successful
10 Friska Delviana Silaban 70 Successful
11 Gabe Saut M Togatorop 50 Unsuccessful
12 Greydia Anastasya Hutasoit 40 Unsuccessful
13 Indah Kresna Sihombing 60 Unsuccessful
15 Joel Afsaldy Tamba 60 Unsuccessful
17 Maeka Sianipar 70 Successful
19 Martha Theresia Sihombing 50 Unsuccessful
20 Marthin Siburian 50 Unsuccessful
21 Nofita W Lumbantoruan 70 Successful
22 Pasti Sianipar 50 Unsuccessful
24 Rindu Marito Sihombing 50 Unsuccessful
25 Romauli maibang 70 Successful
27 Santa Maria Tambunan 40 Unsuccessful
28 Sari Ida Simaremare 60 Unsuccessful
30 Susi Baringin 70 Successful

47
31 Vranco B sihombing 50 Unsuccessful
32 Yosi Silaban 70 Successful
33 Yonathan Silalahi 50 Unsuccessful
Total 𝒙 ∑ 𝒙 =1960
From the table of post test in cycle I, the total score of students was 1960
and the number of students was 33 students, so the students’ mean was:
∑x
X=
N
1960
X=
33
X =59.39
The percentage of students who passed the minimal mastery level criterion
(KKM):
R
P= x 100 %
T
12
P= x 100 %
33
P=36.36 %
The mean students was 59.39. Twelve students got successful or it was
36.36%. Post test in cycle I is categorized unsuccess. The result of mastery level
criterion minimum (KKM) was >70 score.
Based on the result of the students’ listening ability in the cycle I, there was
an increase of students’ mean score from the students’ listening ability on the
48
preliminary study to the students’ listening ability on the first cycle. It was from
the
preliminary study mean score from the mean class 45.45 increased to 59.39 or
from 5 students who passed the score above the Minimum Mastery Criterion to 12
students. The increasement percentage derived from the formula below:
y 1− y
P= x 100 %
y
59.39−45.45
P= x 100 %
45.45
13.94
P= x 100 %
46.06
P=30.26 %
Students’ listening ability by using video in cycle I was classified
unsuccessful, so cycle II is need to increasing the higher score of students, so it
must be increased in cycle II. And the following analysis for cycle II:
Table 4.4 The Result of Students’ Score for Cycle II

No Students’ Name POST TEST CYCLE II
Score Successful Criteria
(≥70)
1 Ade Irma S. Mendrofa 70 Successful

49
3 Andra Sofian Nababan 70 Successful
4 Ardiko Silaban 70 Successful
5 Christy Natalia 80 Successful
6 Desy Siregar 80 Successful
8 Feryanto Manalu 70 Successful
9 Fransisco Markus Pasaribu 80 Successful
10 Friska Delviana Silaban 80 Successful
11 Gabe Saut M Togatorop 80 Successful
12 Greydia Anastasya Hutasoit 70 Successful
13 Indah Kresna Sihombing 80 Successful
15 Joel Afsaldy Tamba 70 Successful
17 Maeka Sianipar 80 Successful
19 Martha Theresia Sihombing 80 Successful
20 Marthin Siburian 70 Successful
21 Nofita W Lumbantoruan 80 Successful
22 Pasti Sianipar 70 Successful
24 Rindu Marito Sihombing 70 Successful

50
25 Romauli maibang 70 Successful
27 Santa Maria Tambunan 70 Successful
28 Sari Ida Simaremare 70 Successful
30 Susi Baringin 80 Successful
31 Vranco Bartolomeus sihombing 80 Successful
32 Yosi Silaban 80 Successful
33 Yonathan Silalahi 70 Successful
Total 𝒙 ∑ 𝒙 = 2520
From the table of the data, in post-test cycle II the total of the students’
score were 2.520 and the number of the students who took test was 33 students.
So, the mean of the students’ score was :
∑x
X=
N
2520
X=
33
X =76.36
From the analysis above, students’ listening ability by using videos has
increased. The percentage of students who passed the minimal mastery level
criterion (KKM):
R
P= x 100 %
T
51
30
P= x 100 %
33
P=90.90 %
The data above shows that there is an increasement of the students' listening
ability by using video. The mean of students was 76.36. From the criteria 30
students got success score or it was 90.90%. In the other side 3 students got failed.
The increasement of the students' mean kept growing from the pre-test until the
second cycle test. It proved by the students mean from 45.45 to 59.39 to 76.36.
Post test cycle II was categorized success.
y 2− y
P= x 100 %
y
76.36−45.45
P= x 100 %
45.45
30.91
P= x 100 %
45.45
P=68.00 %
From the calculation of percentage of students who pass the above in pre-
test, there were 15.15 % (5 students) who passed the minimal mastery level
criterion (KKM) or got 70 point to up, in post-test cycle I, there were 36.36% (12
students) who got 70 point to up, in post-test cycle II, there were 90.90% (30
students) who got point 70 to up. The increasement from the pre-test to first cycle
was 21.21%, from the first cycle to the second cycle was 54.54%. After analyzing
the data, it was concluded that the students’ score had increased for each students
from pre-test until post-test.
4.2.2 Analysis Qualitative Data
1. First Cycle
52
a. Planning
In this phase, the researcher made a planning for the action based upon the
problems faced by students toward listening ability. In this case, the researcher
arranged a lesson plan based on the teaching material. The researcher also
prepared the post test I to collect the data to know whether there are some
students’ increasement scores from pretest to post test I.
b. Acting
The action of the cycle I was done on June 14th and 15th 2022. In the first
meeting, before involving students by using video, the researcher acts as teacher
and she done based on the lesson plan before. First, the researcher gave pre-
questionnaire and pre- interview to the students to know the studets’ ability in
learning English. Second, the writer introduced the material by giving example of
materials. Then, the researcher explained to the students about the situation and
condition when using expression of asking for and giving opinion. Third, the
researcher wrote some examples and demonstrated how to use it. Fourth, the
researcher gave the pre-test to students to test their listening ability.
In the second meeting, the researcher presents the video related to the
material to be implemented. After that the researcher gave the post test I in the
end of cycle I. It was conducted in pairs. The post test I is carried to measure how
well the students’ listening ability increased.
c. Observing
In this phase, the researcher tried to notice all activities in the physical
classroom activity. It might be about the teacher’s performance, students’

53
response and students’ participation during teaching and learning process using
videos. It was found that the students got difficulties in listening. Some students
were serious in the class but there were some students who still noise, and
disturbed their friends. Observation was done carefully because data which was
taken from this activity were used as a basic reflection.
d. Reflecting
The researcher and the teacher evaluated about the conclusion of
implementing the action. Based on the result of post test I, they were only 12
students or 36.36% of students who passed the KKM. Then, the writer and the
teacher tried to modify the action in order 75% of students in the classs could
pass the KKM.
Instead, the writer and the teacher felt satisfied enough because their efforts
to increase listening ability had been increased proven by score they get although
not all the targets accomplished yet. Beside of that, the students seemed to accept
the material easily by using videos. From the reflecting phase above, there must
be more efforts to increase students’ listening ability by usingvideos. This efforts
was done in the next lesson plan of cycle two.
2. Second Cycle
54
a. Planning
After finding the fact that the students’ listening ability mastery was low,
which was proven by their post test I scores, the writer rearrange the lesson plan
which was used in the previous cycle with some modifications. Beside of that, the
writer still also prepared the observation sheet to note the classroom activities.
Next, the writer also prepared the post test II and questionnaire to collect the data.
b. Acting
The action of cycle two was done on June 16th 2022. In this meeting, the
teacher asked the students the difficulty in using videos and try to emphasize
some aspects that have not been done yet in the first cycle. The procedures of this
cycle were same with the first cycle. Researcher still present videos related to the
material and students listen to them. Then, the researcher gave the post-test II to
the students. Researcher tried to the best in teaching students and motivated them
to increase their ability in listening. Then, at the end of the meeting the researcher
gave a post- questionnaire and a post-interview to the students and the English
teacher to find out their opinion about the increasing listening ability by using
videos (see appendix).
c. Observing
In this phase, the researcher tried to notice all activities in the physical
classroom activity. It might be about the researcher’s performance, students’
response and students’ participation during teaching and learning process using
videos. Researcher was very carefull in this phase because the students were more
active and serious than the first cycle. Most of the students were very enthusiastic
55
to follow the instruction. Researcher also saw they did not have any problem
doing their test.
d. Reflecting
The researcher analyze the result of cycle II. Most of the students respond
the teacher actively. Furthermore, the teaching learning process is done very well.
It can also be seen from the results of the questionnaire and interview after the
second post-test and the results were very satisfying (see appendix). The
researcher felt satisfied because the students have significant increasement from
the score they get from pretest, post-test I, and post-test II. After achieving the
target research of where 90.90% students who pass the KKM, therefore the
researcher decided to stop the Classroom Action Research because it had already
succeeded.
4.3 Research Findings
The finding of this research showed that direct instruction increase
students’ listening ability by using video. It was proved by the data, which
showed the mean of the students in the second cycle (77.18) was higher than in
the first cycle (62.21) and also in the pretest (47.96).
Table 4.5 The increasement of students’ achievement in listening
Competence Test I Test II Test III
Score 1500 1960 2520

56
Mean 45.45 59.39 76.36
Number of students who got point up to 70 5 12 30
Percentage of students got point up to 70 15.15% 36.36% 90.90%
Observation sheet, questionnaire and interview sheet supported that video
was to increase the students’ listening ability. It was showed by the students’
comments and attitude. They were looked well in each day. They became more
active, serious and interested to listening during the teaching learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After analyzing the data, it can be concluded that video could increase
students’listening ability, especially for students in eleventh grade of SMA Swasta
Dharma Bhakti Siborongborong, and to build the knowledge of the student about
concept of using video in listening. After analyzing the data, some conclusion are
drawn as the following:
1. The result showed that the increasement of the student’s score from pre-
test to post test of cycle I and post test cycle II. The students’ mean from
pretest was 45.45, for the cycle I was 59.39, and the cycle II was 76.36.
Then, the increasement score percentage from the pre-test to post-test
cycle I was 30.26% and the increasement of pre-test to post test cycle II
was 68.00% The pretest result 15.15% of the students got point 70 to up,
the competence test cycle I was 36.36% and the improvement of the
students showed in the last competence of the cycle II was 90.90%.
5.2 Suggestion
Regarding the result of the research, the researcher thinks that the students
must be given video to increase their listening ability, this strategy makes them
easier to comprehend the learning.
1. English Teachers
It is crucial for the English teacher especially the English teachers in SMA
SWASTA DHARMA BHAKTI SIBORONGBORONG to increase the students’
57
58
listening ability. Furthermore, it is better for them to use video as media in the
teaching and learning process of listening because the students not only listen the
material, but also see it and make it easier for their brains to catch the listening
lesson. Therefore, the students‟ listening ability could increase. In addition, the
videos combined with other interesting activities could motivate students to
increase their listening ability.
2. Other Researchers
Other researchers who are interested in the same field are recommended to
continue and improve this action research in order to find out other actions to
increase the listening ability by using videos. However, they have to select the
appropriate videos and activities which are suitable for the level of the students’
proficiency
This research was conducted in two cycles which each cycle consisted of
two meetings. However, other researchers may apply more cycles in order to find
more action to increase the listening ability. In addition, they can conduct this
study in other grades such as in junior or senior high schools so that the findings
will be more satisfactory.

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RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA SWASTA Dharma Bhakti Siborongborong

Mata Pelajaran : Bahasa Inggris
Kelas : XI MIA 1
Materi Pokok :Teks Interaksi Transaksional; Informasi Terkait
Pendapat dan Pikiran
Teks : Interaksi Transaksional; Informasi Terkait
Pendapat dan Pikiran
Aspect/Skill : Listening
Alokasi Waktu : 2 Pertemuan (2 x 45 Menit)
A. Kompetensi Inti
 KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin,
santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung
jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat
dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan
kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator
3.2 Menerapkan fungsi sosial, struktur  Mengidentifikasi situasi yang

teks, dan unsur kebahasaan teks memunculkan pernyataan
interaksi transaksional lisan dan pendapat dan pikiran
tulis yang melibatkan tindakan  Menyebutkan situasi yang
memberi dan meminta informasi memunculkan pernyataan
terkait pendapat dan pikiran, sesuai pendapat dan pikiran
dengan konteks penggunaannya.
 Memahami struktur teks dari
(Perhatikan unsur kebahasaan I
pernyataan pendapat dan pikiran
think, I suppose, in my opinion)
 Memahami unsur kebahasaan dari
dari pernyataan pendapat dan
pikiran
4.2 Menyusun teks interaksi  Menyatakan pendapat dan
transaksional, lisan dan tulis, pikirannya yang sesuai secara
pendek dan sederhana, yang tertulis kemudian dibacakan ke
melibatkan tindakan memberi dan kelas
meminta informasi terkait
pendapat dan pikiran, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
• Mengidentifikasi situasi yang memunculkan pernyataan pendapat dan
pikiran
• Menyebutkan situasi yang memunculkan pernyataan pendapat dan pikiran
• Memahami struktur teks dari pernyataan pendapat dan pikiran
• Memahami unsur kebahasaan dari dari pernyataan pendapat dan pikiran
• Menyatakan pendapat dan pikirannya yang sesuai secara tertulis
kemudian dibacakan ke kelas
D. Materi Pembelajaran
 Fungsi Sosial
Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.
 Struktur Teks
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
 Unsur Kebahasaan
- Ungkapan menyatakan pendapat I think, I suppose, in my opinion
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their,
dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Situasi yang memungkinkan munculnya pernyataan tentang pendapat dan
pikiran yang dapat menumbuhkan perilaku yang termuat di KI
E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery learning, Problem Based Learning
(PBL)
3) Teknik : Pekerjaan Individual
F. Media Pembelajaran
1. Media
 A Laptop
 LCD Projector
 Speakers
 A whiteboard
 Hands outs
 Worksheet atau lembar kerja (siswa)
 Lembar penilaian
 Videos :
-Conversation Asking & Giving Opinions, source by YouTube:
Amaliah sidoarjo (https://youtu.be/R_Zs8is-7E8) for Treatment 1
-Expressions of Asking & Giving for Opinions (Dislogue), source by
YouTube: Ms. Tania’s English Class
(https://youtu.be/KEPKnDexByc) for Treatment 2
2. Alat/Bahan
 Penggaris, spidol, papan tulis
 Laptop & infocus
G. Sumber Belajar
 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas
XI, Kemendikbud, Revisi Tahun 2016
 Kamus Bahasa Inggris
 Pengalaman peserta didik dan guru
 YouTube Videos
H. Langkah-Langkah Pembelajaran
1 . Pertemuan Pertama ( 2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
 Melakukan pembukaan dengan salam pembuka dan berdoa untuk
memulai pembelajaran
 Memeriksa kehadiran peserta didik sebagai sikap disiplin
 Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan
pembelajaran.
Aperpepsi
 Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan
dengan pengalaman peserta didik dengan materi/tema/kegiatan
sebelumnya
 Mengingatkan kembali materi prasyarat dengan bertanya.
 Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang
akan dilakukan.
Motivasi
 Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan
dipelajari dalam kehidupan sehari-hari.
 Apabila materitema/projek ini kerjakan dengan baik dan sungguh-
sungguh ini dikuasai dengan baik, maka peserta didik diharapkan dapat
menjelaskan tentang materi :
 Situasi yang memunculkan pernyataan pendapat dan pikiran
 Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
 Mengajukan pertanyaan
Pemberian Acuan
 Memberitahukan materi pelajaran yang akan dibahas pada pertemuan
saat itu.
 Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator,
dan KKM pada pertemuan yang berlangsung
 Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan
langkah-langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak
Model
Kegiatan Pembelajaran
Pembelajar
an
Stimulation KEGIATAN LITERASI
(stimullasi/ Peserta didik diberi motivasi atau rangsangan untuk
memusatkan perhatian pada topik materi Situasi yang
pemberian
memunculkan pernyataan pendapat dan pikiran dengan cara :
rangsangan)
 Melihat (tanpa atau dengan Alat)
Memperkenalkan materi pembelajaran (before treatment
stage).
 Mengamati
 Lembar kerja materi Situasi yang memunculkan
pernyataan pendapat dan pikiran.
 Pemberian contoh-contoh materi Situasi yang
memunculkan pernyataan pendapat dan pikiran untuk
dapat dikembangkan peserta didik, dari media
interaktif, dsb
 Membaca (dilakukan di rumah sebelum kegiatan
pembelajaran berlangsung).
Membaca materi dari buku paket atau buku-buku
penunjang lain, dari internet/materi yang berhubungan
dengan Situasi yang memunculkan pernyataan pendapat
dan pikiran.
 Mendengar
Pemberian materi Situasi yang memunculkan pernyataan
pendapat dan pikiran oleh guru.
 Menyimak
Penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai materi :
 Situasi yang memunculkan pernyataan pendapat dan
pikiran
untuk melatih kesungguhan, ketelitian, mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)

statemen
Guru memberikan kesempatan pada peserta didik untuk
(pertanyaan/
mengidentifikasi sebanyak mungkin pertanyaan yang
identifikasi
berkaitan dengan gambar yang disajikan dan akan dijawab
masalah)
melalui kegiatan belajar, contohnya :
 Mengajukan pertanyaan tentang materi :
pikiran
yang tidak dipahami dari apa yang diamati atau
pertanyaan untuk mendapatkan informasi tambahan
tentang apa yang diamati (dimulai dari pertanyaan faktual
sampai ke pertanyaan yang bersifat hipotetik) untuk
mengembangkan kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk pikiran kritis
yang perlu untuk hidup cerdas dan belajar sepanjang
hayat.
Data KEGIATAN LITERASI
collection
Peserta didik mengumpulkan informasi yang relevan untuk
(pengumpula
menjawab pertanyan yang telah diidentifikasi melalui
n
kegiatan:
data)
 Mengamati obyek/kejadian
Mengamati dengan seksama materi Situasi yang
memunculkan pernyataan pendapat dan pikiran yang
sedang dipelajari dalam video/slide presentasi yang
disajikan dan mencoba menginterprestasikannya.
 Membaca sumber lain selain buku teks
Mencari dan membaca berbagai referensi dari berbagai
sumber guna menambah pengetahuan dan pemahaman
tentang materi Situasi yang memunculkan pernyataan
pendapat dan pikiran yang sedang dipelajari.
 Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum
dapat dipahami dari kegiatan mengmati dan membaca
yang akan diajukan kepada guru berkaitan dengan materi
Situasi yang memunculkan pernyataan pendapat dan
pikiran yang sedang dipelajari.
 Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Situasi
yang memunculkan pernyataan pendapat dan pikiran
yang telah disusun dalam daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
 Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas
contoh dalam buku paket mengenai materi Situasi yang
memunculkan pernyataan pendapat dan pikiran.
 Mengumpulkan informasi
Mencatat semua informasi tentang materi Situasi yang
telah diperoleh pada buku catatan dengan tulisan yang rapi
dan menggunakan bahasa Indonesia yang baik dan benar.
 Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau
mempresentasikan materi Situasi yang memunculkan
pernyataan pendapat dan pikiran sesuai dengan
pemahamannya.
 Saling tukar informasi tentang materi :
pikiran
dengan ditanggapi aktif oleh peserta didik dari kelompok
lainnya sehingga diperoleh sebuah pengetahuan baru yang
dapat dijadikan sebagai bahan diskusi kelompok
kemudian, dengan menggunakan metode ilmiah yang
terdapat pada buku pegangan peserta didik atau pada
lembar kerja yang disediakan dengan cermat untuk
mengembangkan sikap teliti, jujur, sopan, menghargai
pendapat orang lain, kemampuan berkomunikasi,
menerapkan kemampuan mengumpulkan informasi
melalui berbagai cara yang dipelajari, mengembangkan
kebiasaan belajar dan belajar sepanjang hayat.
Data COLLABORATION (KERJASAMA) dan CRITICAL
processing THINKING (BERPIKIR KRITIK)
(pengolahan
Peserta didik dalam kelompoknya berdiskusi mengolah data
Data)
hasil pengamatan dengan cara :
 Berdiskusi tentang data dari Materi :
pikiran
 Mengolah informasi dari materi Situasi yang
sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan
kegiatan mengumpulkan informasi yang sedang
berlangsung dengan bantuan pertanyaan-pertanyaan pada
lembar kerja.
 Peserta didik mengerjakan beberapa soal mengenai materi
Situasi yang memunculkan pernyataan pendapat dan
pikiran.
Verification CRITICAL THINKING (BERPIKIR KRITIK)
(pembuktian
Peserta didik mendiskusikan hasil pengamatannya dan
)
memverifikasi hasil pengamatannya dengan data-data atau
teori pada buku sumber melalui kegiatan :
 Menambah keluasan dan kedalaman sampai kepada
pengolahan informasi yang bersifat mencari solusi dari
berbagai sumber yang memiliki pendapat yang berbeda
sampai kepada yang bertentangan untuk mengembangkan
sikap jujur, teliti, disiplin, taat aturan, kerja keras,
kemampuan menerapkan prosedur dan kemampuan
berpikir induktif serta deduktif dalam membuktikan
tentang materi :
pikiran
antara lain dengan : Peserta didik dan guru secara
bersama-sama membahas jawaban soal-soal yang telah
dikerjakan oleh peserta didik.
Generalizati COMMUNICATION (BERKOMUNIKASI)

on
Peserta didik berdiskusi untuk menyimpulkan
(menarik
kesimpulan)  Menyampaikan hasil diskusi tentang materi Situasi yang
memunculkan pernyataan pendapat dan pikiran berupa
kesimpulan berdasarkan hasil analisis secara lisan, tertulis,
atau media lainnya untuk mengembangkan sikap jujur,
teliti, toleransi, kemampuan berpikir sistematis,
mengungkapkan pendapat dengan sopan.
 Mempresentasikan hasil diskusi kelompok secara klasikal
tentang materi :
pikiran
 Mengemukakan pendapat atas presentasi yang dilakukan
tentanag materi Situasi yang memunculkan pernyataan
pendapat dan pikiran dan ditanggapi oleh kelompok yang
mempresentasikan.
 Bertanya atas presentasi tentang materi Situasi yang
dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.
CREATIVITY (KREATIVITAS)
 Menyimpulkan tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan
berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
pikiran
 Menjawab pertanyaan tentang materi Situasi yang
terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
 Bertanya tentang hal yang belum dipahami, atau guru
melemparkan beberapa pertanyaan kepada siswa berkaitan
dengan materi Situasi yang memunculkan pernyataan
pendapat dan pikiran yang akan selesai dipelajari
 Menyelesaikan uji kompetensi untuk materi Situasi yang
lembar lerja yang telah disediakan secara individu untuk
mengecek penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Situasi yang memunculkan pernyataan
pendapat dan pikiran berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,
berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan
Kegiatan Penutup (10 Menit)
Peserta didik :
 Membuat resume dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Situasi yang
memunculkan pernyataan pendapat dan pikiran yang baru dilakukan.
 Mengagendakan pekerjaan rumah untuk materi pelajaran Situasi yang
memunculkan pernyataan pendapat dan pikiran yang baru diselesaikan.
 Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja
yang harus mempelajarai pada pertemuan berikutnya di luar jam sekolah
atau dirumah.
Guru :
 Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk
materi pelajaran Situasi yang memunculkan pernyataan pendapat dan
pikiran.
 Peserta didik yang selesai mengerjakan tugas
projek/produk/portofolio/unjuk kerja dengan benar diberi paraf serta
diberi nomor urut peringkat, untuk penilaian tugas
projek/produk/portofolio/unjuk kerja pada materi pelajaran Situasi yang
memunculkan pernyataan pendapat dan pikiran.
 Memberikan penghargaan untuk materi pelajaran Situasi yang
memunculkan pernyataan pendapat dan pikiran kepada kelompok yang
memiliki kinerja dan kerjasama yang baik.
I.Assessment
Form : Missing word/ fill the blank
Technique : Students will be assigned to answer the text related to the video
Aspect : Listening skill
Instructional scoring
3. The questions are 10 questions
4. The correct answer gets 10 points
5. Totally maximal score is 100 points
thecorrect answer
2 False answer 0
3 No answering 0
Siborongborong, Juni 2018
Known by:
English Teacher Researcher
Daniel T Hutasoit Rumondang Hutasoit
NIP.- NIM.180502015
2 . Pertemuan Kedua ( 2 x 45 Menit)
Guru :
Orientasi
pembelajaran.
Aperpepsi
sebelumnya
akan dilakukan.
Motivasi
 Struktur teks dari pernyataan pendapat dan pikiran
Pemberian Acuan
saat itu.
 Pembagian kelompok belajar
Sintak
Model
Pembelajar
an
memusatkan perhatian pada topik materi Struktur teks dari
pemberian
pernyataan pendapat dan pikiran dengan cara :
rangsangan)
 Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan. (while
treatment stage)
 Mengamati
 Lembar kerja materi Struktur teks dari pernyataan
pendapat dan pikiran.
 Pemberian contoh-contoh materi Struktur teks dari
pernyataan pendapat dan pikiran untuk dapat
dikembangkan peserta didik, dari media interaktif, dsb
dengan Struktur teks dari pernyataan pendapat dan
pikiran.
 Mendengar
Pemberian materi Struktur teks dari pernyataan pendapat
dan pikiran oleh guru melalui video yang telah disediakan
sebelumnya.
 Menyimak
tentang materi pelajaran mengenai materi :

statemen
(pertanyaan/
identifikasi
masalah)
hayat.
collection
(pengumpula
n
kegiatan:
data)
Mengamati dengan seksama materi Struktur teks dari
pernyataan pendapat dan pikiran yang sedang dipelajari
dalam bentuk video/slide presentasi yang disajikan dan
mencoba menginterprestasikannya.
tentang materi Struktur teks dari pernyataan pendapat dan
 Aktivitas
Struktur teks dari pernyataan pendapat dan pikiran yang
sedang dipelajari.
Mengajukan pertanyaan berkaiatan dengan materi Struktur
teks dari pernyataan pendapat dan pikiran yang telah
disusun dalam daftar pertanyaan kepada guru.
 Mendiskusikan
contoh dalam buku paket mengenai materi Struktur teks
dari pernyataan pendapat dan pikiran.
Mencatat semua informasi tentang materi Struktur teks
dari pernyataan pendapat dan pikiran yang telah
diperoleh pada buku catatan dengan tulisan yang rapi dan
menggunakan bahasa Indonesia yang baik dan benar.
mempresentasikan materi Struktur teks dari pernyataan
pendapat dan pikiran sesuai dengan pemahamannya.
(pengolahan
Data)
 Mengolah informasi dari materi Struktur teks dari
pernyataan pendapat dan pikiran yang sudah
dikumpulkan dari hasil kegiatan/pertemuan sebelumnya
mau pun hasil dari kegiatan mengamati dan kegiatan
mengumpulkan informasi yang sedang berlangsung
dengan bantuan pertanyaan-pertanyaan pada lembar kerja.
Struktur teks dari pernyataan pendapat dan pikiran.
(pembuktian
)
memverifikasi hasil pengamatannya dengan data-data atau
tentang materi :

on
(menarik
kesimpulan)  Menyampaikan hasil diskusi tentang materi Struktur teks
dari pernyataan pendapat dan pikiran berupa kesimpulan
berdasarkan hasil analisis secara lisan, tertulis, atau media
lainnya untuk mengembangkan sikap jujur, teliti,
toleransi, kemampuan berpikir sistematis, mengungkapkan
pendapat dengan sopan.
tentang materi :
tentanag materi Struktur teks dari pernyataan pendapat
dan pikiran dan ditanggapi oleh kelompok yang
mempresentasikan.
 Bertanya atas presentasi tentang materi Struktur teks dari
pernyataan pendapat dan pikiran yang dilakukan dan
peserta didik lain diberi kesempatan untuk menjawabnya.
berupa :
 Menjawab pertanyaan tentang materi Struktur teks dari
pernyataan pendapat dan pikiran yang terdapat pada buku
pegangan peserta didik atau lembar kerja yang telah
disediakan.
dengan materi Struktur teks dari pernyataan pendapat dan
pikiran yang akan selesai dipelajari
 Menyelesaikan uji kompetensi untuk materi Struktur teks
dari pernyataan pendapat dan pikiran yang terdapat pada
buku pegangan peserta didik atau pada lembar lerja yang
telah disediakan secara individu untuk mengecek
penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Struktur teks dari pernyataan pendapat dan
pikiran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang
meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur,
tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli
lingkungan
Peserta didik :
yang muncul dalam kegiatan pembelajaran tentang materi Struktur teks
dari pernyataan pendapat dan pikiran yang baru dilakukan.
 Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur teks
dari pernyataan pendapat dan pikiran yang baru diselesaikan.
atau dirumah.
Guru :
materi pelajaran Struktur teks dari pernyataan pendapat dan pikiran.
projek/produk/portofolio/unjuk kerja pada materi pelajaran Struktur teks
dari pernyataan pendapat dan pikiran.
 Memberikan penghargaan untuk materi pelajaran Struktur teks dari
pernyataan pendapat dan pikiran kepada kelompok yang memiliki
kinerja dan kerjasama yang baik.
I.Assessment

thecorrect answer
2 False answer 0
3 No answering 0
Known by:

NIP.- NIM.180502015
3 . Pertemuan Ketiga ( 2 x 45 Menit)

Guru :
Orientasi
pembelajaran.
Aperpepsi
sebelumnya
akan dilakukan.
Motivasi
 Unsur kebahasaan dari dari pernyataan pendapat dan pikiran
Pemberian Acuan
saat itu.
 Pembagian kelompok belajar
Sintak
Model
Pembelajar
an
memusatkan perhatian pada topik materi Unsur kebahasaan
pemberian dari dari pernyataan pendapat dan pikiran dengan cara :
rangsangan)  Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan (while
treatment stage 2).
 Mengamati
 Lembar kerja materi Unsur kebahasaan dari dari
pernyataan pendapat dan pikiran.
 Pemberian contoh-contoh materi Unsur kebahasaan
dari dari pernyataan pendapat dan pikiran untuk dapat
dikembangkan peserta didik, dari media interaktif, dsb
dengan Unsur kebahasaan dari dari pernyataan pendapat
dan pikiran.
 Mendengar
Pemberian materi Unsur kebahasaan dari dari pernyataan
pendapat dan pikiran oleh guru melalui video yang telah
disediakan oleh guru sebelum pembelajaran.
 Menyimak
tentang materi pelajaran mengenai materi didalam video:
 Unsur kebahasaan dari dari pernyataan pendapat dan
pikiran

statemen
(pertanyaan/
identifikasi
masalah)
pikiran
hayat.
collection
(pengumpula
n
kegiatan:
data)
Mengamati dengan seksama materi Unsur kebahasaan
dari dari pernyataan pendapat dan pikiran yang sedang
dipelajari dalam bentuk gambar/video/slide presentasi
yang disajikan dan mencoba menginterprestasikannya.
tentang materi Unsur kebahasaan dari dari pernyataan
pendapat dan pikiran yang sedang dipelajari.
 Aktivitas
Unsur kebahasaan dari dari pernyataan pendapat dan
Mengajukan pertanyaan berkaiatan dengan materi Unsur
kebahasaan dari dari pernyataan pendapat dan pikiran
yang telah disusun dalam daftar pertanyaan kepada guru.
 Mendiskusikan
contoh dalam buku paket mengenai materi Unsur
kebahasaan dari dari pernyataan pendapat dan pikiran.
Mencatat semua informasi tentang materi Unsur
yang telah diperoleh pada buku catatan dengan tulisan
yang rapi dan menggunakan bahasa Indonesia yang baik
dan benar.
mempresentasikan materi Unsur kebahasaan dari dari
pernyataan pendapat dan pikiran sesuai dengan
pemahamannya.
pikiran
(pengolahan
Data)
pikiran
 Mengolah informasi dari materi Unsur kebahasaan dari
dari pernyataan pendapat dan pikiran yang sudah
dikumpulkan dari hasil kegiatan/pertemuan sebelumnya
mau pun hasil dari kegiatan mengamati dan kegiatan
mengumpulkan informasi yang sedang berlangsung
dengan bantuan pertanyaan-pertanyaan pada lembar kerja.
Unsur kebahasaan dari dari pernyataan pendapat dan
pikiran.
(pembuktian
) memverifikasi hasil pengamatannya dengan data-data atau
tentang materi :
pikiran

on
(menarik
kesimpulan)  Menyampaikan hasil diskusi tentang materi Unsur
berupa kesimpulan berdasarkan hasil analisis secara lisan,
tertulis, atau media lainnya untuk mengembangkan sikap
jujur, teliti, toleransi, kemampuan berpikir sistematis,
mengungkapkan pendapat dengan sopan.
tentang materi :
pikiran
tentanag materi Unsur kebahasaan dari dari pernyataan
pendapat dan pikiran dan ditanggapi oleh kelompok yang
mempresentasikan.
 Bertanya atas presentasi tentang materi Unsur kebahasaan
dari dari pernyataan pendapat dan pikiran yang
dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.
berupa :
pikiran
 Menjawab pertanyaan tentang materi Unsur kebahasaan
dari dari pernyataan pendapat dan pikiran yang terdapat
pada buku pegangan peserta didik atau lembar kerja yang
telah disediakan.
dengan materi Unsur kebahasaan dari dari pernyataan
pendapat dan pikiran yang akan selesai dipelajari
 Menyelesaikan uji kompetensi untuk materi Unsur
yang terdapat pada buku pegangan peserta didik atau pada
lembar lerja yang telah disediakan secara individu untuk
mengecek penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran Unsur kebahasaan dari dari pernyataan
pendapat dan pikiran berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,
berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan
Peserta didik :
yang muncul dalam kegiatan pembelajaran tentang materi Unsur
kebahasaan dari dari pernyataan pendapat dan pikiran yang baru
dilakukan.
 Mengagendakan pekerjaan rumah untuk materi pelajaran Unsur
kebahasaan dari dari pernyataan pendapat dan pikiran yang baru
diselesaikan.
atau dirumah.
Guru :
materi pelajaran Unsur kebahasaan dari dari pernyataan pendapat dan
pikiran.
projek/produk/portofolio/unjuk kerja pada materi pelajaran Unsur
kebahasaan dari dari pernyataan pendapat dan pikiran.
 Memberikan penghargaan untuk materi pelajaran Unsur kebahasaan dari
dari pernyataan pendapat dan pikiran kepada kelompok yang memiliki
kinerja dan kerjasama yang baik.
I.Assessment
thecorrect answer
2 False answer 0
3 No answering 0
Known by:

NIP.- NIM.180502015
QUESTIONS OF PRE-TEST AND POST-TEST

Listening Pre-Test
Study the following Dialogue. Please fill in the blank to complete the
dialogue with the appropriate expressions!
Maria: Sari, what do you think of music recently? I mean, do you like them?
Sari: Well, I’d say I don’t really like them, i’d prefer jazz.
Maria: Why? I think pop music is very entertaining.
Sari: (1)._________, jazz music is relaxing.
Wulan: (2)__________ that an introvert person cant’t socialize well with other
people.
Diah: I don’t believe it. An introvert can also make friends with other people.
Vina: Do you agree if we play in a ghost house?

Rere: (3)________It’s so scary. What if we play on a caarousel?
Ika: (4)_________watching Despicable Me 2?

Tina: That’s a good idea. I think you should watch it because it’s a kind of
comedy movie. I couldn’t stop laughing when i watched it.
Doni: Do you think I should take an English course?

Lila: (5)._________it is really helpful for you to enhance your English skills.
Kiara: Do you have any ideas for me to be productive during the school holiday?
Ola: (6).________I think you can make daily journal about the activities that you
are going to do during the school holiday.
Lia: We will eat gudeg tonight

Tere: Lia, (7)_________ We usually eat fried chicken on Saturday night!
Lia: Then what? We are from Jogja but we have never tried it, not even once
Tere: (8)________, John?
John: Well, (9)_________Lia is right, we can eat gudeg tonight and tomorrow we
will have tried chicken, okay? To make sure both of you are happy.
Lia: I admit (10) _________ I think eating fast food too often is not healthy for
our body
Tere: You’re right. Ahh but gudeg is too sweet for me.
Listening POST-TEST
Listen to Dialogue 1 and Dialogue 2. Complete the dialogue based on the

Video.
DIALOGUE 1
Girl: It’s my first time to come to this school. It seems to me that it is a nice
school.
What do you think about it?
Boy: 1._________the school is big. There are 2.__________, and its clean.
Trash cans are available here and there, and you are right, it is a nice place to
study. But look at the trees, 3.__________?
Girl: 4.___________, the trees are not too high. Otherwise, they make the
school shady. We can breathe the fresh air. Trees produces oxygen, so air
conditioners are not needed.
Boy: Well, thats true, 5.____________ that trees are useful for human. People
should reduce using more electricity.
DIALOGUE 2
Girl: Mom, what do you ask me to eat in this restaurant?

Mom: I heard that there are some new (6).______ and ______. So, i am interested
to bring you here.
Girl: That’s good mom
Mom: So (7)___________about this bread?
Girl: (8)__________ it is so delicious. I like it
Mom: This is absolutely right. It will be my favourite restaurant
Girl: (9)_______________ again mom.
Mom: (10)_________.
Listening Post Test (Cycle II)
Listen to Dialogue 1 and Dialogue 2. Complete the dialogue based on the

Video.
Dialogue 1
Girl: Hello Albert, 1._______________?
Alberth: I am reading 2.__________________. I should prepare it because

the class will be started
Girl: oh i see. You always prepare your class well.
Anyway, 3._________________the new English teacher?
Alberth: according to me, she is smart, active, punctual but quite arrogant.
Girl: 4._________________ with your last opinion.
Alberth: Then what do you think about it?
Girl: I think she is friendly. She is smile to everyone
Alberth: Really? I never met her outside of the class.
Girl: Yes, 5.______________.
Dialogue 2
Girl 1: Have you finished your (6).________?

Girl 2: Not yet, I need to put some clothes in the suitcase
Girl 1: i will wait you in the living room.
Girl 2: Alright. (7)________about this holiday?
Girl 1: It will be different from our holiday, (8)____________because finally we
can go to London.
Girl 2: (9)________with your opinion. It is the holiday that i am waiting for
Girl 1: We should take much photos. I am sure there are a lot of (10)__________
Girl 2: That’s right. I can not wait for it
ANSWER KEY
a. Pre-Test
1. In my opinion
2. Do you believe
3. I don’t think so
4. What do you think about
5. I think so
6. In my view
7. I disagree with you
8. What do you think
9. I think
10. That’s a good point
b. Post-Test Cycle I
1. I think
2. Thirty classroom
3. Are they too high?
4. In my opinion
5. I totally agree
6. Foods and drinks
7. What do youu think
8. I think
9. We should come here
10. Of course
c. Post-Test Cycle II
1. What book did you read?
2. English Literature
3. What is your idea about
4. I am sorry but i’m not sure
5. You can see it later
6. Preparation
7. What do you feel
8. I feel excited
9. I agree with your opinion
10. Photogenics spot
c.
Students’ Worksheet
STUDENTS’ SCORES
No Students’ Name Pre-Test Post-Test Post-Test
Cycle I Cycle II
1 Ade Irma S. Mendrofa 50 60 70
2 Afrizal Lumbantoruan 30 40 60
3 Andra Sofian Nababan 40 50 70
4 Ardiko Silaban 30 40 70
5 Christy Natalia 50 60 80
6 Desy Siregar 40 50 80
7 Fani Christina Telaumbanua 70 80 90
8 Feryanto Manalu 40 50 70
9 Fransisco Markus Pasaribu 50 70 80
10 Friska Delviana Silaban 50 70 80
11 Gabe Saut M Togatorop 40 50 80
12 Greydia Anastasya Hutasoit 30 40 70
13 Indah Kresna Sihombing 50 60 80
14 Jetly B Simanungkalit 40 50 60
15 Joel Afsaldy Tamba 50 60 70
16 Josua Christian Silitonga 70 80 90
17 Maeka Sianipar 50 70 80
18 Marsitta R. Pardede 70 80 100
19 Martha Theresia Sihombing 40 50 80

20 Marthin Siburian 40 50 70
21 Nofita W Lumbantoruan 30 70 80
22 Pasti Sianipar 40 50 70
23 Rahmat Elivander Sianturi 40 50 60
24 Rindu Marito Sihombing 40 50 70
25 Romauli maibang 50 70 70
26 Ruben Sinaga 70 80 90
27 Santa Maria Tambunan 30 40 70
28 Sari Ida Simaremare 50 60 70
29 Siska Gina Tua Simanjuntak 70 90 100
30 Susi Baringin 30 70 80
31 Vranco B. sihombing 40 50 80
32 Yosi Silaban 50 70 80
33 Yonathan Silalahi 30 50 70
Total ∑ 𝒙 = 1500 ∑ 𝒙 =1960 ∑ 𝒙 = 2520
Mean X = 45.454 X = 59.393 X = 76.363
OBSERVATION SHEET
Date :
Meeting :
Observer :
No Observation Items Yes No

A Pre-teaching
1. The teacher greets the students and asks students’ condition. 
2. The students respond to the greeting and tell their condition to 

the teacher.
3. The teacher leads the prayer. 
4. The teacher checks the attendance. 
5. The teacher reviews the last meeting materials. 
6. The teacher gives lead-in questions to presents new materials. 
7. The teacher explains the goal of the teaching and learning. 
B Whilst-teaching
1. The students are ready to learn the materials. 
2. The teacher gives an input text. 
3. The teacher and the students discuss the input text. 
4. The students identify the expressions used in the input text. 
5. The teacher distributes handouts. 
6. The teacher checks students’ understanding. 
7. The teacher gives the students opportunity to ask questions. 
8. The students deliver their questions to the teacher. 

9. The students are engaged to do interesting listening activities such 
as watch and listen to the video, discussion, and singing.
10. The teacher’s instructions are clear. 
C Post-teaching
1. The teacher summarizes and reflects the lesson. 
2. The students reflect their learning. 
3. The teacher previews on the upcoming materials. 
4. The teacher ends the class by praying. 
D Class situation
1. The teacher shows enthusiasm and interest in the subject being 
taught.
2. The students are highly motivated during the lesson. 
3. The students are actively involved in each class activity. 
4. The time allocation is appropriate. 
E The use of teaching and learning media

1. The teacher uses a textbook or handouts. 
2. The media used by the teacher are sufficient in the teaching and 
learning process.
3. The teacher uses interesting media such as videos in teaching and 
learning process.
4. The teacher provides appropriate models and authentic spoken 
texts to teach listening.
QUESTIONNAIRES AND THE RESULTS

KUESIONER (Pre-action)
NAMA :
KELAS :
Kuesioner ini disusun untuk mendapatkan informasi mengenai kesulitan
siswa dalam mendengarkan teks bahasa Inggris dan juga harapan siswa terhadap
penggunaan video. Informasi yang didapatkan akan digunakan sebagai data
penelitian dalam skripsi yang dikerjakan oleh Rumondang Hutasoit, salah satu
mahasiswa Pendidikan Bahasa Inggris untuk mendapatkan gelar Sarjana
Pendidikan. Penelitian tersebut berjudul “Increasing Listening Ability By
Using Videos At Eleventh Grade Of Sma Swasta Dharma Bhakti
Siborongborong In Academic Year 2021/2022 ”.
Informasi yang Adik-adik berikan akan sangat berguna dan penting bagi
keberhasilan penelitian yang dilakukan. Informasi ini tidak berpengaruh sama
sekali pada hal-hal lain di laur keperluan penelitian. Oleh karena itu, kesungguhan
dan kejujuran Adik-adik sekalian sangatlah dihargai.
Atas perhatian dan kerjasama dalam mengisi kuesioner ini, diucapkan
banyak terima kasih.
QUESTIONNAIRE (Pre-action)
NAMA :
KELAS :
Jawablah pertanyaan di bawah ini dengan cara menyilang salah satu

jawaban.
No Pertanyaan Sangat Buruk Sedang Baik Sangat
Buruk Baik
1 Bagaimana kemampuan bahasa Inggris 1 2 3 4 5
Adik secara keseluruhan?
Adik dalam mendengarkan?
Adik dalam berbicara?
Adik dalam membaca?
Adik dalam menulis?
No Pertanyaan Sangat Tidak Netral Setuju Sangat

Tidak Setuju Setuju
Setuju
6 Saya suka bahasa Inggris. 1 2 3 4 5
7 Menurut saya bahasa Inggris itu mudah. 1 2 3 4 5
8 Saya belajar bahasa Inggris hanya karena 1 2 3 4 5
ingin lulus ujian dan mendapat nilai bagus.
9 Menurut saya bahwa bahasa Inggris itu 1 2 3 4 5
penting untuk masa depan saya.
No Pertanyaan Sangat Tidak Netral Suka Sangat

Tidak Suka Suka
Suka
10 Apakah Adik suka membaca buku atau 1 2 3 4 5
majalah berbahasa Inggris?
11 Apakah Adik suka mendengarkan music 1 2 3 4 5
berbahasa Inggris?
12 Apakah Adik suka menonton film 1 2 3 4 5
berbahasa Inggris?
13 Apakah Adik suka belajar bahasa Inggris 1 2 3 4 5
dengan cara mendengarkan penjelasan
guru?
dengan cara mengerjakan soal-soal?
dengan lagu?
dengan menonton video?
dengan game?
dengan cara kerja secara individu?
dengan cara kerja kelompok?
No Pertanyaan Belum Pernah Kadang- Sering Sering

Pernah Kadang Sekali
20 Apakah guru pernah menggunakan 1 2 3 4 5
rekaman suara untuk pembelajaran
bahasa Inggris?
21 Apakah guru pernah menggunakan lagu 1 2 3 4 5
untuk pembelajaran bahasa Inggris?
22 Apakah guru pernah menggunakan 1 2 3 4 5
video untuk pembelajaran bahasa
Inggris?
Atas perhatian dan bantuan dari Adik-Adik, kakak ucapkan terima kasih.
The Result of Questionnaire Pre-action

KUESIONER (Post-action)
NAMA :
NO :
A. Jawablah pertanyaan di bawah ini dengan cara menggaris

bawahi salah satu jawaban.
1. Saya suka bahasa Inggris.
Sangat Tidak Setuju/Tidak Setuju/Netral/Setuju/Sangat Setuju.
2. Menurut Saya bahasa Inggris itu mudah.
Sangat Tidak Setuju/Tidak Setuju/Netral/Setuju/Sangat Setuju.
3. Bagaimana kemampuan bahasa inggris Adik secara keseluruhan?
Sangat buruk / Buruk / Sedang / Baik / Sangat Baik
4. Bagaimana kemampuan bahasa inggris Adik dalam

mendengarkan?
Sangat buruk / Buruk / Sedang / Baik / Sangat Baik
B. Jawablah pertanyaan di bawah ini.

1. Apakah Adik senang mengikuti pelajaran bersama Miss
Rumondang selama ini? Mengapa?
2. Apakah Adik merasa bahwa kemampuan mendengarkan Bahasa

Inggris Adik meningkat? Mengapa?
3. Apakah materi, video dan kegiatan selama pembelajaran ini

menyenangkan?
Mengapa?
4. Adakah materi, video, kegiatan selama ini yang tidak

menyenangkan? Sebutkan dan Jelaskan.
5. Adakah saran / masukan untuk pembelajaran Bahasa Inggris untuk

pembelajaran selanjutnya?
Hasil Kuesioner
Sangat
No Pernyataan Kuesioner Tidak Tidak Netral Setuju Sangat
Setuju Setuju Setuju
1 Saya suka bahasa Pre-action 12 14 7
Inggris. Postaction 6 13 14
2 Menurut Saya Pre-action 5 25 3

bahasa Inggris Postaction 16 15 2
itu mudah.
No Pernyataan Kuesioner Sangat Buruk Netral Baik Sangat

Buruk Baik
1 Bagaimana Pre-action 20 13
kemampuan bahasa Postaction 16 17
Inggris Adik secara
keseluruhan?
2 Bagaimana listening Pre-action 20 11 2
Ability Adik? Postaction 14 16 3
Keterangan: Jumlah siswa 33
INTERVIEW
INTERVIEW GUIDELINE 1
Reconnaissance Step
For the English teacher
1. Bagaimana biasanya mengajar bahasa Inggris di kelas?
2. Skill apakah yang jarang diajarkan dalam pembelajaran bahasa
Inggris?
3. Bagaimana cara mengajar Listening di kelas?
4. Kelas manakah yang membutuhkan peningkatan terutama dalam
belajar Listening?
5. Darimana mendapatkan materi Listening?
6. Apakah ada media yang digunakan untuk mengajar Listening?
7. Bagaimana motivasi siswa dalam mengikuti pembelajaran bahasa
Inggris?
8. Bagaimana pendapat Anda mengenai penggunaan video dalam
pembelajaran Listening?
9. Apa sajakah aktivitas yang sesuai untuk pembelajaran Listening?
For the Students
1. Apakah Adik suka dengan pelajaran bahasa Inggris?
2. Dari 4 skills dalam bahasa Inggris: Listening, Speaking, Reading
dan Writing, manakah yang menurut Adik paling susah?
3. Apakah Listening itu susah? Alasannya?
4. Bagaimana pembelajaran bahasa Inggris di kelas?
5. Bagaimanakah cara guru mengajarkan Listening?
6. Apakah guru menggunakan media dalam pembelajaran bahasa
Inggris?
7. Darimanakah materi yang biasanya digunakan untuk pelajaran
bahasa Inggris?
8. Apakah harapan Adik untuk pelajaran bahasa Inggris?
The Result of Interview Guideline 1 with the Teacher
R: Bagaimana biasanya mengajar Listening di kelas?
T: Biasanya saya mengambil materi dari buku kemudian saya
terangkan didepan kelas lalu siswa menjawab pertanyaan.
R: Skill apakah yang jarang diajarkan dalam pembelajaran bahasa
Inggris?
T: Sebenarnya dalam pembelajaran bahasa ini ya, semua skill harus
diajarkan sekaligus. Akan tetapi terkadang terdapat beberapa
kendala sehinggasemua skill ini tidak berjalan dengan seksama
dalam proses pengajaran contohnya Listening, karena skill yang
satu ini butuh media agar lebih efisien.
R: Kelas manakah yang membutuhkan peningkatan terutama dalam
belajar Listening?
T: Sejauh ini yang saya perhatikan listening perlu diterapkan lebih
dalam lagi di kelas XI IPA.
R: Darimana mendapatkan materi Listening?
T: Saya ambil dari buku paket
R: Apakah ada media yang digunakan untuk mengajar Listening?
T: Saya menggunakan media speaker yang tersedia di lab bahas
namun jarang kami gunakan karena susahnya mencari teks lisan
untuk siswa.
R: Apakah di buku paket tersedia recording nya bu?
T: Sejauh ini tidak ada, yang tersedia hanya transkrip teks nya.
R: Bagaimana motivasi siswa dalam mengikuti pembelajaran bahasa

Inggris?
T: Terdapat beberapa siswa yang menyukai pelajaran ini, akan tetaapi
tidak sedikit siswa juga yang sama sekali tidak tertarik mungkin
karena bahasa inggris ini merupakan bukan mother tongue kita ya.
R: Bagaimana pendapat Anda mengenai penggunaan video dalam
pembelajaran Listening?
S: Wah saya rasa perlu dicoba, karena ini merupakan hal baik untuk
listening siswa.
The Result of Interview Guideline 1 with the Students:

R: Apakah Adik suka dengan pelajaran bahasa Inggris?
S: Ya miss, saya cukup menyukai pelajaran Bahasa Inggris.
R: Dari 4 skills dalam bahasa Inggris: Listening, Speaking, Reading dan
Writing, manakah yang menurut Adik paling susah?
S: Menurut saya yang paling susah itu adalah Speaking dan Listening miss.
R: Apakah Listening itu susah? Alasannya?
S: Ya miss listening itu sangat susah bagi saya, karena saya jarang
mendengarkan bahasa inggris sehari hari kemudian pelajaran listening itu
tidak menarik dan sangat membosankan.
R: Bagaimana pembelajaran bahasa Inggris di kelas?
S: Berjalan baik seperti biasanya.
R: Bagaimanakah cara guru mengajarkan Listening?
S: Biasanya guru membacakan materi atau cerita kemudian siswa disuruh
untuk menjawab soal.
R: Apakah guru menggunakan media dalam pembelajaran bahasa Inggris?
S: Jarang
R: Darimanakah materi yang biasanya digunakan untuk pelajaran bahasa
Inggris?
S: Materinya dari buku paket miss.
R: Apakah harapan Adik untuk pelajaran bahasa Inggris?
S: Semoga pembelajaran nya lebih menarik lagi agar siswa mudah mengerti
Reflection Step
For the teacher
1. How is your opinion about the implementation?

2. Do you think that the students are motivated in listening?
3. What do you think about the activities and the materials?
4. What do you think about the media used in the implementation?
5. What do you think about the students’ interaction in the teaching-
learning process?
6. Is there any suggestion for the next implementation?
For the students
1. Bagaimana pendapat kalian tentang penggunaan video?

2. Apakah kalian senang?
3. Menurut kalian, apa yang kurang dalam penerapan video dalam
pembelajaran?
4. Apakah kalian termotivasi untuk mendengarkan?
5. Bagaimana pendapat kalian tentang aktivitas yang dilakukan tadi?
6. Bagaimana menurut kalian mengenai media yang digunakan?
The Result of Interview Guideline 2 With The Teacher (After
Implementing)
R :How is your opinion about the implementation?
T :I think, theimplementattion is very insteresting and the use of the
video can increase students’ listening ability.
R :Do you think that the students are motivated in listening?
T :Of course, students motivation becomes greatly increased. They
focus on listening and nothing is crowded. In addition, students
become more enthusiastic about learning.
R :What do you think about the activities and the materials?
T :The ativities and materials provided are very sustainable.
R :What do you think about the media used in the implementation?
T :The use of video in listening is very good. Because the video
contains images, audio that stimulates students’ brains so that they
catch the material faster. So video cn incease their listening ability.
R :What do you think about the students’ interaction in the teaching-
learning process?
T :Students interaction was quite impressive, it seemed that they
were very interested in the lesson.
R :Is there any suggestion for the next implementation?
S :I hope that the next implementation can improve students’
learning abilities as they are today.

The Result of Interview Guideline 2 With The Students (After
Implementing)
R :Bagaimana pendapat kalian tentang penggunaan video?
Student 1:Penggunaan video sangat menarik dan tidak membosankan.
Student 2:Pembelajarannya jadi lebih menyenangkan miss.
R :Apakah kalian senang?
Student 1:Ya, senang miss.
Sudent 2: Tentu saja miss, kami sangat senang.
R :Menurut kalian, apa yang kurang dalam penerapan video dalam
pembelajaran?
Student 1:Sejauh ini hanya durasi vieonya yang cepat, lainnya tidak ada
miss.
Student 2:Saya rasa tidak ada miss.
R :Apakah kalian termotivasi untuk mendengarkan?
Student 1:Ya, sangat termotivasi miss.
Student 2: Saya sangat termotivasi miss, ternyata listening itu
menyenangkan.
R :Bagaimana pendapat kalian tentang aktivitas yang dilakukan tadi?
Student 1:Aktivitas tadi sangat menyenangkan miss, kami belum pernah
menerapkan ini diruangan kelas sehingga sangat menarik untuk
kami.
Student 2: Sebelumnya tidak pernah seperti ini miss, sehingga aktivitas tadi
sangat seru dan menyenangkan.

PHOTOGRAPHS
Picture 1: The researcher greets the students and asks students’ condition.
Picture 2: The researcher leads the class for the present material.
Picture 3: The researcher distributes handouts.
Picture 4: The students are enjoy doing their pre-test.

Picture 5: The researcher supervise students’ work.
Picture 6: The students are listening to and watching the video enthusiastically
(Post-Test Cycle 1)
Picture 7:The researcher is giving some explanations to the students by using the
video.
Picture 8: The students are listening to and watching the video enthusiastically
(Post-Test Cycle 2)
Picture 9: The researcher presents the video.
Picture 10: The researcher conducted interviews with students.

Picture 11: The researcher conducted interviews with English Teacher
LETTERS

Thesis Rumondangg Fix Ini

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INCREASING LISTENING ABILITY BY USING VIDEOS

AT ELEVENTH GRADE OF SMA SWASTA

Submitted to English Study Program Faculty of Teacher’s Training

NAME : RUMONDANG HUTASOIT

ENGLISH DEPARTMENT FACULTY OF TEACHER’S

Hutasoit, Rumondang, 180502015. “Increasing Listening Ability By Using

Keyword: Listening, Listening Ability, Video

Sarjana Pendidikan at the English Study Program, Faculty of teacher’s training

and education University of Sisingamangaraja XII Tapanuli (UNITA).

to extent the sincere special thanks to:

1. Dr. Ir. Adriani Siahaan., MP Rector of University Sisingamangaraja XII

and Education of University Sisingamangaraja XII Tapanuli.

3. Musrafidin Simanullang, M.Hum as the head of English Study Program

and Lamhot Situmeang, S.Pd.,M.Pd as the secretary of English Study

Program which helped her in administrative during the process of

completing the necessary requirements.

4. Lamma Sihotang, SS.,M.Pd my first consultant and Lamhot Situmeang,

to give the revision, comments, precious suggestion, and correcting this

given knowledges,encouragement, and invaluable advices for her to

complete this thesis.

6. Eduart Sinaga, S.Pd as the headmaster of SMA SWASTA DHARMA

as her tutor in SMA SWASTA DHARMA BHAKTI Siborongborong for

during the Teaching Practice until this thesis finished.

7. Teachers and Students in SMA SWASTA DHARMA BHAKTI

best cooperation while doing research to finish her thesis.

8. Special sincere gratitude to her beloved parents Suarnita Sihombing as

through her ups and downs life.

for just being me at all times.

constructive critics and suggestion for the improvement will be highly

appropriate. Thank you very much for all.

Silangit, Agustus 2022

LIST OF TABLES.......................................................................................... vii

1.1 The Background of the Study............................................................. 1

1.2 The problem of the Study................................................................... 4

1.3 The Objective of the Study................................................................. 4

1.4 The Scope of the Study....................................................................... 4

1.5 The Significance of the Study............................................................ 4

CHAPTER II : REVIEW OF LITERATURE........................................... 6

2.2.1 Kinds of Listening................................................................ 7

2.2.1.1 Exstensive Listening................................................. 8

2.2.1.2 Intensive Listening................................................... 10

2.2.2 Process of Listening............................................................. 12

2.2.3 The Purpose of Listening..................................................... 13

2.2.4 Listening Behavior............................................................... 13

2.3 Listening Ability................................................................................. 14

2.3.1 The Importance of Listening Ability.................................... 15

2.4 Video .............................................................................................. 17

2.4.1 Kinds of Video..................................................................... 17

2.4.2 Advantages and Disadvantages of Using Videos................. 18

2.4.3 Using Videos To Increase Listening Ability........................ 20

2.4.4 The Example of Video......................................................... 21

CHAPTER III : RESEARCH METHODOLOGY...................................... 23

3.1 Research Design................................................................................. 23

3.2 Population and Sample....................................................................... 24

3.3 The Procedure of The Research.......................................................... 25

3.4 The Instrument of Collecting Data..................................................... 32

3.5 The Technique of Data Analysis........................................................ 35

CHAPTER IV DATA ANALYSIS................................................................ 38

4.1 The Data.............................................................................................. 38

4.1.1 The Quantitative Data ............................................................ 38

4.1.2 The Qualitative Data .............................................................. 41

4.2 Data Analysis....................................................................................... 43