JIME, Vol. 4. No.

1 ISSN 2442-9511 April 2018

USING VIDEOS IN THE TEACHING OF LISTENING

Lalu Dwi Satria Ardiansyah

Lecturer at Nahdlatul Ulama University NTB
e-mail: [email protected]

Abstract; This research aims to investigate the impact of using videos as audio-visual aids
for teaching listening for ESL. It was conducted from March 15, 2018 up to May 28, 2018. The
population of this study was the first semester of University of Nahdlatul Ulama NTB, and from
this population, two classes were selected as the sample. This research employed true experimental
research method with two groups, an experimental group (EG) and a control group (CG). The EG
was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching
aid most often used by ESL teachers in teaching listening. In collecting the data, the writer used
tests as the instrument, and in analyzing the data collected, Analysis of Variance (ANOVA)
computer software was employed. The mean score of the results from the post-tests from the EG at
75 was higher than that of the control group at 64. Moreover, the t-test for the EG was higher than
that for the CG (11.51>4.06) which meant that the improvement in the EG was significantly higher
than the listening achievements of the CG. The EG students taught by using authentic video
achieved higher results in listening than the CG ones taught by audio compact disc (CD). As a
result, the alternative hypothesis was accepted and null hypothesis was rejected which meant that
there was a significant improvement in terms of listening achievements after the use of authentic
videos treatment.

Keywords: Teaching Listening, Authentic Video, Comprehension.

INTRODUCTION the EFL teaching and learning, including

The ever-increasing accessibility of those confirming the benefits and
technology and the fast pace of technology effectiveness of audiovisual in learning,
change in recent years bring changes into including in learning listening (Rahmatian &
many aspects of life, including the teaching Armium, 2011; Borko et al, 2008; Richardson
and learning of English as a Foreign & Kile, 1999; Seago, 2003; and Wang &
Language (EFL) in Indonesia. Teaching Hartley, 2003, as cited in Berk, 2009). The
generation Z, those who are born in the benefits include stimulation and facilitation in
advanced/modern technological era and are the learning of a foreign language and
very adept in using technology, requires understanding of another culture by providing
different approaches, methods, materials, and vicarious contact with speakers of the
so on in teaching. In the teaching of listening, language through both audio and visual
one of the most obvious changes are in the means (Cahyono & Widiati, 2009), bringing
availability of materials and modes of real world into the class, contextualizes
learning, ranging from audio/radio, video to language naturally and enable learners to
the internet, which bring a vast array of experience authentic language in a controlled
possibilities into the listening instruction. environment (Cakir, 2006), as well as
As the Cinderella skill in second providing kinesic knowledge (Flowerdew &
language learning, an important but somehow Miller, 2005).
a forgotten one, listening is, recent years,not However, despite many benefits of
as extensively studied as other skills although audiovisual, including videos, in learning
there has been much increased attention to it listening, many teachers have not used it;
(Field, 2008; Rost, 2002; Brown, 2002; many of them only use audio. Flowerdew and
Flowerdew & Miller, 2005; Richards Miller points out that ―the typical reliance on
&Renandya, 2002). With the advance of audio recordings for the teaching of listening
technology, however, there have been many comprehension reduces the exposure of
studies on the use of technology to improve learners to kinesic meaning. Greater use of

Jurnal Ilmiah Mandala Education 290

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
video and real-life interaction, on the other critical means of acquiring a second language
hand, provides learners with exposure to this (L2). It is said to be at the heart of both first
important dimension of meaning.‖ (2005; 45- and second language learning (Vandergrift,
46). Even when teachers use videos, many 2007).
only play the video in the class for the whole In listening, one should also take into
duration without any well-planned account the fact that every individual has their
tasks/exercises to maximize the potentials. own listening strategies and that they may
Two of most cited reasons are not knowing have different purposes while listening, as
how to use/integrate the video into their listed in Rahmatian and Armium (2011) such
teaching and the unavailability of appropriate as listening for hearing, listening for
materials with videos to use in their class. detecting, listening for selecting, listening for
These two problems will be solved if teachers identifying, listening for recognizing,
know the techniques to integrate the video listening for disambiguating, listening for
materials for teaching listening. This paper reformulating, listening for synthesizing,
will discuss the techniques and ways to use listening for doing, listening for judging, and
videos in the teaching of listening, after first other listening objectives such as listening for
discussing the formats of teaching listening reconstructing, guessing, anticipating,
with video and the benefits of videos to transposing, deducting, revising a judgment,
improve listening comprehension. classifying, etc. For those purposes, the
Research question listener may employ different models of
Based on the problems found at the listening process.
first semester of University of Nahdlatul There are three models of the listening
Ulama NTB, the following question was proces as mentioned in Flowerdew and Miller
formulated: ―Will there be any significant (2005), namely bottom-up model, top-down
difference in listening achievements between model, and interactive model. The bottom-up
students taught listening using authentic view sees listeners as tape recorders, whereas
videos and those who are taught using audio- top-down view considers listeners as model
compact discs (CDs)?‖ builders. The former suggests that listeners
A. Research Objective take in and store oral messages in much the
According to the research question, same way as a tape-recorder, whereas the
the objective of this study was to discover if latter acknowledges the more active role that
there will be any significant difference in listeners play as they construct an
listening achievements between students interpretation of oral messages. As also
taught listening using authentic videos from indicated by Nunan (1991), the bottom-up
those taught using audio - compact discs view refers to the idea that listeners segment
(CDs). the stream of speech into its constituent
REVIEW OF RELATED LITERATURES sounds, link this together to form words,
The Teaching of Listening chain the words together to form clauses and
Listening is one of the fundamental sentences, and so on (p. 17). This processing
skills. It refers to a complex process that model assumes that listening is a process of
makes it possible for us to understand spoken decoding the sounds in a linear fashion, from
language (Ross, 1990). It is a medium the smallest meaningful units to complex
through which children and adults gain a large texts (Nunan, 2002). As the process is linear,
portion of education – information, meaning is derived as the last step in the
understanding the world and human affairs, process.
ideas, sense of values, and appreciation. In contrast, the top-down view allows
Listening comprehension is an important listeners to bring knowledge from outside the
language skill that language learners need to text to the task of interpreting and
develop. Furthermore, the development of all comprehending the text itself. This view
other language skills is interwoven with implies an important point that meaning does
listening skills. Listening is not only a skill not reside exclusively within the words on the
area in language performance, but also a oral messages (Nunan, 1991: 18). The

Jurnal Ilmiah Mandala Education 291

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
knowledge inside the head of listeners exchanges. Besides, videos provide exposure
contributes to understanding. In other words, to authentic language in authentic settings
the processing of language information comes which is valuable in assisting the students to
through an internal source, retrieved from a participate in the real conversations because
bank of prior knowledge and global the the rate of delivery, the choice of words
expectations. Therefore, as Brown (2006: 2) and the tendency of truncations (such as
suggests that one very important idea for elliptical structures and contractions) are very
teaching listening is that listening courses similar to those in real life, as opposed to the
must make use of students prior knowledge in exchanges in the majority of commercial
order to improve listening comprehension. In listening materials, which may sound quite
other words, listening is an active process of artificial. Lastly, videos present cultural
constructing (or reconstructing) the original contexts of the conversations which enhance
meaning of the speaker using incoming sound more appropriate use of language and
as clues (Nunan, 2002). preventing cross-cultural misunderstandings
Research, however, suggests that the and can be a useful start to investigate the
way listening works is not exclusively target culture. All these advantageous aspects
bottom-up, nor is it to be merely top-down, of movies as listening materials provide
but interactive. Successful listeners seem to sufficiently strong ground for language
be those who can utilize both bottom-up and educators to have them shown in EFL
top-down knowledge, combining the instructions.
knowledge outside the head with that inside Similarly, Harmer (2007: 308) mentions
the head. Under this view, listeners are several benefits of using video (film clips on
considered as active players in constructing videos, DVDs or online). First, it provides
the oral text, employing various strategies in ‗language in use‘, allowing the students to see
reconstructing messages. In other words, paralinguistic behavior such as how
successful listening involves the integration intonation matches facial expression and what
of information encoded in the message itself gestures accompany certain phrases, and thus
with broader knowledge of the world (Nunan, they can pick up a range of cross-cultural
1991: 25). values. Second, it gives students perspectives
of ―a whole range of other communication
A. Benefits of Videos for Teaching worlds‖, such as how different people stand
Listening (in terms of proximity) when they talk to each
Videos possess many potentials to be other and types of food they eat. Third, it
used in teaching listening to improve the makes students easier to understand unspoken
acquisition of listening skills. Thus, it should rules of behavior in social and business
not be regarded as merely a peripheral ‗extra‘ situations.
in a listening class; on the contrary, they can More detailed advantages of
function as the core content and become an audiovisual (video) for instruction are
integral part of the curriculum (Sommer, mentioned in Cakir (2006) such as:
2001, in Kusumarasdyati (2006). With four 1. It provides authentic language input.
pedagogical values of videos in the teaching 2. It can easily be used; teacher can step in
listening: motivation, visual supports for the process whenever he wishes; he can
comprehension, authentic language, and stop, start and rewind to repeat it for
cultural contexts. Videos draw learners‘ several times where necessary. Any
interests and motivate them to learn while selected short sequence from the
also learning the language components programme can be utilized for intensive
exposed in the videos. Videos also provide study. To pay special attention to a
visual support, such as facial expressions and particular point in the programme it is
gestures, to help learners‘ comprehension. possible to run in slow motion or at half
Therefore, it can simulate the dialogs in real speed or without sound.
situations where such virtual supports are 3. The learner can concentrate on the
almost always present to accompany verbal language in detail and interpret what has

Jurnal Ilmiah Mandala Education 292

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
been said, repeat it, predict the reply may be enjoyable for the learners to
and so on. The learner can also have something different for language
concentrate in detail on visual clues to learning apart from the course books
meaning such as facial expression, and cassettes for listening.
dress, gesture, posture and on details of Using audiovisual material (video),
the environment. Even without hearing however, may have disadvantages are such as
the language spoken clues to meaning high cost and maintenance, inconvenience
can be picked up from the vision alone. and fear of technology, the poor quality of the
Using visual clues to meaning in order sound and vision, and the preparedness of the
to enhance learning is an important part teacher in using the video (Cakir, 2006).
of video methodology. These problems may be tackled by teachers
4. It gives students practice in interpreting being prepared and well-acquinted with
attitude because the listener can technology and having a technicians to help in
concentrate on both the verbal message the preparation.
and the visual clues to meaning. The
rhythmic hand and arm movements, B. Formats of Using Videos in the
head nods, head gestures are related to Teaching of Listening
the structure of the message. The general format of teaching listening
5. It gives the students a general idea of is as what Field (2008) called as the current
the culture of the target language. It format, as in Figure below.

learners time to write their answers and then

Figure 1. Current format of a checks them with the class as a whole after
listening lesson (Field, 2008:17) they compare them with their pairs.In post
In pre listening, only ‗critical words‗, or listening, functional language used in the text
those words without which the recording is used as contextualized examples of
could not be understood are taught (p. `17). It language functions. Prominent features in the
is done to give more attention to listening listening passage need some attention and
itself, to prepare the students with the real-life pausing to practice them. In addition, teachers
listening, and to direct the students more to gives practice on inferring vocabularies used
the meaning of the text than to the language in the listening passage by replaying the
of the text. In addition, students‘ motivation sections of the listening passage which
need to be encouraged and created in this contain them. The current format is as in the
stage to give learners the right mental set for following figure.
what the listening passage is likely to contain.
Meanwhile, during listening, the questions are C. Format of teaching listening with
given before the second play of the cassette to videos
ensure that the learners know in advance what In using videos for teaching listening,
they are listening for. Then, the teacher allows the format is adjusted into pre-viewing, while-
Jurnal Ilmiah Mandala Education 293
JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
viewing, and post-viewing. Each phase will them supply a correct, brief answer.
be described as follows (Kusumarasdyati, Occasionally, the video is played twice when
2006). after viewing a scene once the students still
a. Previewing found it quite difficult to recognize the words
At this beginning stage the teacher spoken by the characters or understand their
spends a sufficient amount of time helping the exchange
learners build the appropriate schemata to Each item consists of a brief description
facilitate comprehension to enable the of the scene to refer to (written in italics) and
learners relate the knowledge they already one or more questions to be answered. The
possess and the one to be acquired, making description of the scene assisted the learners
the acquisition occur more smoothly. to direct their attention to a particular spot in
Generally the previewing stage consists of the movie which is related to the question(s)
two activities, namely, introducing the theme being asked. The comprehension and
of the movie and pre-teaching the key vocabulary questions are written in similar
vocabulary (Allan, 1985; Tomalin, 1986; fashion—questions preceded by a clue of the
Sheerin, 1982). Additionally, some teachers scene—unless the questions need to be
believe it might be quite fruitful to familiarize answered by grasping the ideas and/or
the learners with the main characters of the inferring the answers from the entire movie.
movie prior to viewing. In the latter case, the description of the scene
At the beginning of the session the is occasionally not required.For instance, the
teacher briefly describes the theme underlying label of ‗in the bus’ above item number 1 in
the whole plot of the movie and then the worksheet for A Walk in the
administers a worksheet and an answer sheet. Cloudsprompts the students to become more
The learners scan the items in the worksheet alert when they watch the scene of a bus on
for a few a minutes to familiarize themselves the screen and know immediately what
with the learning activities to be carried out specific information to look for.
before, during and after viewing the movie. When there is time constraint, a
As the film is presented with subtitles, before particular video may need to be presented in
watching it the learners needed to read the two sessions, and this split turned out to be an
brief description of the theme and the main advantageous point in the lesson rather than
characters. Since the lexical items would be a otherwise as it catered for an opportunity of
part of the while-viewing, key vocabulary is stimulating the learners‘ imaginative
not pretaught. capability by having the learners predict how
b. While-viewing the story would end on the answer sheet.
Immediately after the previewing stage, c. Postviewing
the teacher engages them in the core activity: In this this phase, the learners (1) verify
viewing the movie. While doing so, students and review the written result of their
should answer some items in the worksheet in prediction against the actual ending, (2)
written form, containing some questions to examine the diversity across cultures, either
check their comprehension and some others to by identifying how the target culture in the
improve their lexical knowledge. First, allow film differed significantly from their own
the students one minute or two for a quick culture, or (3) making use of the cultural
review of the scenes and the questions written issues depicted in the films. Figure 2 is an
in the worksheet, so that they have an idea of example of such an item taken from the
the scenes to watch in the entire movie and worksheet for A Walk in the Clouds,
can focus their attention on the information to examining the different cultures of people
seek. Next, play the movie, and after each living in the same countrywhich may cause
scene mentioned in the worksheet pause for their different views of the world.
15 to 60 seconds, depending on the length of The figure below exemplify the
the required answer. During this pause, have activities in the whole phases.

Jurnal Ilmiah Mandala Education 294

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018

Figure 2. Sample Worksheet texts written on the screen to transcribe the

conversation of the speakers in the movie and
D. Techniques of Using Videos in indicate any other sounds as well, like music,
Teaching Listening lyrics, or phone ring. Whereas closed captions
Using videos in teaching listening can include any sounds, subtitles contain only the
be done in several ways. King (2002, in words articulated by the speakers. Both,
Kusumarasdyati, 2006) suggests four however, may be available in the original
approaches: sequential, single-scene, language only or translated in several other
selective, and whole-film. In sequential foreign languages also. The teacher may opt
approach, the teacher exposed scene-by-scene to present the movie with or without closed
or one segment of the movie at one time. In captions for each of them has their own
contrast, the single-scene approach requires advantages as presented in the following table
the teacher to use only one particular scene (King, 2002, in Kusumarasdyati, 2006). Most
for the language instruction. The selective importantly, whichever option an educator
method involves the viewing of a few scenes chooses to make, it is essential that the
chosen by the teacher from one movie. Lastly, students receive guidance in attempting to
in the whole-film approach the teacher shows grasp the didactic meanings from the aural
the movie in full length within a single and visual input; otherwise, the viewing
viewing. The choice of approach is dependent would be an entertaining event without any
on mainly on the instructional objectives and educational values.
the characteristics of the students.
There are also two options in
presenting the videos, with closed captions
and without closed captions (King, 2002 in
Kusumarasdyati, 2006). Closed captions are
Table 1: Advantages of closed captions and without closed captions in presenting videos
Closed captions Without closed captions
• follow a plot easily and get involved in plot • help students develop a high tolerance of
development. ambiguity.
• learn to pronounce proper nouns in different • enhance students‘ listening strategies such
disciplines. as guessing meaning from context and
• acquire colloquial, context-bound expressions inferring strategies by visual clues, facial
and slang. expressions, voice and sound track.
• process a text rapidly and improve rapid reading. • promote active viewing and listening for
• keep up with closed captioning that accompany key words and main ideas.
the native-speed spoken English. • motivate students to make use of authentic
• provide relaxing, stress-free learning English material on their own.
environments where students can comprehend • provide students with the opportunity to
jokes and have a few hearty laughs. experience a great sense of accomplishment

Jurnal Ilmiah Mandala Education 295

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
• learn different strategies for processing and self-assurance.
information.

Many experts (such as Harmer, 2007; write for subtitles and then they compare
Cakir, 2006; Kusumarasdyati, 2006) have theirs with what actually appears. To awake
suggested a lot of techniques to use video in students‘ curiosity, Harmer (2007: 306-308)
teaching listening. Some of the suggested provides five viewing techniques namely:
techniques are similar to one another. This Fast forward, Silent viewing (for language
paper will only discuss several of them. To and music), Freeze frame, and Partial viewing
promote engagement and expectations in (further discussion on these techniques is
listening, Harmer (2007: 309-310) suggests provided in the subsequent discussion since
several listening routines/techniques, namely most of them are of similar nature).
(a) pictureless listening (language):The Furthermore, Cakir (2006) provides some
teacher covers the screen and turns the practical techniques for audiovisual material,
monitor away from the students or turns the especially video in classroom such as (a)
brightness control right down. The students active viewing: Before starting the
then listen to a dialogue and have to guess presentation the teacher writes some key
such things as where it is taking place and questions on the board about the presentation
who the speakers are(e.g. age, appearance); so that the students get an overview of the
(b) Pictureless listening (music):It is used content of it. After viewing the questions the
where an excerpt has a prominent music tract. students answer the questions orally, or the
Students can listen to it and then say – based students may take notes while viewing. For
on the mood it appears to convey – what kind more detailed comprehension students are
of scene they think it accompanies and where provided a cue sheet or viewing guides and let
it is taking place; (c) Pictureless listening them watch and listen for specific details or
(sound effects):In a scene without dialogue specific features of language; (b) Freeze
students can listen to the sound effects to framing and prediction: Teacher freezes the
guess what is happening(e.g they might hear picture when he or she wants to teach words
the lighting of a gas stove, eggs being broken and expressions regarding mood and
and fried) and then tell the story they think emotions, to ask questions about a particular
they just have heard; (d) Picture or speech: scene, or to call students‘ attention to some
the class i divided in two so that half of the points. By freezing the scene the students can
class faces the screen and the half faces away. be asked what is going to happen next. So
Students who can see the screen have to they speculate on what will happen in the next
describe what is happening to the students act; (c) Silent viewing: the video segment is
who cannot. This forces them into immediate played with the sound off using only the
fluency while the non-watching students picture and then students have to guess what
struggle to understand what is going on, and is happening and what the characters might be
is an effective way of mixing reception and saying or ask students what has happened up
production in spoken English. Halfway to that point. Finally, video segment is
through an excerpt, the students can change replayed with the sound on so that learners
around; and (e) Subtitles: The teacher can can compare their impressions with what
provide subtitles for the film extract being actually happens in the video; (d) Sound on
shown, or turn down the sound while and vision off activity: play a section of a
watching the film extract with subtitles. Then, video unit and remove the visual element
especially with the subtitles in the students‘ from the presentation by obscuring the picture
L1 language, the teacher stops the film every so that students can hear only the dialogue but
time a subtitle appears and asks the students unable to see the action. Through this activity
to say what they think the characters are the students predict or reconstruct what has
saying in English. When using DVDs with the happened visually depending only what they
option of turning off the subtitles, the teacher hear; (e) Repetition and role-play: When
can ask the students to say what they would there are some difficult language points in the

Jurnal Ilmiah Mandala Education 296

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
video unit, a scene on video is replayed with opportunity to work on grammar; and (e)
certain pauses for repetition either Watch and observe: Students watch a scene
individually or in chorus. When students have from a film which has lots of things that they
a clear understanding of the presentation, they can see and therefore write in their vocabulary
are asked to act out the scene using as much books. You can teach and test your students‘
of the original version as they can remember. vocabulary by asking a series of true/ false
When students become confident with role questions and asking them to put a series of
playing and are sure of vocabulary and events in order. This is a good lesson for
language structures, more creative activity lower levels because students only have to
can be introduced in which they are asked to focus on a minimum of spoken dialogue.
improvise the scene to fit their views of the A further suggestion is using video to
situation and the characters they are playing; lead to students‘ video production (Chu,
(f) Reproduction activity: After students 2006). While viewing videos can be done
have seen a section, students are asked to with playing only certain clips or scenes, and
reproduce either what is being said, to teachers canhave their students do activities
describe what is happening, or to write or with them. Students will use the target
retell what has happened; and (g) Dubbing language tocomplete activities, such as
activity: when students have the necessary summarizing what they see, what they hear,
language competence, ask them to fill in the and whatthey think will happen in the film
missing dialogues after watching a sound-off etc. In further activities of viewing videos,
video episode. teacherswill not show the ending part of film,
Other similar techniques are suggested by and they will have students create an ending
McKinnon (n.d.), such as (a) Split viewing: forit. Students will use video recorders to
Some students see and hear a sequence; others videotape their performances and evaluate
only hear it. A variety of activities can then onthe film. Students can prepare for their
follow based on an information-gap filming by writing the scripts,
procedure; (b) Vision on/ Sound off: practicing/acting out and filming their
Students view a scene with the sound turned performance. They can evaluate their own
off. They then predict the content of the performancesafterwards. Students canlisten
scene, write their own script and perform it and watch themselves when they speak their
while standing next to the television. After the target language. This can helpthem to pay
performances students watch the scene with attention to their pronunciation, intonation,
the sound on and decide which group was the loudness, and mistakes, etc.For example,
funniest or the nearest to the original. This is students practice pronunciation and intonation
a good fun exercise; (c) Observe and write: byusing video recorders. Students also can
Students view a scene (this always works pay attention to their sentence
better if there is a lot happening) then write a constructionsand grammar. This is a way that
newspaper article on what they have students focus on language. Students can
witnessed; (d) Video dictogloss: Students selfmonitor their own mistakes by using video
watch the scene a few times and write the recorders. Normally, teachers cannot
main words and short phrases that a particular helpevery single student correct his or her
character says. Each group is given a mistakes during the class period because
character and is encouraged to listen and therecan be more than 15 to 20 students in
exchange information, this usually works one class. Therefore, as students produce
better if there are two characters in the scene. theirown videos and watch them after filming
Working with someone from a different that can help students do self-correction.
group, they then write the script for the scene,
incorporating both characters. As they will E. Sample Lessons of Using Videos in
not have managed to write down the whole Teaching Listening
script from the listening exercises they will McKinnon in his
have to use their imagination and fill in the article(http://www.onestopenglish.com/suppo
gaps. This gives them an excellent rt/methodology/teaching-

Jurnal Ilmiah Mandala Education 297

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
technologies/teaching-technologies-teaching- a. Split viewing
english-using-video/146527.article) offers In this particular lesson those students who
advices and suggestions on on how to teach see and hear the clip from Pearl Harbour are
English using video and provide sample eyewitnesses to the dramatic event, the others
lesson plans to use. In this paper, some of his are journalists working for a radio station who
suggestion will be discussed to provide have to conduct a live interview. Students are
examples of the activities. These lesson plans not asked to pay attention to any specific
refer to specific films which have been dialogue but relay their experience of the
released recently, however, they could be scene they have just witnessed to a horrified
adapted for use with a similar scene in a public. This is particularly good for past
different film depending on availability. tenses and intermediate levels.
Level: Pre-intermediate, Intermediate, Upper
intermediate

a record shop have an argument. It is very

graphic with plenty of gestures to stimulate
b. Vision on/ Sound off the imagination. Good for intermediate levels.
In this particular emotionally charged scene Level: Pre-intermediate, Intermediate, Upper
from High Fidelity, three people who work in intermediate

Jurnal Ilmiah Mandala Education 298

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018

III. RESEARCH METHOD in which the EG was taught by using

The population of this study was all authentic videos as an audio visual aid
second semester of Nahdlatul Ulama and the CG, by contrast, was taught
University NTB. Each class has 30-35 using the audio recording usually used
students. Class II.Pharmacy.2017 as the by the teacher for teaching listening. In
experimental class (EG) and class spite of the different methods, both
II.Nutritionist.2017 as the control class groups had similar materials provided
(CG). There were 19 girls and 15 boys by the researcher.
in the EG, and 22 girls and 12 boys in The data was analyzed statistically
the CG giving a total of 34 students in to find out whether the hypothesis in this
each of the sample classes. study was accepted i.e. whether the use
The data was collected from these of authentic video as an audio visual aid
second semester students in the 2017- effectively enhanced the listening
2018 academic year using a pre-test and achievements of second grade students
a post-test as instruments. The from Nahdlatul Ulama University NTB.
treatments were given for four meetings
IV. RESULTS AND
DISCUSSIONS

Jurnal Ilmiah Mandala Education 299

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
In the table below are the important scores from the pre-tests and the post-tests for both the
EG and the CG before and after the treatment.
Table 2. Important Scores from the EG and the CG
Experimental Group = EG Control Group = CG
Scores Scores
No
Pre-test Post-test Pre-test Post-test
Median 60 73 47 63
Highest 80 95 76 86
Lowest 40 60 26 43
Spread 40 35 50 43
Improve ment 13 16

A. The Independent T-Test Analysis of

the Pre-Test

The objective of the independent t- of the EG and Cg before the treatment. The
test was to find out if there was any results from the T-test of the pre-tests are set
significant difference in the listening abilities out in the table that follows:
Table 3. T-Test Results from the Pre-Tests of Both the EG and the CG
Levene‘s test for T-test for Equality of Means
equality of
Variances
F Sig T df Sig. Mean Std. Error
(2- Diff Difference
Pretest: tld)
Equal 0.04 0.84 0.49 66 0.63 1.76 3.61
variance
assumed
Equal 0.49 57 0.63 1.76 3.61
variance
not
assumed

The table above shows that tobtain of the pre- accepted, so there was no significance
tests from both the EG and the CG was 0.49. difference in listening ability between the
The ttable for df=66 at the level of students in the EG and the CG before the
significance of 5% ( = 0.05) is 2.00. Since treatment.
tobtain<ttable that is 0.49 <2.00, so H0 was

Jurnal Ilmiah Mandala Education 300

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
This independent t-test was done to
B. The Independent T-Test Analysis of find any significant differences between the
the Post-Tests post-test results from the EG and the CG. The
result of this t-test are set out in the table
below:
Table 4. T-Test Results from the Post-Tests of both the EG and the CG
Levene‘s test T-test for Equality of Means
for equality
of Variances
F Sig T df Sig. Mean Std. Error
(2- Diff Difference
Pretest: tld)
Equal 0.071 0.791 3.76 66 0.00 1.76 13.10
variance
assumed
Equal 3.76 57 0.00 1.76 13.10
variance
not
assumed

From these tables, it can be seen that A paired test is applied to determine
tobtain from the post-tests of both the EG and the the differences of the students‘ achievement
CG was 3.76. The ttable for df=66 at the level of both in experimental and in control group
significance 5% ( = 0.05) is 2.00. The result before and after giving the treatment. It aims
shows that tobtain>ttable that is 3.76 > 2.00, so H0 is
to evaluate the result of dependent-test in
rejected. This means that the EG students who
experimental group and in the control group.
were taught using authentic videos performed
significantly better than the CG students who The dependent t-test is obtained by pairing
were taught using audio materials only. the result of pre-test and post-test score in
C. The Dependent T-Test (Paired T- each class. The data was calculated by using
Test Analysis) SPSS procedure that can be seen in the
following table.
Table 5. T-Test Result from the Pre-Test and Post-Test Scores from the EG
Paired Differences t df Sig. (2-
tld)
Mean Std. Std. Error
Dev Mean
Pair 1 Post-test Control 25.46 12.11 2.21 11.51 34 0.00
- pre-test control
From the table, it can be seen that the df=34 at the level of significance 5% ( =
t-test of the EG was 11.51. The t-table for 0.05) was 2.04.
Table 6. T-Test Results from the Pre-Test and Post-Test Scores from the CG
Paired Differences t df Sig. (2-
tld)
Mean Std. Std. Error
Dev Mean
Pair 1 Post-test Control 10.60 14.28 2.60 4.06 34 0.00
- pre-test control

According to the data from the tables, 0.05) is 2.04. The result confirms that
the t-test of the EG was 11.51 and the t- tobtain>ttablefor both groups was 11.51
test of the CG was 4.06. The ttable for > 2.04 for the EG and 4.06 >2.04 for the
df=34 at the level of significance 5% ( = CG. This shows that both groups

Jurnal Ilmiah Mandala Education 301

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018
performed better in listening achievement to the CG. The EG, taught using
after the treatment. Nevertheless, the authentic video, got a much more
result of the t-test for the EG was significant improvement than the CG,
significantly larger than the t-test for the taught using audio compact discs (CD),
CG (11.51 > 4.06). Thus there was much the usual listening aid used by the teacher
more improvement in the EG compared for teaching listening.

Jurnal Ilmiah Mandala Education 302

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018

V. CONCLUSIONS AND SUGGESTIONS challenging for the students, but it was

The post-test results and the also more interesting at the same time.
independent t-test from the EG was This could be due to the fact that using
significantly higher than that from the authentic video may bring the content
CG which means that the and the subject matter to life for them
implementation of authentic video that enabled them to make important
positively influenced the students‘ connections in the world beyond the
listening skills. From the data analysis classroom.
of the pre-test and post-test obtained According to the analysis of the
from the EG, it can be seen that listening findings and the discussions, using
for specific information was the most authentic video as an audio visual aid
enhanced listening sub-skill after the was a successful method for improving
application of authentic video as an teaching of listening. However, some
audio visual aid. Although the other limitations may arise when applying this
listening sub skills, listening for the aid. The writer suggests further studies
main ideas, listening for the gist, and be done using a variety of authentic
listening for detailed information also videos in order to obtain more
increased, listening for specific information about their effectiveness for
information improved more significantly teaching-learning listening as well as for
than the other listening sub-skills. the other English skills in order to enrich
Using authentic video in the our knowledge about the use of
language classroom can be quite authentic video.

Jurnal Ilmiah Mandala Education 303

JIME, Vol. 4. No. 1 ISSN 2442-9511 April 2018

REFERENCES www2.hawaii.edu/~htnguyen/CALLind
Berk, R. A. (2009). Multimedia teaching with ex.html.
video clips: TV, movies,
YouTube, and mtvU in the Kusumarasdyati. (2006). Subtitled movie
college classroom. International DVDs in Foreign Language Classess.
Journal of Technology in Retrieved on 15 October 2013 from
Teaching and Learning, 5(1), 1– http: aare.edu.au/06pap/kus06105.pdf
21.
McKinnon. (n.d.).Teaching technologies:
Brown, H.D. (2001). Teaching by principles: teaching English using video. Retrieved
an interactive approaches to language on 15 October 2012
pedagogy (2nd edition). New York: http://www.onestopenglish.com/support
Longman. /methodology/teaching-
technologies/teaching-technologies-
_______ (2000).Principles of language teaching-english-using-
learning and teaching (4th edition). New video/146527.article
York: Longman.
Nunan, D. (1991). Language teaching
Cahir, I. (2006). The use of video as an audio- methodology: a textbook for teachers.
visual material in foreign language New York: Prentice-Hall.
teaching classroom. The Turkish Online
Journal of Educational Technology – _________. (2002). Listening in language
TOJET Vol. 5 No. 4 learning. In Richards, J.C., &
Renandya, W.A. (Eds.), Methodology in
Cahyono, B.Y. & Widiati, U. (2009). The Language teaching: An Anthology of
teaching of efl listening in the Current Practice (pp. 238-241).
Indonesian context: the state of the art. Cambridge: Cambridge University
TEFLIN Journal, Volume 20, Number Press.
2, August 2009
Rahmatian, R.&Armium, N. (2011). The
Field, J. (2009). Listening in the language effectiveness of audio and video
classroom. Cambridge: Cambridge documents indeveloping listening
University Press. comprehension in a foreign
language.International Journal of
Flowerdew, J. & Miller, L. (2005). Second English Linguistics.Vol. 1 No. 1.
language listening: theory and practice.
Cambridge: CUP Richards, J.C., & Renandya, W.A. (2002).
Methodology in Language teaching: An
Harmer, J. (2007). The practice of english Anthology of Current Practice.
language teaching. (4th edition). Essex: Cambridge: Cambridge University
Pearson Education Press.

Kathleen S. M. Chu. (2006). Teaching Rost, M. (2002). Teaching and researching

Listening with videoproduction. In H. listening. Edinburg: Longman
Nguyen (Ed.) Computer and video Education
technology in language teaching: A
practical guide. TESL Programs, Vandergrift, L. (20007). Recent development
Hawai`i Pacific University.Retrieved on in second and foreign language listening
May 15, 2006, from comprehension research. Lang. Teach.
Vol. 40.

Jurnal Ilmiah Mandala Education 304