Improve Students’ Skills in Listening Comprehension by Using Song Based on Multimedia

In order to improve the quality of learning English, especially listening skills, students of the English Literature Study Program and the English Language Education Study Program submitted proposals with the research title "Improving the Skill of Student Multimedia Comprehension Listening Through Multimedia-Based Song Media." The specific objectives of this study were to: 1) improve listening skills in English-speaking students of the English Language and Literature Study Program at the Faculty of Letters of UMI; 2) developing listening learning models with multimedia-based song media. This research was conducted in the UMI English Literature and English Language Education Study Program at the Faculty of Letters with targeted results as follows: 1) in one year this was a valid draft model for learning listening with multimedia-based song media. The method used in this study is action research with a population of 156 students. This study produced a draft listening comprehension model, the results of the study showed that the learning process of Listening comprehension used multimedia-based songs with subtitles of positive student responses. From the questionnaire / questionnaire / close questionnaire shows ≥ 75% of students respond more easily and prefer the learning process to understand meaning and understand what is heard from native speakers in learning listening comprehension. This study recommends for listening lecturers to use songs as one of the media in learning that will improve student skills


Introduction
Students will be able to understand speech and conversation in English verbally and nonverbally so that four skills are needed. Listening is one of four foreign language skills (English) which is currently an obstacle for most foreign language learners in Indonesia (English foreign Language / EFL) including at the Indonesian Muslim University (UMI). Educators and instructors or lecturers try to use various methods, techniques and strategies using monotonous learning media: listen carefully, the lecturer briefly explains the meaning of the word, then checks the answers, then is given the task, eventually the students feel bored. Students of the English Literature Study Program and the English Language Education Study Program at the Faculty of Literature at the University of Indonesia with learning conditions that are less attractive and less attractive in a methodological manner must be given a learning model in using learning media with more varied types of media. Listening is one skill that requires creativity in the learning process because speech from speakers will influence and be recorded directly into the human brain of terms, but not all humans can immediately recall what has been heard with various causal factors.
Songs as authentic listening material are sung and with varying tones and genres of music become one of the media that can improve students' skills in learning English. The song in listening learning includes understanding the meaning of words, phrases, clauses, sentences and complete discourse relations.

Listening Comprehension
Listening comprehension is a complex multidimensional process in Indonesia where many factors come into play, interactive models of textual understanding argue that students use previous contextual knowledge (top-down processes) as well as their L2 knowledge (bottom-up process). Thus, both text processing models are needed if we want to see the understanding of text as an interactive process. In fashion, Rost (2002)  that connects the user with information. Third, there must be a navigation tool that helps users explore information networks that are interconnected. Fourth, multimedia provides a place for users to collect, process, and communicate information with ideas. If one component does not exist, it is not multimedia in the broadest sense of its name. For example, if there is no computer to interact with, then it's called mixed media, not multimedia. If there is no navigation tool that allows to choose the course of an action, then it's called a film, not multimedia. Likewise, we do not have the space to create and contribute our own ideas, then the names of televisions, not multimedia. From some of the definitions above, multimedia is online (internet) and multimedia is offline (traditional). " Multimedia is the use of computers to present and combine text, sound, images, animation, audio and video with tools and connections so that users can navigate, interact, work and communicate. Multimedia is often used in the world of informatics. Apart from the world of informatics, Multimedia is also adopted by the world of games, and also for creating websites.
Multimedia is an interconnected combination ranging from digitally manipulated text, photos and images, animations and videos (Vaughan, 2011: 1). According to Hofstetter (2001: 2) describing multimedia is the implementation of computer use in presenting and combining text, images, sound and video with interfaces that allow users to interact with the multimedia system According to Vaughan (2011: 1) the main elements of multimedia are five types, namely: 1. Text Text is used for thousands of years by humans to communicate. But a word has many meanings so that the words used must be short, solid and precise so that the message and data can be delivered properly. Text is generally used to design titles, menus and buttons (Vaughan, 2011, p.20) 2. Sound The use of sound in multimedia can produce one difference from the results of ordinary multimedia presentations with professional multimedia.

Method
tion effects presentations such as slide and other transi-presentation. Animation is also used to help namic multimedia action in a multimedia In this research. Learning methods are easier and more interesting with multimedia -based song media in improving students' skills to speak English, especially Listening skills.

Learing Multimedia
The definition of multimedia learning is divided into two, namely the definition before the 1980s and the definition after the 1980s. Before the 1980s or in the 60s, according to Barker & Tucker, 1990(Sunaryo Soenarto, 2005, multimedia was interpreted as a collection of various different media equipment used for presentations. In this sense multimedia is interpreted as a variety of media used for the presentation of subject matter, for example the use of wall charts or graphs made on paperboard affixed to the wall. Tan Seng Chee & Angela F. L. Wong (2003: 217) stated that multimedia traditionally refers to the use of several media, while multimedia in today's age refers to the combined use of several media in the presentation of learning through computers.
According to Vaughan (2011: 1) the main elements of multimedia are five types, namely: 1. Text, 2. Sound, 3. Picture, 4. Video, 5. Animation The research method used in this study is an action research action using two namely; cycle 1 and cycle 2. For the method of discussing the research used is quantitative descriptive. Descriptive is meant by using a questionnaire and observing the activities of developing learning methods. The quantitative method used is measuring the feasibility of learning devices.
This research was conducted at semester III level, S1 Department of English Language Education, Faculty of Letters and English Literature Study Program were 58 students from a population of 156 third semester students. The reason for this research is because they often meet students with various complaints both the acquisition of learning outcomes and the quality of learning listening that has been carried out. Some of the students who had attended Observation or evaluation on the development of student abilities is carried out in each phase of treatment. The data are analyzed descriptively and overall evaluated with input from the results of data analysis. d. Reflection: After getting a detailed description of the successes and obstacles experienced in implementing an English song strategy with English Subtitle this time, the researcher continues the research by repeating from the planning stage. If the results obtained in the first cycle are not satisfactory, the researcher will make a revision or modification to continue the next cycle The flow chart of this research can be seen in Figure 1. Figure 1. Research Flow Char.

Results and Discussion
People imitate by listening, those who cannot listen will almost certainly not be able to imitate. Hearing is closely related to pronunciation, correct or not pronunciation depends on whether or not it is heard. all of them can be interpreted textually, so that this song is very interesting to listen to, the feeling that is generated to the listener makes it relaxed. The results of the second test increased significantly, the number of questions there was 38, the highest answer was 35, while the lowest number was 20.
Variants of the number of correct answers also amounted to 5, meaning that the correct level of answers consisted of 5 groups. Respondents answered that the second song was easier than the first, although the word variant was more difficult than the one used in the first test, only the rhythm was slower. This could be what makes students consider this song easier, seen from the word variant is more difficult, but the slow rhythm makes them have a longer chance to record the poem into their memory. The 45 questions given in the third test were able to be answered by the students quite well, the highest number of correct answers was 43, and the lowest was 24. This number significantly illustrates that listening habits will help students answer questions, their psychological condition will be calmer, more prepared, and also able to provide a better response by the more often they listen to songs. This song has the longest verse compared to the other three songs, but the number of answers is the highest. As stated above, students are better prepared for this third test, besides they often listen to this song in the Intensive Course.
This last cycle provides 35 questions, less than the previous two tests, with the consideration that this song has a fast rhythm, and also verses that have more vocabulary variants. The level of difference or the group that answers the questions correctly becomes fewer, namely 4 groups, with the number that answers all ten students correctly, correctly answers 30 out of 5 students, five students correctly answer 28 items from all questions, and the most answers lower than 35 questions is 25. If seen from the percentage, this fourth test shows the most significant results. The difference between one group and another group is only slightly different, so that it can be interpreted the level of understanding of students shows positive changes.
tests gress. From the process, students are able to recognize and make songs as learning media, not merely as entertainment. They are able to analyze how the message of a song through the poem, and also be able to find the equivalent of several words that mean the same. In writing, the ability of students to learn the vocabulary of the poem is far higher than the ability of pronunciation. The list of words they can correctly mention is always higher than the list of pronunciation they can say. Even so, after a number of meetings, the level of student validity in saying increased. They also learn from pronunciation drill other than checking and making sure of the song being played The habit of saying will affect flexibility in speaking in accordance with English. As is known, language is a matter of habit, so the more practice it is, the easier it is for someone to learn languages, as well as the formula for listening, the more often they listen, the easier it is to recognize their vocabulary and speech. The choice of songs is an important point when we talk about the purpose of teaching, teaching should provide an educative side, not just entertainment so that the goal of creating a quality generation can be realized sustainably