Firda Elt.docx

A. Introduction Background of The Research English as a global language nowadays plays an important role in Indonesia’s foreign language education, especially to Indonesian children who perceived English as their second language in schools. Some of the children in certain situation obtained sufficient exposure of English from their surroundings. Listening is the absorption of the meanings of words and sentences by the brain. Listening leads to the understanding of facts and ideas. But listening takes attention, or sticking to the task at hand in spite of distractions. It requires concentration, which is the focusing of your thoughts upon one particular problem. A person who incorporates listening with concentration is actively listening. Active listening is a method of responding to another that encourages communication. According to Ronald carter (2001) the term listening is used in language teaching to refer to complex process that allow us to understand spoken language. This theory explains that listening is not only recognizing the sound but also student must get the meaning of word. Recognizing the function of the sentences when in an interaction and student must listen carefully. If one sentence can not be heard clearly, it is difficult to understand the another word or sentences. According to the theory above we can conclude that listening is necessarry in communication but why listening is important especially for student ? actually it occupies a big chunk of the time we spend communicating in the language. Think about the times you spend listening to others speak or listening to songs, news, lectures, YouTube, etc. Recent advances in technology have served to raise the profile of the listening skill in language teaching provides input that can be very significant for second language acquisition in general and for the development of the speaking skill in particular promotes non-linear processing of language and encourages learners to develop "holistic" strategies to texts. The theory above is not appropriate with the facts that happened to the students in 7th grade of SMP 12 Yogyakarta. The students often face the difficulties in listening because of some reasons but the major problem is the lack of motivation which is caused by they were bored with the media that the teacher use. This problem of course give some impacts to the students which is the lack of vocabularies, the difficulties to understand what is the meaning of the words. Some students also difficult to distinguish the words that it has the same or almost same pronounciation. According to those reasons, the writer trying to find a way to solve those problems by using youtube in order to reduce students listening skill. The writer found that YouTube Videos were fun and interesting, increased students' participation and engagement and enhanced their critical listening skills. I asked some student about the reason why they prefer to learn listening by YouTube rather than the traditional method. They said that YouTube is fun because they are not only listening the audio but they can watch the video and see the the picture. According to Mayer (2005). Mayer argues that learning through words and picture can make the childern learn deeply rather than they learn using picture and the word alone. The word here can be spoken and written and the picture can be any form of graphical imagery including illustrations, photos, animation, or video.

B. Theoritical Review As we know that English is a second language acquisition as a foreign language. According to Judd in Kennedy (1989:39), when English is studied as a foreign language, it means that English is studied as one among many foreign languages and servers little communicative function for students once they finish the actual course. There are some factors that influence the success of foreign language learning such as motivation, language aptitude and the amount of time spent in learning; the more language learners use language to communicate, the better he becomes at communicating. Teaching Media Teaching media is an important tools for teaching learning processes. According to Burke (2001), teaching media is a medium used for teachers to introduce, explain, present knowledge in the classroom effectively. So, in this study the researcher uses an educational medium in teaching-learning process in order to make the learning process more interesting. Teaching media also help the students to learning something easily. Listening According to Ronald carter (2001) the term listening is used in language teaching to refer to complex process that allow us to understand spoken language. This theory explains that listening is not only recognizing the sound but also student must get the meaning of word. Recognizing the function of the sentences when in an interaction and student must listen carefully. If one sentence can not be heard clearly, it is difficult to understand the another word or sentences. YouTube as a Teaching Media On arranging the analysis, the uses YouTube videos as the major base. In order to answer the research questions, the writer need to put concern on the YouTube videos as the media to improving students listening skill and the purpose of the use of it. The increase in the hardware and software capabilities of interactive media has facilitated an increase in the use of technology in learning environments (Owens & Dwyer, 2005). According to Balcikanli (Balcikanli, 2015) YouTube may be valuable to address students` interests and needs for real life language by providing authentic discourse. Moreover, YouTube offers a myriad of opportunities for learning a second language as a learner can watch as well as listen to different kinds of spoken material , genres, thereby, learning new vocabulary or any other language skills. McKinnon remarks that the scenes, movements, feelings, and gestures presented in YouTube video segments offer significant visual impetus for language learning. Some scholars state that the incorporation of YouTube. Cognitive Theory of Multimedia Learning (CTML) This theory was studied in depth by Mayer and other cognitive researchers who argued that multimedia supports the way that the human`s brain functions. In other words, the assertion of the theory is

that people learn better or more deeply when they are given both pictures and words than with words alon. The theory is also based on the idea that learners attempt to build meaningful connections between words and pictures and that they learn more deeply than they could have with words or pictures alone. Mayer argues that meaningful learning from words and pictures happens when the learner engages in five cognitive processes . These include selecting relevant words for processing in verbal working memory as well as relevant images for processing in visual working memory, organizing selected words into a verbal model as well as selected images into a pictorial model and finally integrating the verbal and pictorial representations with each other and with prior knowledge. The words can be spoken or written, and the pictures can be any form of graphical imagery including illustrations, photos, animation, or video. Multimedia instructional design attempts to use cognitive research to combine words and pictures in ways that maximize learning effectiveness.

C. Discussion Challenges that students encountered during the listening process were poor ability to listen to the audio track, due to the lack of motivation which is caused by they were bored with the media that the teacher use. This problem of course bring some impacts to the students listening ability which is the lack of vocabularies, the difficulties to understand what is the meaning of the words. Some students also difficult to distinguish the words that it has the same or almost same pronounciation. We will discuss the use of YouTube that it has a great potential for foreign languange teacher in the listening learning process. As we know that YouTube is easy to use, you also can see any kind of videos on YouTube. If you want to watch the video reapeatedly you can download it by saving the URL or turn the video to the offline mode but some videos are not allowed to watch on the offline mode. If you don’t have YouTube application in your PC or phone, you can access it through searching machine like google or etc. When you got opened YouTube there will be lot of videos on the hompage of the YouTube then you will see a searching machine on the top of the homepage, you can use it to search the videos you want. You just need to click it and write the keywords there.

There are some steps that the teacher should do in teaching listening through YouTube : First, before you teach your students make sure that you can opperate the YouTube well, pick the topic as your material teaching then search the video which related to the material and the curriculum you have to watch it and list the difficult vocabularies to make sure everyone understand what will happen. Here, I decided to pick telling the time as the material. Before doing the listening section the teacher should explaining about the material first. Second, after explaining the material you have to show the difficult vocabularies that you have list to the student. It will help them to understand the video that you will show, give them time to understand the vocabularies before you play the video. ask the students to make a group consist of two or more. Then, play the video that you already prapared. to them this will work better if you have access to a computer lab, but you can also ask the student to bring their own laptop so they can watch the video repeatedly. After watch the video ask student to answer the question that you have prepared

Third, Ask every groups of student to turn on their laptop or phone, they also have to bring headset and tell them to make sure that their PC or their phone connected to internet. Afterward ask them to search a video about daily activity in their own YouTube application and tell them that it should be related to the material “telling the time” after they get their video, ask the to watch it and they should taking note and list the difficult vocabulary , don’t forget to ask them write the URL of their video. Afterward, students can compare notes on the YouTube videos they watched.

Lesson Plan School

: SMP N 12 YOGYAKARTA

Subject

: English

Class

: VII/ II

Material

: Telling the time

Theme

: Daily Activity

Aspect/Skill

: Listening

Time Allocation : 2 x 45’

Kompetensi Inti KI.3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KD. Kompetensi Dasar KD 3.3 : Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.

Fungsi sosial : Menyebutkan / memahami waktu dari keadaan/peristiwa/kegiatan Unsur kebahasaan : -

Using at one, at two , at seven dsb Using in the morning, in the afternoon, in the evening Using pronoun “it” Using simple present continous tense such as : be, Is, verb 1, etc

Activities Observing    

The teacher explaining the material to the student then, The students are given the difficult vocabularies that the teacher already prepared The student are given the video of telling the time and daily activity from the teacher Students listen carefully and try to get some informations from the audio given and answering the question that the teacher give.

Material

Vocabulary Brush Comb Watch Breakfast Take a bath

Menyikat Menyisir Menonton Sarapan Mandi

The skript

My Day I wake up at seven o’clock in the morning. I get dressed in the morning. I wash my face in the morning. I brush my teeth in the morning. I comb my hair in the morning. I go to school at eight o’clock in the morning. I eat breakfast at nine o’clock in the morning. I play with my friend at nine o’clock in the morning. I read a book at eleven o’clock in the morning. I eat lunch at one o’clock in the afternoon. I go home at three o’clock in the afternoon. I play with my friend at four o’clock in the afternoon. I watch tv at five o’clock in the afternoon. I eat dinner at six o’clock in the evening. I play video games at seven o’clock in the evening. I take a bath at eight o’clock in the evening. I sleep at nine o’clock in the evening.

Question : 1. What is the video tell about ? 2. What time the speaker usually wake up ? 3. What time the speaker having lunch ? 4. What time the speaker play video games ? 5. What time the speaker take a bath ?

Questioning   

Students ask some questions to the teacher related to the audio given Students ask about what is the video tell about Students ask what kind of information they got from the audio

Experimenting   

  

Teacher introduce and demonstrate the use of youtube then the teacher ask the students to work in pair to use their own laptop or phone to open YouTube. Teacher gives the students the URL that the teacher already prepared. After the student watch the video the student try to find out the information from the video they have heard Teacher ask the students some questions related to the video they have watched Teacher ask the student to search a video that related with the material “telling the time” the topic is about daily activity Then ask them to provide an introduction, a difficult vocabulary list, the URL of their video,taking note. Afterward, students can compare notes on the YouTube videos they watched.

D.Conclusion

Listening is the one of the primary means of obtaining information. Some people learn listening by teacher or supervisor. Maybe some of them have difficulties in leaning listening, but there should be some people who faces difficulties in listening. Nowadays learning listening is not only by audio. We can video as the media in learning listening. YouTube is the answer of the diffulties that some people have. We can find any kind of videos in YouTube, using YouTube as a virtual library to support your learning content by providing your students with access to its videos allows you to better in listening. Videos are ideal for demonstrating steps and, especially in corporate training, walking your students through a process via a video clip can be truly effective. Visual contexts help learners to easily acquire and retain knowledge, as well as develop specific skill sets, as demonstration is the most effective way to get a message across.

Improving Listening Skill Through YouTube on Seventh Grade Students at SMPN 12 YOGYAKARTA (Seminar on ELT)

Firdayanti 2015002032

ENGLISH LANGUANGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA

2018