THE EFFECT OF CAPTIONED VIDEO ON STUDENTS’ LISTENING COMPREHENSION

Syamsul Bahri Ys, Cut Nadhira, Tengku Maya Silviyanti

Abstract


This study focused on the effect of using captioned video on students’ listening comprehension of the second grade students of SMA Laboratorium Unsyiah. Quantitative method with experimental study of two groups, pretest-posttest design, was undertaken in this study. The data was obtained from listening test and interview involving 24 second grade students at class XI IPA 2 as a control group (CG), and 24 second grade students at class XI IPS as an experimental group (EG). The data was analyzed using both descriptive and inferential statistics; the results indicated that using captioned videos had a significant effect on the listening comprehension of the students. The results of Independent Sample t-test indicated that the experimental group outperformed the control group in the post-test. The descriptive statistics showed that there was a clear mean difference between the control and experimental groups. In other words, captioned video helps students excel more in listening comprehension than non-captioned video. Therefore, the use of captioned videos can be one of alternative teaching media used by the teacher in teaching English particularly in improving students’ listening comprehension achievement.


Keywords


Listening comprehension; captioned video; non-captioned video

Full Text:

PDF

References


Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23, 509–533.

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal Des Traducteurs, 49(1), 67-77.

Etemadi, A. (2012). Effects of bimodal subtitling of English movies on content comprehension and vocabulary recognition. International Journal of English Linguistics, 2(1), 239–248.

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988.

Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155.

Hwang, Y., & Huang, P. (2010). The effects of video captioning on L2 learners’ listening comprehension. Journal of National Huwei University of Science and Technology, II(2), 95–108.

Mohajer, S. S., & Pourgharib, B. (2014). The effect of captioned videos on advanced EFL learners ’ listening proficiency in Iran. International Journal of Basic Sciences & Applied Research, 3(12), 951–957.

Renukadevi, D. (2014). The role of listening in language acquisition: The challenges and strategies in teaching listening. International Journal of Education and Information Studies, 4(1), 59–63.

Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press.

Silviyanti, T. M. (2014). Looking into EFL students’ perceptions in listening by using English movie videos on YouTube. Studies in English Language and Education, 1(1), 45–63.

Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86.

Wolvin, A. D. (2009). Listening, understanding, and misunderstanding. In W. F. Eadie (Ed.). 21st century communication: A reference handbook (p. 137–147). Los Angeles: Sage.


Refbacks

  • There are currently no refbacks.