Korelasi antara Frekuensi Menonton Video Subtitel Bimodal dan Pemahaman Mendengarkan Siswa
The Correlation between the Frequency of Watching Bimodal Subtitled Videos and Students' Listening Comprehension
Mendengarkan adalah keahlian yang harus dimiliki oleh pembelajar bahasa. Pada beberapa penelitian, kegiatan mendengarkan merupakan kegiatan yang dihindari pembelajar bahasa Inggris karena berbagai faktor namun saat ini siswa telah terbiasa berlatih mendengar dengan melihat video. Penelitian ini merupakan studi korelasi yang bertujuan untuk mengetahui bagaimana hubungan antara frekuensi menonton video subtitel bimodal dan pemahaman mendengarkan siswa, serta memberikan persepsi mereka. Penelitian ini melibatkan 36 siswa kelas 10 sekolah menengah atas di Krian, Jawa Timur yang telah mengikuti program mendengarkan melalui kegiatan menonton video subtitel bimodal selama dua minggu di sekolah. Data yang terkumpul dianalisa secara statistik menggunakan SPSS 16. Hasil penelitian melaporkan adanya korelasi positif yang signifikan antara frekuensi menonton video subtitel bimodal dan pemahaman mendengarkan siswa (r = 0.459, p = 0.05). Siswa juga menunjukkan persepsi positif tentang video subtitel bimodal untuk latihan mendengarkan. Dapat disimpulkan bahwa frekuensi siswa menonton video subtitel bimodal berkorelasi positif dengan pemahaman mendengarkan mereka dan mendapat respon yang baik dari mereka. Oleh karena itu, guru dapat menggunakan video subtitel bimodal untuk kegiatan pembelajaran mendengarkan di sekolah.
Kata kunci: frekuensi, mendengarkan, persepsi, subtitel bimodal.
Listening was a skill that language learners must have. In several studies, listening was an activity that was avoided by English learners due to various factors, but now students were used to practicing listening by watching English videos. This study was a correlational study that aimed to find out how was the correlation between the frequency of watching bimodal subtitled video and students’ listening comprehension as well as providing their perceptions toward bimodal subtitled videos for listening practice. This study involved 36 students of 10th grade in Krian, East Java who had participated in a listening program to watch bimodal subtitled videos for two weeks at school. The collected data were analyzed statistically using SPSS 16. The results of the study reported that there was a significant positive correlation between students’ frequency of watching bimodal subtitled videos and their listening comprehension (r = 0.459, p = 0.05). Students also showed positive perceptions of bimodal subtitled videos for listening practice. It could be concluded that students' frequency of watching bimodal subtitled videos was positively related to their listening comprehension and received good responses from them. Therefore, teachers could use bimodal subtitled videos for listening learning activity at school.
Keywords: bimodal subtitle, frequency, listening, perception