THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE ?· THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE LEARNING…

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<ul><li><p>THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE </p><p>LEARNING ON STUDENTS LISTENING SKILL </p><p>(An Experimental Study at the First Grade of Students of SMK Yaspia Jakarta) </p><p>By: </p><p>NAILA JAUHARA </p><p>NIM. 108014000052 </p><p>DEPARTMENT OF ENGLISH EDUCATION </p><p>FACULTY OF TARBIYAH AND TEACHERS TRAINING </p><p>SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY </p><p>JAKARTA </p><p>2014 </p></li><li><p>i </p><p>ABSTRACT </p><p>Naila Jauhara (108014000052), The Influence of Computer Assisted Language Learning on Students Listening Skill; An Experimental Study at the </p><p>First Grade Students of SMK Yaspia Jakarta, Skripsi of Department of English </p><p>Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State </p><p>Islamic University of Jakarta. 2014. </p><p> The objective of this research was to describe the empirical evidence about </p><p>the influence of computer assisted language learning on students listening skill </p><p>for the first grade students at SMK Yaspia Jakarta academic year 2013/2014. The </p><p>experimental study applied in X AP 1 class, and for the controlled class used X </p><p>AP 2 class. The study had been done in six meetings that were designed; first </p><p>meeting was for pre test, 4 meetings were for treatments, and the last meeting was </p><p>for post test. </p><p>The data of this research were analyzed by using t-test. The result showed </p><p>that there was significant influence between the students who was taught with </p><p>computer assisted language learning and without computer assisted language </p><p>learning. The result of analysis data between variable X and Y using t-test formula </p><p>showed that the value of to (t observation) was 8.74. In the t- table, score degree of </p><p>freedom 5% is 2.02 so we can conclude that to is higher than tt (to : tt = 8.74 &gt; </p><p>2.02). In other words that computers have influence in students listening skill. </p><p>Keywords: computer assisted language learning, Listening Skill. </p></li><li><p>ii </p><p>ABSTRAK </p><p>Naila Jauhara (108014000052), The Influence of Computer Assisted Language Learning on Students Listening Skill; An Experimental Study at the </p><p>First Grade Students of SMK Yaspia Jakarta, Skripsi of Department of English </p><p>Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State </p><p>Islamic University of Jakarta. 2014. </p><p>Penelitian ini bertujuan menjelaskan bukti empiris pengaruh tentang </p><p>pembelajaran bahasa berbantuan komputer terhadap keterampilan menyimak </p><p>siswa pada kelas sepuluh SMK Yaspia Jakarta tahun pelajaran 2013/2014. Untuk </p><p>mengetahui berpengaruh atau tidaknya media pembelajaran ini, digunakan metode </p><p>penelitian eksperimen yang diterapkan di kelas X AP 1, dan untuk kelas kontrol </p><p>menggunakan kelas X AP 2. Penelitian dilakukan dalam 6 kali pertemuan yang </p><p>didesain sebagai berikut: pertemuan pertama untuk tes awal, 4 pertemuan untuk </p><p>pelatihan, dan pertemuan terakhir untuk test akhir. </p><p>Analisis data pada penelitian ini dengan menggunakan t-test. Hasilnya </p><p>menunjukkan bahwa ada perbedaan yang signifikan antara siswa yang diajarkan </p><p>menggunakan komputer dan yang tidak menggunakan media tersebut. Hasil </p><p>analisis data dari kedua variabel tersebut (variabel X dan Y) dengan menggunakan </p><p>rumus t-test menunjukan bahwa nilai to lebih rendah dibanding dengan nilai tt </p><p>(8.74 &gt; 2.02). Hasil tersebut menunjukan bahwa pembelajaran bahasa berbantuan </p><p>komputer berpengaruh secara signifikan terhadap keterampilan menyimak siswa. </p><p>Katakunci: pembelajaran bahasa berbantuan komputer, keterampilan menyimak. </p></li><li><p>iii </p><p>ACKNOWLEDGMENT </p><p>In the name of Allah, the Beneficent, the Merciful. All praise is to Allah, </p><p>Lord of the Worlds, who has bestowed strength and health upon the writer in </p><p>finishing this research paper. Peace and blessing be upon our prophet Muhammad </p><p>SAW, his family, companions, and all his followers. </p><p>Alhamdulillah by the grace of Allah the Highest, the writer could finish </p><p>her research paper after long hard effort of writing. Thus, she would like to </p><p>express her greatest gratitude to her beloved parents (H. Abdul Hadi and Hj. </p><p>Hasanah) who always pray, support, and motivate her in every part of her life </p><p>especially in doing this study. </p><p>The writer would also like to address her gratitude to her advisors Drs. </p><p>Syauki, M.Pd. and Atik Yuliyani, M.A. TESOL for their patient guidance, kindness, </p><p>valuable advice, and correction during the development of this research. </p><p>She would like to express her deep appreciation and gratitude to: </p><p>1. All lecturers of Department of English Education who have taught her new </p><p>knowledge and have given her gorgeous experiences in study. </p><p>2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretary of </p><p>Department of English Education. </p><p>3. Dra. Nurlena Rifai, M.A., Ph.D., the Dean of Faculty of Tarbiyah and </p><p>Teachers Training. </p><p>4. The principal and the English teacher of SMK Yaspia Jakarta for </p><p>permitting and helping the writer to conduct the research. </p><p>5. Her beloved best friends who have always been in the researcher side in </p><p>facing all the laughter and tears during her study, especially for </p><p>Murniasih, Isnawati, Raisa Amiyatul Hijriani and Shofwatunnida. </p></li><li><p>iv </p><p>6. All her beloved friends of Department of English Education Class B for </p><p>academic year 2008 whose names cannot be mentioned one by one who </p><p>always help and motivate her in accomplishing this research paper. </p><p>May Allah, the Almighty bless them all. Amin. </p><p>Finally, this research paper still has some weakness and shortage. Thus, </p><p>she would be grateful to accept any suggestions and corrections from anyone </p><p>for better writing. </p><p>Jakarta, August 2014 </p><p>The Writer </p></li><li><p>v </p><p>TABLE OF CONTENTS </p><p>ABSTRACT .................................................................................................... i </p><p>ABSTRAK ...................................................................................................... ii </p><p>ACKNOWLEDGEMENT ............................................................................. iii </p><p>TABLE OF CONTENTS ............................................................................. v </p><p>LIST OF TABLES ......................................................................................... vii </p><p>LIST OF APPENDICES ............................................................................. viii </p><p>CHAPTER I: INTRODUCTION .................................................................. 1 </p><p>A. The Background of the Study ............................................... 1 </p><p>B. Limitation of the Problem ..................................................... 3 </p><p>C. The Formulation of the Study ............................................... 4 </p><p>D. The Objective of the Study ................................................... 4 </p><p>E. The Use of the Study ............................................................. 4 </p><p>CHAPTER II: THEORETICAL FRAMEWORK ...................................... 5 </p><p>A. Listening Skill ....................................................................... 5 </p><p>1. The Definition of Listening ............................................. 5 </p><p>2. The Extensive and Intensive Listening ............................ 6 </p><p>3. Factors Affecting Listening ............................................. 9 </p><p>4. Teaching Listening .......................................................... 11 </p><p>a. Procedures and Activities ............................................ 11 </p><p>b. Listening Materials ..................................................... 12 </p><p>B. Computer Assisted Language Learning (CALL) ................ 13 </p><p>1. Definition of CALL 13 </p><p>2. The Uses of CALL 14 </p><p>3. The Advantages of CALL 15 </p><p>C. Thinking Framework . 16 </p><p>D. Theoretical Hypothesis . 16 </p></li><li><p>vi </p><p>CHAPTER III: REASERCH METHODOLOGY ........................................ 17 </p><p>A. The Place and Time of the Study . ........................ 17 </p><p>B. The Method of the Study ...................................................... 17 </p><p>C. The Population and Sampling .............................................. 17 </p><p>D. The Technique of Data Collecting ....................................... 17 </p><p>E. The Technique of Data Analysis ........................................... 19 </p><p>F. Statistical Hypothesis ............................................................ 22 </p><p>CHAPTER IV: RESEARCH FINDING ......................................................... 23 </p><p>A. The Description of the Data 23 </p><p>B. The Analysis of the Data 25 </p><p>1. The Experiment Class .................................................. 25 </p><p>a. Frequency Distribution ............................................. 25 </p><p>b. Normality Test .......................................................... 26 </p><p>2. The Control Class ......................................................... 28 </p><p>a. Frequency Distribution ............................................. 29 </p><p>b. Normality Test .......................................................... 29 </p><p> 3. Homogeneity Test ......................................................... 31 </p><p> 4. Statistical Test (T-Test) .................................................. 32 </p><p>C. Test of Hypothesis ............................................................. 34 </p><p>CHAPTER V: CONCLUSION AND SUGGESTION ................................... 35 </p><p>A. Conclusion . .......... 35 </p><p>B. Suggestion ....... 35 </p><p>BIBLIOGRAPHY ............................................................................................ 37 </p><p>APPENDICES .. 39 </p></li><li><p>vii </p><p>LIST OF TABLES </p><p>Table 4.1 The Individual Score of Experiment Class ................................ 23 </p><p>Table 4.2 The Individual Score of Controlled Class ........................................ 24 </p><p>Table 4.3 Frequency Distribution Table of Experiment Class ........................ 26 </p><p>Table 4.4 100 Pj Table of Normality Test of Experiment Class 27 </p><p>Table 4.5 X2 Table of Normality Test of Experiment Class . 27 </p><p>Table 4.6 Frequency Distribution Table of Controlled Class ......................... 27 </p><p>Table 4.7 100Pj Table of Normality Test of Controlled Class . 30 </p><p>Table 4.8 X2 Table of Normality Data of Experiment Class 30 </p><p>Table 4.9 Standard Deviation Table ... 32 </p></li><li><p>viii </p><p>LIST OF APPENDICES </p><p>Appendix 1 The Lesson Plan of Experiment Class .. 40 </p><p>Appendix 2 The Lesson Plan of Control Class 53 </p><p>Appendix 3 The Instruments of Pre-test .. 62 </p><p>Appendix 4 The Instruments of Post-test . 66 </p><p>Appendix 5 Listening Script of Pre-test . 69 </p><p>Appendix 6 Listening Script of Post-test 71 </p><p>Appendix 7 The Answer Key of Pre-test 74 </p><p>Appendix 8 The Answer Key of Post-test 75 </p><p>Appendix 9 Validity Test of Pre-test .. 76 </p><p>Appendix 10 Reliability Test of Pre-test ... 77 </p><p>Appendix 11 Validity Test of Post-test 88 </p><p>Appendix 12 Reliability Test of Post-test 79 </p></li><li><p>1 </p><p>CHAPTER I </p><p>INTRODUCTION </p><p>A. The Background of the Study </p><p>Language learning is not the same as learning any other subjects. It is not </p><p>just for writing an examination and getting a degree or award. The four skills of </p><p>reading, writing, listening and speaking have to be practiced. Being able to </p><p>communicate well is the most important factor. Communication involves the </p><p>ability to listen carefully, to get the meaning and to respond with appropriate </p><p>words and clarity of pronunciation. </p><p>Listening well is an important part of learning. In school, at home, and </p><p>among friends, people learn more by listening to others. Listening is one of </p><p>aspects in learning foreign language, including English. For many students, </p><p>listening is a difficult skill to improve because it is an active process in which the </p><p>listener tries to identify the sounds, decodes them, and understands meaning of </p><p>words by means context. </p><p>As the first skill that human get, listening has given a lot of contribution to </p><p>others skills, specially in speaking and writing. Listening is a receptive skill, the </p><p>students receive a lot of information that can support those two skills (writing and </p><p>speaking). So, teaching listening has to be taught in the right method and has to </p><p>get same attention like other skills. Unfortunately, at school, listening is not the </p><p>main skill that has to be taught. According to the writers observation, the students </p><p>rarely get listening material and the teacher does not use the media of teaching </p><p>listening effectively. The teaching listening process is just the teacher reads the </p><p>text and the students has to listen to it. In fact, they must get the right model of </p><p>pronunciation which is ideally given by an English native speaker; hopefully, </p><p>students are able to produce the right English sounds. However, it often happens </p><p>that the teacher is a nonnative speaker who sometimes does not realize that he/she </p><p>gives incorrect stresses, intonation or pronunciation. Even if the teacher is an </p></li><li><p>2 </p><p>excellent one, he/she sometimes make errors in pronunciation because English is </p><p>not his/her mother tongue. </p><p>Listening comprehension is a key component in language teaching. </p><p>Language programs with a communicative goal should focus on the quality of </p><p>listening tasks based on authentic materials as well as appropriate audio-visual </p><p>equipment. Teachers may create tasks from short academic lectures, radio </p><p>programs, authentic conversations, audio-books, songs, or short stories. In </p><p>addition, audio-visual equipment should be part of all language courses in which </p><p>technology facilitates the teaching-learning process. In regard to listening </p><p>comprehension, most language programs include tape recording, digital data or </p><p>even computer software in their curriculum. </p><p>Teaching methods have changed over the years. They tend to be more </p><p>learner-centered with less focus on teachers. Therefore, the main focus in modern </p><p>teaching and learning environment are the learners, they have to responsible for </p><p>their knowledge. They can learn better if they have an active role in class. </p><p>Moreover, with the significant growth of technology, its application and </p><p>importance in teaching and learning English has increased. Most of the new </p><p>methods and theories focus on technology applications and its effect on learning. </p><p>Technology can help learners to be responsible for their own learning by </p><p>providing an independent learning environment. The teachers have to learn more </p><p>about advanced technology they want to use because technological aids in </p><p>language teaching are the major force today. </p><p>The use of technological aids in teaching learning process is really helpfull </p><p>for the students and the teacher. There are a lot of technological aids in teaching </p><p>learning process. It depends on the lesson plan, the method and teachers strategy </p><p>in teaching learning process. </p><p>In todays developed world, computer is one of the most beneficial and </p><p>useful tools in learning. The number of systems which help learners to improve </p><p>their language is increasing. Computer Assisted Language Learning (CALL) is a </p></li><li><p>3 </p><p>system which aids learners to improve and practice language skills. It provides a </p><p>stress-free environment for learners and makes them more responsible.1 </p><p>Media of teaching that can b...</p></li></ul>

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