CHAPTER II

LITERATURE REVIEW
This chapter concerns with some basic theories related to the
study. They consist of the theoretical concept of the research. It
contains of review the relevant studies, theories of research
variable, and conceptual framework.

A. Review of Relevant Studies

Before conducting this research, the writer tries to find similar
research dealing with the title of this research. There are some
previous relevant studies related to the study, as follows:
1) Thesis entitled The Use of Video Recorder in Teaching
Listening to improve Students Listening Ability
2) Thesis entitled Improving Students Listening Skill Through
Video at Second Grade of SMAN 3 Metro
B. Theoretical Review
a. Listening Skill
In communication theory, listening is viewed as part of
transactional

process

in

which

all

participants

are

simultaneously sending and receiving messages. (Rost,

2002: 54). In these days, the activities of listening mostly do
in the lab. The students sitting on their chairs and listening
the audio, while the teacher acts as the monitor of the activity

inside the lab. Doing this kind of activity may be will make the
students get bored. That is because students are asked to
listening to the audio, then correcting the errors on their
worksheet and answering the questions. This cycle will be
repeated on and on every listening section is coming.
However, teaching listening is not always has to be done in
that way. The teacher can use any other medias like clip video
for example. For further comprehension about this issue, let
us take a look for the some theories of listening below.
1) Definition of listening
Listening is one of the language skills. According to
Kamus Besar Bahasa Indonesia and Oxford Advance
Learners Dictionary, listening is:
Mendengarkan (memperhatikan)

baik-baik

apa

yang

diucapkan atau dibaca orang.

To pay attention to somebody/something that you can
hear.
The listening activities develop many variety of
listening

in

details.

These

activities

often

require

completing an authentic task while listening such as:

taking missing words in completing text, lyric of song, or a
message. The recordings that we often found in the class
contain bot scripted and unscripted conversation with

natural pauses, hesitation and interruption that occur in

real speech.
Listening is a very special part of learning English. It
could be seen on the following statement.
Listening is special too because spoken language,
especially when it is informal, has a number of unique
features including the use of incomplete utterances (e.g.
Dinner? serving as a perfectly functional way of asking Is
dinner ready?), repetitions (e.g. Im absolutely sure,
absolutely sure you know that shes right), hesitations
(Yes,

well,

ummm,

yes,

possibly,

but,

er)

etc.,

experience of informal spoken English together with an

appreciation of other spoken factors-the tone of the voice,
the intonation the speakers use, rhythm, and background
noise- will help students to tease meaning out of such
speech phenomena. (Harmer, 1998: 99)
Teaching listening to the students is not easy. That is
because it differs from any classroom exercises to study.
Unlike language study, speaking practice or even reading
where each student can read, in listening the students only
hear the sounds from the tape recorder. So, if they miss
something from the tape recorder, they cannot go back to
the previous paragraphs like they do when they are

studying reading. That is why, in teaching listening the

teacher should be well prepared for materials to make the
students able to hear what they will listen to clearly. In the
other hand, many aspects that influence listening subject
will be well delivered such as: students need, level of the
students and also interest of each student.
From the definition of listening above, we can
conclude that listening is one of the English skills which
need more attention from the teacher. Because, the more
teacher giving attention to this subject, the more students
will be able to master and improve it.
2) Types of Listening
There are five types of listening according to (Purdy: p.6)
as follows:
a) Discriminative listening
This type of listening involves the basic skill of noticing
the aspects of a message (both verbal and nonverbal).
It is essentially our ability to be aware of the features of
a message.
b) Comprehensive listening
Comprehensive
listening
understanding

of

discrimination

to

include

is

message.

listening
It

goes

comprehension

for

an

beyond
of

the

message. This is essentially listening without being

critical or evaluating the message, but listening simply

to learn.
c) Critical (evaluative) listening
Criticalevaluative listening is the intelligent response to
persuasive

or

propagandistic

messages.

Critical

listening assumes discriminative and comprehensive

listening have taken place so we already understand the
message.
d) Therapeutic (emphatic) listening
Therapeutic listening is listening which lends a non
judgmental,

healing

ear

to

family,

friends,

and

professional associates. It is listening with the interests

of the other in mind.
e) Appreciative listening
Appreciative listening is enjoyment of messages for
their own sake. In personal and professional life it may
involve listening to the nuances of a voice, an artistic
performance, or television, radio, and film productions.
3) Principles of Listening
In teaching listening, there are some principles that the
teacher has to remember. (Harmer, 1998: 99) divides the
principles of teaching listening as follows:
a) The tape recorder is just as important as the tape
Besides having a good tape which has consistent speed,
you also need to make sure that the tape is heard all
around the class.
b) Preparation is vital

Before the teacher gives the students materials to

listen, it is better for the teacher to listen it before
she/he comes in to the class. The teacher also has to
make students engaged with the materials they are
going to listen/learn by giving students the questions,
clues related to the topic, discuss the topic or showing
pictures related to the materials.
c) Once will not be enough
It is impossible for the students to catch the topic when
they listen to it only once. The first time they are listen,
it uses to give them a clue for what they are going to
listen. After the students listen the audio two or three
times, they probably understand the materials and want
to go on to the next audio.
d) Students should be encouraged to respond to the
content of a listening, not just to the language
The students need to understand what the meaning of
the audio they have heard. They are not only expected
to able answer the whole questions, but also able to
understand the materials.
e) Different listening stages demand different listening
tasks
As the teacher, we cannot give our students the same
tasks while they are on different stages. For the

beginner, we may give them the easier materials and

then we can increase the level of difficulties by the time
slowly. It is important too that the teacher told the
students about information they have heard, the
language use and also the pronunciation.
f) Good teachers exploit listening texts to the full
The teacher has to think clearly that the tape she/he
uses is the important media for deliver the materials, it
is rather than just exercises for the students.
b. English Video
Almost everything we have said about listening is
applies to audio recorder only. Moreover, we can also use
video as a media in teaching listening. But we have to
remember, in using video we have to pay attention the level
and interest of the students. If we make the material too
difficult or too easy, the students may not motivate. In the
other hand, if we give them an irrelevant content, they may
not engage with it.
Some teachers, however, may think that using video as
a media is less useful than using audio. It is because; the
teachers worried that visual senses influence better to the
students. So, the students will more interesting to what they
are see or watch rather than what they are listen/hear.

Besides, it is dangerous if treat the video like watching

television. According to Harmer (1998: 109), there are special
techniques for teaching listening using video such as the
following:
a. Playing the tape without sound. Students and teacher
discuss what they see, what clues it gives them and then
they guess what the characters are actually saying.
b. Playing the tape but covering the picture. This
reverses the previous procedure. While the students listen,
they try to judge where the speakers are, what they look
like, whats going on, etc.
c. Freezing the picture. The teacher presses the pause
button and asks the students whats going to happen next.
Can they predict?
d. Dividing class in half. Half the class faces the screen.
The other half sit with their backs to it. The screen half
describe the visual images to the wall half.
C. Conceptual Framework
Learning English as a foreign language needs a set of learning
strategies and process. The process of learning is an important
part to master language especially listening. In improving
listening skill, the researcher needs to find some efforts to be
implemented in the process of listening and learning process.

The researcher decides how the classroom will be and what

method will be used.
In this research, the researcher using English clip video
strategy to be implemented relating the materials that brings
into classroom. This strategy can help students to improve their
listening skill. It is because besides hear the audio, the students
also can see the pictures of the video. So that, if they do not fully
understood the audio, they can guess it by seeing the picture.
Moreover, if this strategy implemented in teaching
English especially in listening, it will give advantages for the
student itself. Because by using this strategy the students are
guide to see, generate, and catch the topic of the materials. This
strategy can help the students easy to catch the materials by
hear the audio and see the picture. Therefore, students skill in
listening will be improved.
D. Hypothesis
Based on the explanation above, in teaching listening, the
teacher needs a good strategy and media. The researcher takes
the hypothesis as follows: the group which is taught with English
Clip Video strategy had good scores than the group without
English Clip Video. It can be concluded that; English Clip Video is
an effective media in teaching listening at SMK Muhammadiyah 2
Sleman.