Using Audio Visual Media to Improve Listening Skills and Learning Motivation
DOI:
https://doi.org/10.52217/ijlhe.v4i2.862Keywords:
learning activities, paragraph writing, picture story mediaAbstract
This research aims to improve listening skills and learning motivation by using audio-visual media in seventh grade students of SMP Negeri 7 Mesuji. Classroom action research is a research in which the researcher collaborates with several parties, both principals, classroom teachers, and researchers simultaneously, with two cycles, each cycle having three meetings. The method used in this research is classroom action research (CAR). This study used the subject of class VII students of SMP Negeri 7 Mesuji. The population of this study amounted to 56 students. The entire population was sampled, so the sample was 56 students. Methods of data collection using checklist observations, interviews and documentation. Data were analyzed using qualitative and quantitative descriptive techniques. The results showed that the use of audio-visual media was effective in improving the ability to listen to fantasy stories for seventh grade students of SMP Negeri 7 Mesuji. This can be seen from the results of the study which showed that the students' listening ability during the pre-cycle only obtained an average score of 37.32 and this was included in the poor category. When the action was taken in the first cycle, the students' listening ability increased to 49.28 and was included in the sufficient category. Furthermore, in the second (second) cycle, the score reached 64.82 (Good). Likewise, in increasing learning motivation, the use of audio-visual methods also increases learning motivation. In the pre-cycle, the score of 48.35 was included in the sufficient category; in the first cycle the score is 54.78 which is included in the sufficient category, while in the second cycle the score is 68.21 which is included in the good category.
References
Cannon, M. (2018). Digital media in education: Teaching, learning and literacy practices with young learners (pp. 1-322). London: Palgrave Macmillan.
Evawati, E., Surastina, S., Sutrisno AB, J. ., & Wahyuningsih, S. . (2020). The Correlation of Students’ Vocabulary Mastery and Interest in Reading with their Writing Ability of Argumentation Text at The Eight Grade SMPN 14 Bandar Lampung. IJLHE: International Journal of Language, Humanities, and Education, 3(2), 15–26.
Hastomo, T. (2016, January). The Effectiveness of Edmodo to teach writing viewed from students’ motivation. In Proceeding of International Conference on Teacher Training and Education (Vol. 1, No. 1).
Hastomo, T. (2019). Schoology effects on students' writing ability. Lentera: Jurnal ilmiah kependidikan, 12(1), 149-154.
Nasution, S. S., Sukmawati, N. N., Lubis, A. A., Hastomo, T., & Sesriyani, L. (2020). Using critical discourse analysis to explore an authentic teaching material: A focus on language and power. Studies in English Language and Education, 7(2), 527-543.
Sumaliyo, S., Alfiawati, R. ., & Subari, I. . (2019). The Correlation of Vocabulary Mastery and Effective Sentences With Exposition Writing Ability in Middle School Students. IJLHE: International Journal of Language, Humanities, and Education, 2(1), 55–62.
Susyanti, M. ., Surastina, S., Sutrisno AB, J. ., & Wiratno, P. . (2020). Improving Early Speaking Skills through The Use of Picture-Words Cards Online in Early Childhood. IJLHE: International Journal of Language, Humanities, and Education, 3(2), 43–56.
Tarigan. (2002). Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung :Angkasa.
Wihastyanang, W. D., Kusumaningrum, S. R., Latief, M. A., & Cahyono, B. Y. (2020). Impacts of providing online teacher and peer feedback on students’ writing performance. Turkish Online Journal of Distance Education, 21(2), 178-189.
