542

DEVELOPING VIDEO MEDIA AS LISTENING SUPPLEMENTARY MATERIALS

FOR THE SEVENTH GRADE STUDENTS’

PENGEMBANGAN MEDIA VIDEO SEBAGAI MATERI PEMBELAJARAN

TAMBAHAN LISTENING UNTUK SISWA KELAS TUJUH

Bethsaida Chandra Dewi, Ashadi, Ed.D., English Language Education Department, Faculty of
Languages and Arts, State University of Yogyakarta, [email protected]

Abstract
The current study is aimed at identifying the needs of grade-7 students of the junior high
school in terms of English teaching and learning contexts and developing the appropriate
listening lesson materials and media for the seventh grade students of the junior high school.
The study belongs to Research and Development (R&D) research. The subjects of the
study were grade-7 students of the junior high school in the academic year of 2016/2017. The
procedure adapted the ADDIE research design (Branch, 2010). The steps of research were: (1)
conducting needs analysis, (2) designing a course grid, (3) developing listening materials and
media, (4) evaluating the developed materials and media, and (5) revising the final draft of the
materials. The needs analysis was conducted by distributing questionnaires to the students and
interviewing the English teacher. Data were in the forms of quantitative data from the
questionnaires and qualitative data from the interview. The results were then used to develop a
course grid as the guideline to develop the units of materials and media. The developed
products were then validated using expert judgment questionnaires. The questionnaires were
analyzed using descriptive statistics, while the semi-structured interview was transcribed and
interpreted.
The findings reveal that the students need more relevant materials and media to help them
learn listening skills. The research products are listening materials and learning multimedia
which contain video recordings for the students and teachers in the listening lesson. Each unit
covers pre-listening, extensive listening, intensive listening and post-listening. The topics are
derived from Curriculum 2013: self-introduction and information about public buildings and
jobs. The task settings are varied from individual to group discussions including monologue
and dialogue videos, audio recordings, and the listening activities which can be used
autonomously. The overall results of the evaluation show that the mean value is 3.54 which
falls into the category of “Very Good”. It implies that the developed materials and media are
appropriate to be implemented in the listening lesson process for grade VII students.

Abstrak
Penelitian ini bertujuan untuk mengidentifikasi kebutuhan siswa SMP kelas 7 pada
konteks pembelajaran Bahasa Inggris dan untuk mengembangkan materi dan media
pembelajaran listening pada siswa SMP kelas 7. Penelitian ini dikategoitkan sebagai
penelitian Reseach and Development (R&D). Subyek penelitian ini adalah siswa SMP kelas 7
pada tahun pembelajaran 2016/2017. Prosedur yang digunakan diadaptasi dari desain
penelitian ADDIE (Branch, 2010). Langkah-langkah penelitian sebagaiberikut: (1) melakukan
analisis kebutuhan, (2)mendesain course grid, mengembangkan materi dan media listening,
mengevaluasi materi dan media yang dikembangkan, dan memperbaiki produk akhir dari
materi. Analisa kebutuhan diadakan dengan menyebarkan angket pada siswa dan
mewawancarai guru. Data yang didapatkan dalam bentuk data kuantitatif dari angket dan
kualitatif dari wawancara. Hasil yang didapatkan kemudian digunakan untuk mengembangkan
course grid sebagai acuan untuk mengembangkan unit-unit dari materi dan media. Produk
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yang dikembangkan kemudian divalidasi menggunakan angket penilaian ahli. Hasil angket
dianalisa menggunakan statistika deskriptif sedangkan wawancara semi-terstruktur
ditranskrip dan diinterpretasikan. Hasil penelitian menunjukkan bahwa siswa membutuhkan
materi dan media yang lebih sesuai untuk membantu mereka mempelajari ketrampilan
mendengarkan. Produk penelitiain merupakan materi listening dan multimedia pembelajaran
yang berisi video untuk siswa dan guru dalam pembelajaran listening. Masing-masing unit
melingkupi pre-listening, extensive listening, intensive listening dan post-listening. Topik-topik
berasal dari Kurikulum 2013: perkenalan diri dan informasi mengenai tempat umum dan
pekerjaan. Setting tugas divariasikan dari tugas mandiri hingga diskusi kelompok termasuk
video monolog dan dialog, rekaman suara dan aktifitas listening yang dapat digunakan secara
mandiri. Hasil keseluruhan dari evaluasi produk menunjukkan rata-rata nilai 3.54 yang
dikategorikan sebagai ‘SangatBaik’. Dapat disimpulkan bahwa materi dan media yang
dikembangkan adalah sesuai untuk digunakan pada proses pembelajaran listening untuk siswa
SMP kelas 7.

INTRODUCTION taught as a local content subject. Realizing

Listening is A basic skill that should be the importance of English for students, the
learned early in English language learning. government takes part in regulating the
Listening becomes important in oral education policies including the curriculum
communication because people should and syllabus. English teachers only follow
listen to different varieties and accents not the curriculum and syllabus provided and
only British English or American English, then design the lesson plans containing
for example, but also other varieties such as materials and indicators that should be
South East Asian, Australian, Indian, and achieved by the students. The condition
even South African English (Harmer, 1998; above indicates that the students learn
Kachru, 1990). For students, the listening English in the classroom by whatever
skill is very important to be taught especially activities given by the teacher based on the
in the early language learning. A person lesson plan including the media used.
learning a language will first hear then speak Tomlinson (2008: 38) mentioned that the
then read and finally write (Scott & access to the language through the media
Ytreberg, 1990). Listening is receptive use and the standards achieved in the school
of language and the goal is to make sense of system give English a greater currency that
speech (Cameron, 2001). It can be means the frequent contact to the language
concluded that listening is the most basic through media will help the students to
skill. Particularly, the focus of the accept English because media help them to
mentioned skill is on the meaning of the learn easily. In reality, there are already
conversation. some provided media made by people
During listening, one is reviewing a lot mastering EFL, but it seems that the children
of English usage such as vocabulary, are bored or uninterested mostly because the
grammatical structures, intonation, accent, media are too difficult to suit the students’
and interpretation. Therefore, every learner level. Therefore, teachers should provide
needs to learn listening as a basic ability to interesting and fun media, so that the
be able to communicate fluently and students would not be bored during the
effectively. By learning the skill, it will help learning.
the students learn the language more easily The pre-observation in some junior high
as the aim is for them to communicate using schools indicated students’ lack of oral
English. skills. English teachers in the junior high
In Indonesia, English is one of the school were teaching reading and writing
subjects which is formally taught in year 7. skills more than speaking or listening skills.
Even in some elementary schools, it is In teaching listening, they usually taught in
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conventional ways using drills which then videos, children can also be presented to real
made the students anxious when doing uses of conversations and expressions while
listening activities using recorded media having public speaking or conversation.
because they were used to listen to English A video could be a good medium in
repeatedly and in slow speed. There were teaching listening and it might also
times when they could not catch the familiar encourage autonomous learning. For this
words because of the incorrect reason, the materials composed in the
pronunciation from their prior knowledge. recording should be adjusted to the junior
Most schools already provide media for high school students’ level of English
teaching learning such as monitors, LCD language proficiency so that the students
projectors, computers, speakers and tape- may feel more relaxed when they try to
players. However, it seems that not every figure out the contents. In addition,
teacher uses the media optimally. The embedding some graphics or sound effects
problem is that for the students’ level, there may be important to increase students’
are rarely listening materials as models on enthusiasm in listening activities, especially
how to have conversation or as resources to when the videos are included in the learning
improve the language learning. At first, the media that could help the students to operate
students may seem enthusiastic when tape them autonomously. The listening learning
recorders or any listening media were media could already consist of video
provided for them, but then they seemed recordings, voice recordings, and listening
bored when the listening activities were activities. It is efficient enough to be a
going. Moreover, the materials were medium to help in teaching-learning
considered as hard because they were used activities. In addition, there is a module to
to learning listening by drills. It was the guide the students to understand the contents
reason why the teachers choose to use of the video and to do tasks to measure their
conventional way because it is easier for the understanding.
students. The tedious situation was plagued Concerning the issues above, a new
since the students of the first year in the form of materials and media was required in
junior high school, so when they entered listening teaching-learning activities. The
their second and third year, they did not
new media developed should be in the form
show enthusiasm anymore for listening and
thought that listening was too hard to learn. of several videos put in a listening learning
These situations were the reasons why the media and supplementary module as the
schools chose not to teach listening. listening input to support teaching-learning
Therefore, it could be concluded that progresses to motivate the students in
the seventh grade students of junior high language learning.
schools need media as the tools in the In the end, efforts should be made in
teaching-learning process especially for order that the students enjoy the activities of
listening. Providing listening lessons listening and visual graphics, which are
through video is one of the activities. Most rarely found in their usual listening classes.
students nowadays enjoy watching viral The formulation of the problems of the
videos, tutorial videos, or even just present study are:
someone’s daily activity videos. Even 1. What are the needs of grade-7 students of
though their first purpose of watching video the junior high school in learning
is to get the information given by the video listening?
maker, but they will be unaware of having 2. What are the appropriate materials and
listening learning in which they are not only media for the seventh grade students of
learning about the voice or the meaning of the junior high school in listening
the words spoken but also intonation, pitch, learning activities?
expression or even stress patterns. Through
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RESEARCH METHOD implemented curriculum in Indonesia at

This study is categorized as Research present.
and Development (R&D). It was conducted The students also claimed that they are
in one of the junior high schools in Kulon
in a beginner level. Besides using English in
Progo Regency. The research subjects were
the seventh graders of the junior high school. a classroom, they also said that they use
Two classes participated in the study. Each English for communicating with foreigners
class consisted of 32 students. The interview in public places. Therefore, they thought
was done by interviewing the teacher who listening activity is very important to help
taught the English subject for grade 7. them to practice understanding the meaning
The procedure of the study adapted the of what the opponent talks about. Those
ADDIE design (Branch, 2009). The research
needs are presented in the materials
steps are (1) conducting needs analysis, (2)
designing a course grid, (3) developing developed which covered the materials for
listening materials and media, (4) evaluating listening lessons and was built to match the
the developed materials and media, and (5) students’ English proficiency level which is
revising the final draft of the materials. the beginner level.
The needs analysis was conducted by For the learner’s interest about topics,
distributing questionnaires to the students they wanted to learn about people jobs,
and interviewing the English teacher. Data
information about public areas, individuals,
were in the forms of quantitative data from
the questionnaires and qualitative data from people, and animals. For the language
the interview. The results were then used to functions, they wanted to learn about
develop a course grid as the guideline to greeting and replying to greetings, self-
develop the units of materials and media. introducing, thanking and replying to
The developed products were then thanking. Those topics were derived from
validated using expert judgment
the basic competences of Curriculum 2013
questionnaires. The questionnaires were
analyzed using descriptive statistics, while (2016 Revised Version) which are Basic
the semi-structured interview was Competences number 3.6, 3.4, 3.2 and 3.1
transcribed and interpreted. Then, the data and then were developed into Course Grid
were calculated by using a formula forms. The course grid was the guide to
proposed by Widoyoko (2009). Meanwhile, develop three units of listening materials in
the data from the interviews were analyzed which the titles of each unit are representing
using the qualitative data analysis model
the topics. The title of Unit I is “Hello! It’s
proposed by Miles, Huberman and Saldana
(2014). Me.” which has Basic Competences number
3.1 and 3.2 because the students need to be
RESEARCH FINDINGS shown to the language function that is
In relation to the instructional goal in introducing oneself that will be taught in the
learning English, the results reveal that most unit and also the topic of the unit. The title
respondents viewed English as a subject to of Unit II which has Basic Competences
be accomplished in the school. They also number 3.1 and 3.4 is “Thank You for the
admitted that they learned English to Wonderful World.” because the students
communicate with classmates and English need to learn about public buildings in their
teachers during English lessons. They still surroundings and the language functions
viewed English as a subject to pass. about thanking and replying to thanking.
Therefore, the materials developed are The last unit title which has Basic
oriented to the 2013 Curriculum as the Competence number 3.6 is “What does She
 546

do?” because the students need to be shown consisted of audio and video recordings in a
to the material about what the people do as CD. The workbook consisted of three units
their occupations. For Core Competences 1 following the principles of Task-Based
and 2, each unit is provided by “Did you Instruction approach proposed by Nunan
know?” or “Quotes of the day!” box sections (2004: 35-37). All units have the same sub-
to broaden the students’ understanding of units namely Gird Yourself!, Tune in., Do
moral values. The box sections provide you hear what I hear?, Yes, I can!, Tell me
intercultural focus and develop critical something I don’t know., Let’s replay! And
social awareness. The development of the Reflection. The Gird yourself! is to make the
materials was based on Graves’s (2000: 156) students predict what they are going to learn.
considerations for developing good The lesson is divided into four stages
materials. adapted from Field’s (2009) current format
The recording duration they wanted to for teaching listening lessons namely pre-
learn was between 2 and 4 minutes. listening, extensive listening, intensive
Therefore, the videos were developed in the listening, and post-listening.
length of 2-4 minutes. The students also Tomlinson (2008: 38) mentioned that
wanted to learn the listening lesson in the the access to the language through the media
form of monologues and dialogues. It could gives English a greater currency that means
be found in video Unit I which shows the the frequent contact to the language through
monologue version and in videos Unit II and media will help the students to accept
unit III which show the dialogue version. English because media help them to learn
The next aspect in conducting needs easily. Besides providing only audio-
analysis is about learners’ preference in the recording during listening lessons, using
learning process. The listening activity that video as media for teaching listening skills
most of the respondents wanted was has so many benefits (Deakin, 2014;
choosing True or False of statements, Daryanto, 2010; Harmer, 2001). It can catch
answering questions, and filling blanks of students’ attention and motivation in
monologues or dialogues based on the learning because they are interested in
recordings. For the setting, the students watching the video (Woottipong, 2014;
wanted to do the task in pairs. However, in Stempleski, 2002; Brown 2001; Harmer,
the materials, it shows that it has so many 2001).
classroom settings such as individual, pairs To provide the students with
and whole class settings. It is important to autonomous learning, a media that can be
vary roles and groupings and vary activities easily accessed is needed (Brown, 2004). A
and purposes (Brewster & Ellis, 2004; learning multimedia provided a fun element
Brown, 2004; Nunan, 2004; Graves, 2000). to the learning process and enhanced
The different activities avoid students’ lack students’ learning of the material (Smaldino,
of motivation of the constant activity and et.al., 2007). The learning multimedia
catch students’ attention with new activities developed only provides the listening
to do (Harmer, 1998). activities which are Aims of the Unit,Gird
After analysing the needs, the next step Yourself!, Tune in., Do you hear what I
proceeded with developing the materials in hear?and Yes, I can!. It presents audios,
the form of students’ workbook, and it was videos, graphics, texts, and animation in the
also equipped by learning multimedia which form of computer software that can be
 547

controlled by the learners themselves or by use English to communicate with English

the teacher in a classroom. It is available in native speakers. Therefore, most of the
a compact disk (CD). respondents thought that listening activity is
After the process of developing very important to help them to practice
materials and media was done, the next understanding the meaning of what the other
process was evaluation through expert party talks about. However, they had
judgment adapted from a materials difficulties in understanding the new
evaluation by Badan Standar Nasional vocabularies and distinguishing sounds in
Pendidikan (2014; 2008) and a learning pronunciation. They assumed video is very
media evaluation theory adapted from helpful to be used as listening input. The
Achsan (2008). The evaluation was done by topics chosen were about people’s jobs and
distributing the Likert-Scale questionnaire public areas information. The language
to the material evaluator. There were two functions they wanted to learn were sending
main aspects of the materials that were greetings and responding to greetings, self-
evaluated. The first aspect was the introducing and thanking and responding to
evaluation for students’ workbook. It thanking. Those topics are based on
consisted of four sub-aspects which were the Curriculum 2013 for grade 7. They wanted
appropriateness of the content, language, the recording duration around 2-4 minutes.
presentation, and layout (BSNP, 2014; During the lesson, they wanted to do various
BSNP, 2008). The second aspect was the listening activities with the help from
evaluation for the video recordings and the teacher, dictionary, the internet, or any other
learning multimedia. It consisted of the provided media.
appropriateness of the speakers, video The overall results of the evaluation
presentation, and learning multimedia presented that the materials were good
presentation (Achsan, 2008). The overall enough as the mean value is 3.54 which falls
results of the evaluation presented that the into the category of “Very Good”
materials were good enough as the mean (Widoyoko, 2009). The materials are
value was 3.54 which falls into the category considered as appropriate to be used for
of “Very Good” (Widoyoko, 2009). It listening skills. The developed material
implies that the developed materials and consists of learning goals, language input,
media are appropriate to be implemented in procedure of what the learners will do with
listening lessons for grade VII students the input, various task types, teacher and
based on the evaluation adapted from BSNP learner roles and classroom settings (Nunan,
(2014; 2008) and Achsan (2008). 2004). They were also developed by
CONCLUSION formulating the needs analysis results to
Based on the needs analysis mentioned meet the learners’ needs and preferences
in the previous section, it could be (Nunan, 2004; Graves, 2000). The learning
concluded that the students should be multimedia also contribute to make the
provided with more relevant materials and listening media to be easily operated and
media that meet their needs. They need accessed by the users (Brown, 2001). It
materials that could motivate them in makes the materials and media developed be
learning English. Most of the students’ used by the students autonomously as
current English proficiency level is supplementary materials.
categorized as beginners, but they want to
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