• Home
  • About
  • Login
  • Register
  • Search
  • Archive
  • Announcements
  • Editorial Board
MAIN MENU
  • Home
  • About
  • Login
  • Register
  • Search
  • Current
  • Browse
  • Announcements
  • Submit
  • Editorial Board

MAGISTER SCIENTIAE

ABOUT THE JOURNAL
Authors Guidelines
Focus and Scope
Editorial Board
Reviewer
Open Access Policy
Publication Ethics
Peer Review Process
Announcements
Contact Us

Visitors (since November 13th, 2017):

 

View Magister Scientiae Stats
Flag Counter

About The Author

- Trianawaty
Widya Mandala Catholic University Surabaya
Indonesia

User
Journal Content

Browse
  • By Issue
  • By Author
  • By Title
  • Other Journals
Information
  • For Readers
  • For Authors
  • For Librarians
Keywords Early Childhood teachers, readiness and involvement, online learning English vocabulary, Quizlet, students’ attitudes ICT, ICT literacy, TPACK, English teaching, generation Z Intelligence Quotient (IQ), Emotional Quotient (EQ), Spiritual Quotient (SQ), Speaking Proficiency, Indonesian Adults. Speaking, Textbook, Content Feasibility causal-comparative cloze technique distance learning, early childhood, early childhood education teacher eleventh graders higher-order thinking intermediate listening junior high school language learning strategies, high achievers, low achievers online learning reading ability reading comprehension questions reading proficiency self-efficacy students’ perspectives writing self-efficacy young learners, speaking, role-play
Home > No 43 (2018) > Trianawaty

COMPARING THE EFFECTIVENESS OF AUDIO AND VIDEO MATERIALS IN LISTENING COMPREHENSION

- Trianawaty

Abstract


The main purpose of this study was to compare the effectiveness of audio and video materials in students’ listening comprehension. There were two groups of undergraduate students majoring in English who took part in this research. Each of the group consisted of 17 students. Group A was the group of students who were taught using audio-only materials, while Group B was the group of students who were taught using video materials. The data were collected by giving students the same set of questions in the pretest and post-test. The data were then analyzed using t-test formula. Based on the result, it was found that the gained score of the students taught using video was higher than that of the students taught using audio-only materials. However, the finding of this research also showed that there was no significant difference between teaching students using audio and video in listening. It can be seen from the result of to to be 0.67 and the result of ttable was 2.03 with the degree of freedom of 32. Based on the result, the study concluded that the to was lower than ttable which meant that the Null Hypothesis (Ho) was accepted while the Alternative Hypothesis (Ha) was rejected. Therefore, it was implied that there was no significant difference between the students’ results of pre- and post-listening tests after getting different methods (video- and audio-based course).

Save to Mendeley


Full Text:

PDF


DOI: https://doi.org/10.33508/mgs.v1i43.2003
PUBLISHER
Faculty of Teacher Education
Jl. Kalijudan 37, Surabaya 60114
Email: magister-scientiae@ukwms.ac.id

Magister Scientiae is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

ISSN: 2622-7959

Hosted by Mason Publishing, part of the George Mason University Libraries.