THE EFFECTIVENESS OF REPEATED LISTENING TO ENGLISH NEWS ON STUDENTS’ LISTENING COMPREHENSION (A Pre-Experimental Study at the Third Grade Students’ in a State Junior High School in Tuban in the Academic Year of 2018/2019)

YUSUF, NUR ROHMAD (2019) THE EFFECTIVENESS OF REPEATED LISTENING TO ENGLISH NEWS ON STUDENTS’ LISTENING COMPREHENSION (A Pre-Experimental Study at the Third Grade Students’ in a State Junior High School in Tuban in the Academic Year of 2018/2019). Other thesis, IKIP PGRI BOJONEGORO.

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Abstract

ABSTRACT Yusuf, Nur Rohmad. 2019. The Effectiveness of Repeated Listening to English News on Student’s Listening Comprehension of the Third Grade in a State Junior High School in Tuban. Sarjana Thesis. English Education Department. Faculty of Language and Art Education. IKIP PGRI Bojonegoro. Advisor (1) Refi Ranto Rozak M.Pd., Advisor (2) Siti Ermawati, M.Pd.I. Keywords: effectiveness, repeated listening, English news, listening comprehension Listening is one of English skills learnt by the students besides three other skills: speaking, reading, and writing. By listening to the language around them, the students are expected to get knowledge of speaking and get introducing to writing. Basically, the students can hear certain words or sentences what the speaker have said, but, they cannot listen clearly and it makes them difficult to write down the words into correct form. One of teaching technique used in teaching listening is repeated listening technique. In repeated listening technique, students will be focus on the sentences or words being repeated because they should listen and memorize what they have heard. The formulation of the research problems were: 1) Is repeated listening effective to improve students’ listening comprehension on English news? 2) How significant is the effect of repeated listening to English news on students’ listening comprehension? The objectives of this research were to: 1) know whether or not repeating listening effective to improve students’ listening comprehension. 2) know the significant difference of repeated listening on students’ listening comprehension. The research design in this research was pre-experimental design with quantitative approach. The population of this research were all of the students of third grade in a State Junior High School in Tuban in academic year 2018/2019 which consists of six classes. Each class consist of 28 up to 35 students. Total of population is 196 students. The samples were the students of IX-F in a State Junior High School in Tuban in which total 30 students. This research instrument was test and the data analysis was using T-test. The result showed that the students’ mean scores in listening before they are taught by using repeated listening technique was 81. While, the students’ mean scores in listening after they are taught by using repeated listening technique was 85. The result showed that the students’ score of post-test was better than students’ score of pre-test. The tcount was 3.074, and ttable with significance value 5% and df 29 was 1.699. Hence, tcount is greater than ttable. So, the Null Hypothesis (H0) which states there is no significant difference between the students’ listening ability before and after being taught using repeated listening technique is rejected and Alternative Hypothesis (Ha) which states there is significant difference between the students’ listening ability before and after being taught using repeated listening technique is accepted. It can be inferred that the repeated listening technique is effective to teach listening to the students at Junior High School level.

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