THE USE OF ENGLISH PODCAST TO IMPROVE STUDENTS’ ABILITY IN

LISTENING SKILL AT EIGHTH GRADE VIII OF SMP

NEGERI 38 MEDAN

Program Study

Quantitave Research

LECTURER :

Dr. H. Syaukani, M. Ed.Adm

Written By :

Siti Nurhaliza Nst

(0304172103)

Class TBI-4 / 6 SEMESTER

ENGLISH TADRIS DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

MEDAN

2020

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 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

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

activity that involves receiving, deciphering, and perceiving a message with intent to respond,

planning ahead for a conversation improves a receiver’s ability to listen a message. Listening

involves taking in meaningful sounds and noises and in some way, retaining and using them.

Just as we speak for different purposes, we also listen for different purposes. We listen for

enjoyment, information, and evaluation. It means that listening is the process of catching the

sounds or information from the speaker.

Listening comprehension is the process of hearing that connected to receive more

information in spoken English. Listening comprehension is not only the process of hearing

but also connect it to other information they already know. It means that when listeners hear

something, they will combine what they hear with their own idea and their experience.

Listening involves a certain amount of thinking, something a great deal. When they listen

intelligently, their mind is at work in at least of two days. Their main is also busy sorting out

what is heard and forming an impression of it.

Ur says that there are some students’ difficulties in listening learning process such as,

trouble with sound, have to understand every word, can’t understand fast and natural native

speaker, need to hear things more than once, find it difficult to keep up, and get tired.

Mastering listening skill is still a big burden for English language learners, especially for

Junior High School students. Listening is not an easy skill especially for Junior High School

students. Listening is one of the difficult skills to be understood and far more challenging

than other English skills. Because listeners combine what they hear with their own ideas and

experience, in a very sense they are creating the meaning in their own minds. This is an

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important and difficult part for the student in listening. Communication process will not

complete without listening, they can’t listen something correctly when they can’t understand

what they listen about. The weakness of listening skills is lead to misunderstanding. That’s

why listening comprehension is an urgent skill to be studied in English.

There are some reasons why listening felt difficult to be mastered by the students. The

first, the students begin to learn English by the way of reading, instead of listening. In fact,

reading is different with listening, like writing is different from speech.

The second, the materials in listening skill usually read by English people. There are

different accents, difficult idioms, and unfamiliar language in their speaking. This is the other

of students’ difficulties, because of the teacher usually from the local people. So the students

may not be used to listening accents of the foreign speaker. It is difficult for them to

understand native speakers.

The third, when English people speak English, they are usually speak at a normal

speed, but it’s too fast for the students. When they listen English people speak English, the

students can’t choose a comfortable listening speed; they have to keep up with the speaker’s

thinking process. So, sometimes they have not even got the meaning of the first sentence,

before the second sentence has already passed. Their results show that they have missed the

whole passage.

The forth, the contents of the materials are unfamiliar with the students. Some of them

are not relevant to the students. The students may lack the background knowledge about

foreign countries and cultures. So, sometimes they can’t understand the material or they can’t

understand the meaning.

And the other students’ difficulties in listening skill, it is very difficult for the students

to understand English through listening. It causes of the lack of students’ motivation towards

the topic. They are still dependency their eyes instead of their ears to learn English.

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 In teaching a language, English particularly is very complicated. In the classroom,

teacher uses the technique under expectation that they are able or easy to understand the

lesson. As a teacher, it is necessary to find the new teaching media to overcome the problem

and to motivate the students.

There are some media can be used in listening learning process, such as audio media,

audio-visual media, etc. example for audio media is radio, music, podcasts, and so on. While

the example of audio-visual is video, film/movie, television, etc.

Media such as a podcasts has significant roles to motivate the students in listening

learning process and to make the atmosphere in learning process more interesting. Hasan &

Hoonhave found in their study that podcasts motivates learners towards learning English and

improves their language skills, especially listening. To those students who do not like reading

listening might prove to be motivating. This unique feature of listening is provided

appropriately in podcasting that is teaching through talk rather than text.

Podcasts are particularly appropriate for the practice of extensive listening, for the

purpose of motivating students to listen, as well as giving them the opportunities to listen to

native speakers of English. Podcasts can be used by EFL teachers both directly in the

classroom while doing some related tasks in the classroom monitored by teacher, chiefly to

save time. Podcast used as media in listening learning process, it easier and simple media in

learning process.

Therefore, the researcher tries to reduce the problems of the students’ listening skill

and intends to find out what can be done to help them improve their listening skill. So, for the

reason above, the researcher has conducted a research under the title “THE USE OF

ENGLISH PODCASTS TO IMPROVE STUDENTS’ ABILITY IN LISTENING SKILL AT

EIGHTH GRADE OF SMPN 38 MEDAN”.

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1.2 Statement of Problem

The purpose of using the podcast English media is to improve the students’ ability in

listening learning process. There’re some difficulties that face by students in listening skill

such as, misunderstanding of what speaker said, the speed of native speaker is too fast for the

students, the speaker use unfamiliar language for the students, etc. And here the researcher

tries to solve these problems by using the English podcast media to improve students’ ability

in listening skill.

1.3 Research Questions

The problem of this research was formulated as following:

1. How is the use of podcast improved students’ ability in listening skill?

2. Can the podcast be an effective media to improve students’ ability in listening skill?

1.4 Purposes of the Research

1. To describe the improvement on students’ ability in listening by using podcast.

2. To know the effectiveness of using podcast in listening learning process.

1.5 The Significance of Research

1. The English teachers have the more media in learning process especially in listening

skill, so that the teacher can make the learning process more interesting.

2. The principal as a reference in providing teaching strategy training for English teacher

for English teacher for enable them in selecting appropriate technique in teaching

English that is suitable for students.

3. The other researchers, the research hope this research can be used as a reference for

the other researchers especially the researchers who have the same problem.

1.6 The Limitation of Research

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 The limitation of this research is in listening skill. The scope of discussion was

limited on the use of English podcasts in improving the students’ ability in listening skill at

seventh grade of SMPN 38 MEDAN.

CHAPTER II

THEORETICAL REVIEW

1.7 Theoretical Framework

To conduct a research, theories are needed to explain some concepts and terms

applied in research concerned. The terms have to classify to avoid confusion. Therefore, the

classification of the concepts will be minimized possible misunderstanding between the

writer and reader. In order words, they are very important to be explained, so that the readers

will get the point clearly.

2.1.1. The Concept of Listening Skill

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2.1.1.1 Listening Skill

As defined by Oxford, listening is a complex problem solving skill and is

more than just perception of the sounds. ‘Complex problem solving and more than

just perception of the sounds’ it means that we have to understand what speaker said

while the listening is running. It is not only about listen, but it is about our

understanding also. How we can get the points and information of what speaker told

about, and how we can understand the speaker.

Listening skill can be meant as ability to pay attention or to hear something.

But, listening is not same as hearing. The term hearing and listening are often used

interchangeably, but there are important differences between them. Although both

hearing and listening involve sound perception, the difference in terms reflects a

degree of intention. Hearing essentially just likes passive activity. Hearing is when we

just hear the sounds without pay attention of the sound sources. While, in listening the

brain does automatically translate the words into the message that the speaker told.

That is essentially what listening is determining the meaning and the message of the

sounds or words. It is active process that involves more than assigning labels to

sounds or words.

2.1.1.2. Listening Processes

Listening is an active process for constructing meaning. As in communicate

adequately it is important for a listener to understand what the speaker says.

Understanding spoken language can be described as an inferential process based on

the perception of several cues rather than a simple match between sounds and

meaning. In order, there are several models have been developed to explain how the

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listening process functions. And the most widely known of these models are: the

bottom-up model, the top-down model, and the interactive.

1. The Bottom-Up Model

This model firstly developed in the 1940s and 1950s. According to this

model, listeners build understanding by starting with the smallest unit of acoustic

message: individual sound or phonemes. These are then combined into words, in

turn, together make up phrases, clauses, and sentences (lexical level). Finally,

individual sentences combine to create ideas and concepts and relationship

between them.

For example: speaker = I will come to your house tonight.

2. Top-Down Model

It is quite possible to understand the meaning of a word before decoding

its sound. Because in this top-down model emphasizes the use of previous

knowledge or experiences in processing text to understand it (contextual

knowledge) rather than relying upon the individual sounds or words. In fact,

everyone have many different types of knowledge or experiences, including

knowledge of the world around them. In the most situations everyone has their

expectation of something that normally happened or what they will hear.

3. Interactive Model

If listening involves both bottom-up and top-down processing, it follows

that some sort of model that synthesizes the two is required, this called interactive

model.

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 In interactive model, it included top down and bottom up skills. It depends

on students’ need. May be at the first time, teacher used bottom up model, and

after the students’ mastered it, teacher make to the higher level top up model in

listening learning process.

In other opinion, the process of listening occurs in five stages, such as

hearing, understanding, remembering, evaluating, and responding.

Step 1 ‘Hearing (receiving)’

It is also called neurological process, it is referred to the response caused

by sound waves stimulating the sensory receptors of the ear; it is physical

response; hearing is perception of sound waves; you have to hear to listen, but you

don’t need listen to hear (perception necessary for listening depends on attention).

Step 2 ‘Understanding (learning)’

This step helps to understand the symbols, we have seen and heard, we

have to analyze the meaning of the stimuli we have perceived; symbolic stimuli

are not only words but also sounds (this the aspect consciousness of mind and

directly related to intentionally the intention to understand and to be understood).

Step 3 ‘Remembering (recalling)’

It means that an individual has not only received and interpreted a message

but has also added it to the mind’s storage bank. In listening, our attention is

selective, so too is our memory what remembered may be quite different from

what was originally seen or heard. It is full of concentration.

Step 4 ‘Remembering (judging)’

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 At this point the active listener weights evidence, sorts fact from opinion,

and determines the presence in a message from any information may stay in

students’ short-term memory when they are actively thinking about it and then be

transferred to long-term memory storage, or it may be lost.

Step 5 ‘Responding (answering)’

Students can respond in ways that let the speaker know the message has

been heard and correctly understood. Students respond can further an interaction

and courage a speaker.

From the description above, we know that cognitive, consciousness,

concentration, and attention are very important to make a listening process

successful and help the teacher or students in learning scheme.

2.1.1.3 The Types of Listening

And the other explanation of the types of listening is featured in the language

classroom that limited by comparison with those occur outside. Since the choices of

listening passage are made by teachers. There are two types of listening based on

language classroom, as follow:

1. Participant Listening

In this type, students’ listening is more involve face to face even they

listen for shorter periods of time. Some of these exchanges have little

informational content. Some students are likely to:

 Identify various points of information within the text.

 Demand a high level of attention throughout the passage.

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  Often requires focus upon micro-points rather than macro ones.

This point remains that auditory scanning is the major types of listening

practiced in the listening classroom.

2. Non-Participant Listening

In this type, the activities require the learners to listen and report on

recorded passage. The content of the passage may be a monologue, or it may be

an exchanged between two speakers; but the listener’s role is non-participant. The

type of listening demanded by an interactive situation is different from listening to

a recording, since an important part of the process is the listener’s need to

formulate, within a tight time frame, an appropriate response to what is heard. The

listener has to achieve an understanding of a comparatively brief piece of input

and all ready with a reply when a change of turn is signaled by the speaker.

In the other hand, it is clearly that interactive listening is different from

non-participatory in terms of the processes involved, and the learners may require

specific practice in it.

2.1.1.4 Difficulties In Listening

Ur says that there are some students’ difficulties in listening learning process

such as, trouble with sound, have to understand every word, can’t understand fast and

natural native speaker, need to hear things more than once, find it difficult to keep up,

and get tired. From the description that have mentioned, those are difficulties that

often happened by the students in listening process. Students have some differences

ability in listening. Besides that as Indonesian people, students are seldom to in

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listening English language however the speaker is a native people. Their environment

is not support them, because their environment used their mother tongue language.

Every student have different personality, it naturally makes them having a

different style of learning and difficulty by learning itself. It also happened in

listening process, most of students getting some difficultness in it. Here are some

problems that happened in listening process:

1. Working Memory

Working memory is set of cognitive processes that all listeners use with

varying degrees of efficiency as they attend to, temporarily store, and process

incoming speech in L1 or L2. Working memory refers to a cognitive system that is

crucial to the processing, storage component and an intentional control component

known as the central executive, like short-term storage and long-term storage.

Every people have different ability in memorizing. While the listening we have to

remember what the speaker said. However we can’t remember all of the words, at

least we can get the points of what the speaker said.

We know that people have different level of intelligence with a million human

will be described as:

 1% disable, having IQ around 30-70

 5% dull-witted, having IQ around 70-80

 14% stupid, having IQ around 80-90

 60% normal, having IQ around 90-110

 14% smart, having IQ around 110-120

 5% very smart, having IQ around 120-130

 1% genius, having IQ around more than 130.

2. Recognizing the Code

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 This stage was heavily influenced by the tradition of structuralism linguistic. It

assumed that the problem for the students was they were not able to use the

phonological code sufficiently to identify which words were being used by the

speaker and how these were organized into sentence. Students also feel difficult to

recognize other aspect of English: lexical items (words expressing

noise/movement), syntax code, structural items (their use and meaning),

functional items (their form and use) or even pronunciation.

3. Unfamiliar Vocabulary

Inform that listening passages with known words are easier for learners to

understand, even if the theme is unknown to them. This way will be represented

that knowing the meaning of the words might arouse students’ learning interest

and lead to a positive effect of listening ability, because students usually feel

unfamiliar about many words that speaker said, and of course they can’t catch

what speaker said clearly.

4. Length and Speed of the Listening

The students’ level played a great role when during listening long parts and

keeping all the information in the mind. It is not easy for the lower level student to

listen more than three minutes. Short listening texts facilitate listening

comprehension and diminish the boredom, keep learners’ concentration alive.

Another reason that makes the listening text difficult is the speed. Actually, native

speaker used the speed, but it’s so fast for the students as the foreign people. The

students feel difficult to catch the target words. It is an important thing for the

teacher, to make the speed slower and will facilitate the beginner learners’

listening skill.

5. Physical Condition

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 Sometimes inconvenience of classrooms affects students’ listening skill. In the

large classroom students who are sitting on the back rows may not hear the

recording as students sit in front.

6. Lack of Concentration

Students’ motivation is one of the crucial factors that affect the students’

listening skill. It can be difficult for the students in maintaining the concentration

in a foreign language learning classroom. In listening comprehension, even the

smallest pause in attention may considerably spoil comprehension. The

concentration is an important thing to do while the listening process is running.

With the listener’s concentration, the listener can get the points of what speaker

said as accurate, clear, and fast.

2.1.1.5 Solutions and Developing Listening Skill

To get the solution to overcome the difficulty of listening, it needs the

cooperation between teacher and students in learning process. It can be started from

the teacher by giving the motivation for the students. By giving the motivation,

teacher can build students’ belief on their own academic ability especially in listening.

Motivation indicates that internal factors (students’ belief and perception) are

key factors in understanding behavior. If the teacher wants to understand students’

motivation, teacher may begin by evaluating students’ behavior in the three areas:

1. Choice of behavior (many students choose to learn more about a subject or topic

outside of class, whereas others limit their involvement to class assignments).

2. Level of activity and involvement in the class and persistence (involvement in a

task).

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3. Management of effort (the willingness of students to persist when tasks are

difficult, boring, or unchallenging is an important factor in motivation and

academic success).

Those are the steps that teacher do to overcome the problem in listening by

forming students’ principle of learning process, especially in listening skill.

2.1.1.6 The Description of Listening Comprehension

From psychological theory, Frank stated that “comprehension means relating

new experience to the already known. It can also apply to learning because it involves

changing or elaborating on what is already known. Frank also define that

comprehension means making sense. This sentence refers to a language, means

making sense of what we heard, what we listened. This theory also refers to the

listening comprehension that encompasses the multiple processes involved in

understanding and making sense of spoken language. These included recognizing

speaker’s sounds, understanding the meaning of the words, and understanding the

syntax of sentences in which speaker said.

The store of comprehension is memory or we can call as “cognitive

construction”. This is the synonym of how students’ functional brain works. There are

three basic aspects or characteristics; (1) System of categories, organizational system

including the human brain, (2) Distinctive feature, students are able to distinguish

properties of significant differences of object of what they’ve heard or seen, (3)

Interrelations among categories, these interrelations are the core of the entire

cognitive system. These enable us to summarize past experience, make sense of the

present and predict the future. That’s why comprehension is known as the ability to

understand completely and be familiar with a situation or facts.

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2.1.2 Podcast as Media

2.1.2.1 Media

Media is the plural form of medium. Gerlach and Ely, “Media are tools or

physical things used by the teacher to motivate the students by bringing a slice of real

life into the classroom and presenting language in, its more complete communication

complex.” It also said that media is important thing in teaching and learning English,

because media helps the teacher in delivering the material being taught. Furthermore,

the students can understand the material easier because of media as a tool to engage in

learning English.

2.1.2.2 Classification of Media

Media can be classified into some categories. They are:

1) Audio Media

They are media that can be listened to. It means that audio

media has sound which is listened by us. For example are radio,

recorder, podcasts, etc.

2) Visual Media

They are media that can be seen also can be listened. Arsyad

stated that, “Visual media would captivate visual sense eyes mostly. It

can be formed of picture, photograph, moving picture or animation and

flashcard, etc.

3) Audiovisual Media

They are media that have both sound and picture. Video, film

or movie, and television are the examples of audio visual media in

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 teaching, and it has a sound, because it is produced to get appear the

reality picture in the original form, it describes theory and animated.

2.1.2.3 Types of Audio Media

There are four types of Audio Media

1) Magnetic Recordings (The Cassette Tape)

2) Digital Recordings (The Compact DISC)

3) Digital Audio Files (MP3)

4) Podcasts

2.1.2.4 Podcast

Podcasting phenomenon, an innovative technology for broadcasting audio

files and programs on the Internet has been introduced in 2005 and since then there

have appeared rapid advances. Technology is developing apace, to the extent that just

when we are accustomed to one device, such as television or telephone, we find it

changing and merging with other forms so as to be unrecognizable. So we can now

buy a telephone and email console combined, or a microwave with an integrated

computer monitor.

From the perspective of autonomy, the most significant Internet- based

activities involve e-mail, on-line discussion and web authoring. A key characteristic

of the Internet as a resource for self-directed learning is the opportunity it provides for

collaborative learning. Internet technologies open up opportunities for interaction

among learners, between learners and target language users, and between learners and

teachers that could otherwise be difficult or impossible to achieve in the classroom or

in self-access. The internet also appears to facilitate learner control over interaction.

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 Podcasting which was originally a tool for conveying information, news, and

entertainment, soon, was detected by educators who properly noticed the potential it

can have for teaching and learning.

2.1.2.5 The Advantages of Using Podcast

By the time the students use multimedia equipments, they are able to access a

lot of sources whether it is visual, audio, or audio-visual. Moreover by using

multimedia, students can download native voice as source of the listening/dictation

materials. Podcast is possible to foster students’ listening skill as it provides students

with authentic and contextual materials. It can improve students’ knowledge in

operating multimedia, because students are able to share their podcast via internet as

well. When students create podcast for class, they not only learn the target language in

a creative way, they learn 21 century communication skills at the same time.

2.1.2.6 Podcast as Learning Media

English learning podcasts can be utilized for both extensive and intensive

listening activities.

Podcasts do not differ fundamentally from texts spoken on cassettes or CD.

Teachers have always recorded programmers from the radio or the internet onto a

cassette or a CD. Podcast is one of the easier media that can be used. Teacher can

subscribe to a podcasts and each time an update (a new installment or a new

programmed) is available it is automatically downloaded to the computer. If we think

it is suitable, we can keep it, or just delete it. So, we don’t have to be at home or

program our recorder, it is all done automatically.

1.3. Conceptual Framework

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 The Use Of English Podcasts to Improve Students’ Ability in Listening Skill at
Eighth Grade of SMPN 38 MEDAN

Identification of the problems

The Problem of Listening Skill in Students’ Ability

1. The native speakers usually used a normal speed, but too fast for the
students.
2. Listening activities are not common for the students, because there is no
language lab to train their listening skills.
3. The contents in material often unfamiliar for the students.
4. The lack of students’ motivation in listening learning process.
5. The teacher doesn’t have the new media to support the learning process.

Problem solving
The researcher introduces the podcast as a new media in listening learning process,
to improve students’ ability in listening skill.

The advantages of podcasts in learning

The advantages are:

1. The podcasts easy to download.

2. The teacher can adapt the material with the students’ ability in listening.
3. The podcasts have any various such as short story, music, video, news, etc.
So that the students will not getting bored.

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 CHAPTER III

METHODOLOGY OF RESEARCH

This chapter covered the type of research design, setting of research, subject of the research,

time of research, instruments of the research, data collecting technique, procedures of the

research and validity and reliably of the research data.

3.1 Type of Research Design

The method will be applied in this study is Classroom Action Research (CAR). It aims to find

and implement some actions to improve the listening skill of grade VIII, class 6 students of

SMPN 38 MEDAN. A simple way to understand action research was take a look at the term

itself and separate its parts. In terms of action research, the action was what you do as a

teaching professional in the classroom. Creating the learning environment, interacting with

your students, developing lesson plans, assigning homework, and almost everything you do

in your daily routine of teaching constitutes the “action” of action research. The “research”

part of action research refers to the methods, habits, and attitudes that teacher uses. The

methods of data collection, the professional habits of observation, the attitude of openly

searching for new and better ways to present material and challenge your students. It would

be teacher purposeful reflection that automatically shaping his/her future actions in the

classroom.

Although there are various kinds of models in classroom action research, all of them are still

in the same step of implementation, namely:

a. Planning: explaining about what, why, when, by greeting, how it is implemented.

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 b. Action/Implementation: the application of the contents of the action plan. Here, the

teacher should try to obey what has been formulated in the design, but still apply

fairly in the implementation of the action.

c. Observation: an observation of what happens when the action takes place.

d. Reflection: reinvents what has been done, the deficiencies, the advantages found

during the execution of the action as the next cycle planning material.

3.2 Setting of the Research

The setting of the research will be conducted at SMPN 38 MEDAN It located at Jln. A. Sani

Muthalib, Kota Medan, Post Code 22111, Medan. The school has eighteen classes. Each

grade divided into six classes. The average numbers of students of each class is 40 students.

Obviously they were not only from some different social backgrounds but also various

characteristics.

Related to English teaching and learning activities, SMPN 38 MEDAN has two English

teachers. The English subject taught two times a week for 80 minutes for each meeting.

The facilities supporting the English teaching and learning activities in the listening are a

whiteboard, board markers, 20 student tables, 40 student chairs, a teacher table, a teacher

chair, 1 projector and the slide (in laboratory), 1 audio speaker (in laboratory), and 1

notebook/laptop (teacher belong).

3.3 Subject of the Research

The subjects of the research is the VIII-6 grade students of junior high school in SMPN 38

MEDAN, in the academic year of 2019/2020. There are40 students on the class which consist

of 24 girls and 16 boys. The researcher chosen this location because some reasons, namely:

(1) strong relationship among teachers and students that has make the writer interested in it,

(2) this school is near from the writer’s house, (3) the English teacher still used the traditional

method in teaching and learning process in class, especially in listening skill, the teachers

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almost never has a high attention for that skill, (4) the English teacher never use podcasts

media in teaching English, (5) The writer found some problems related to the listening class

activities and students ability in mastering listening skill and comprehension after

interviewing the English teacher, (6) this school is accessible in terms of time and fund so

that the data could be collected easily, (7) the school welcome anyone that aims to improve

the teaching learning quality.

3.4 Time of the Research

The research will be conducted in the second semester of the academic year 2019/2020. The

study takes place according to the class schedule in which the English subject is taught two

times a week. The duration is80minutes for each meeting.

3.5 Research Instrument

The selection and construction of appropriate, valid, and reliable research instrument very

essential step of scientific investigation. This is due to the fact that merely the qualified

instrument could result in the valid and reliable required data of the study being carried out.

There are 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, observation

sheet, and documentation.

1. Test

a. Pre-Test

Pre-test will be conducted at the first before doing action of the

research. Pre-test will be applied to measure and evaluate the students’ basic

ability in listening skill which the questions that consisted of twenty missing

word. Missing word is the one of way to give the students about exercise to

know their knowledge and competence, especially their ability in listening

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 skill. Here the researcher used podcasts as media, without inform the

knowledge of podcast to the students. 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 will be administered at the end of session. Post-test will be

conducted in order to know and measure the progressing of students’ listening

skill after podcasts as learning media that carried out. Researcher will give a

folklore told about the lion and the rabbit. Students will be listened to the

folklore then researcher gives post test about what they heard. The test

consisted of twenty missing word. After know the result of the post-test and

how far the improvement of the students’ listening skill, then the writer could

decided whether needed to conduct the next cycle of not.

2. Interview Sheet

The researcher will use the close interview which the questions that have been

detailed by researcher to know the students’ difficulties in teaching English especially

in improving students’ ability in listening skill. The question also will be prepared to

acquire some information related to their problems and motivation in learning

English. It will be conducted for the teacher and several students as a sample.

3. Observation Sheet

The researcher observes 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.

4. Documentation

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 Documentation is a proof of the researcher while doing a research in a school.

The researcher collected some photos during teaching-learning process.

3.6Technique of Data Analysis

The data will be collected in the form of quantitative data. The quantitative data refers

to the empirical research which data in the numbers form whereas.In this research, the

resarcher used quantitative data (number based). The quantitative data uses pre-test

and post-test.

The quantitative data will be analyzed by computing the score of listening test.

The data will be collected from pre-test and post-test. The data calculated through

means that consisted of the average score of students’ ability in listening tests. The

sums of total score were divided by the number of the students.

The mean of the students’ score for each cycle that obtained using the

application of the following formula:

X́
∑X
N

Notes:

X́ = means of the students’ score

∑ X = total score of the students

N = the number of the students
Next category the number of the students who has competent in listening, the

application of formula:

R
P= ×100%
T

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Notes:

P = the class percentage

R = the total of students who passed the KKM
T = the total number of the students

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