THE INFLUENCE OF THE VIDEO LIVE STREAMING APP

‘OME TV’ ON THE IMPROVEMENT OF STUDENTS’

LISTENING SKILL (CASE STUDY AT ABA UMI)

BY :
ANDI MUHAMMAD FIKRI
064 2018 0044

ENGLISH STUDY PROGRAM OF

FOREIGN LANGUAGE ACADEMY (ABA)
MUSLIM UNIVERSITY OF INDONESIA
MAKASSAR
2020
 CHAPTER I
INTRODUCTION

A. Background

English is a global language that most commonly spoken in the world.

People who go traveling abroad will be easier to communicate if they are

fluent in English, people who want to update international news will be easier

to understand the news if they are fluent in English, also people will easier to

get a job if they are fluent in English. In Indonesia, English is often

considered as a difficult foreign language, because English is completely

different from the Indonesian language looking at the system of structure,

pronunciation, and vocabulary. So, the English language is important to learn

especially for students.

There are four skills in learning English. Those are Writing, Reading,

Speaking and Listening. All these skills are important including listening.

Listening is receiving language through ears and understand what the

meaning is. According to Vandergrift (1997) in Maulida (2018) he states that

listening comprehension is a complex process in which listeners play an

active role in discriminating between sounds, understanding vocabulary, and

grammatical structures, interpreting intonation and stress, and finally, making

use of all the skills mentioned above, interpreting the utterance within the

socio-cultural context.

Listening skill is important because when someone learns to speak a

language, they have to learn how to hear and understand what their partner

speaker said. According to (Purdy and Borisoff, 1997:2), he states that

judging from the most important activities involved, such as taking a history

and interviewing, listening would be the most important communication skill.

Communication will go wrong when someone doesn’t not listening well.

Nowadays, the near-ubiquitous availability of smartphones and the

significant improvement of cellular networks make the video chat

applications become mainstream for mobile devices. Meanwhile, because of

the capability to make friends in the virtual domain, online random video chat

services such as Chatroulette and Ome TV have become increasingly popular.

Video chat services will also gain the public attention and greatly increase in

volume and frequency soon.

Lately, invention of technology makes listening can be able to be taught

not only through audio media but also through audio-visual media like video.

In fact, Raharjo in Rusman (2012: 65) in his research stated that teaching and

learning activities will be more effective and easier if it is assisted by visual

media, where 11% from the given material occurs through sense of hearing,

while 83% through sense of sight. From that research, audio-visual media like

video is very suitable in teaching listening to make the teaching and learning

more effective and easy.

Digital is an inseparable part of daily life. Digital is needed by humans

today. Digital is also a basic need for activities both at home and at school.

With the coming of the internet era that does not limit space and time, namely

the expansion of internet connections to various regions, without the digital

literacy capabilities of internet users will have difficulty utilizing the

information they get and even shifted their focus to notifications that disrupt

their productivity. Notifications from reminder applications, such as e-mail,

or chat that continue to exist all the time, will transform how humans,

individually or in groups, behave, work, and make decisions.

Listening is one of the hardest skills in English especially for students

with low competence As’ari (2017) . Listening will become more difficult if

the conversation recording is made by the native speaker which has diferent

accent and speed. Listening is also considered as boring subject since students

only listen to the conversation recording again and again. Furthermore, most

of conversations used in listening contain topic or issue which are not new

and not suitable with students in Indonesia.

Learning Listening through video live streaming had attained a lot of

attention. believed that "The value of video live streaming has been

increasing in language education since they help to make language education

entertaining (Donmus, 2010) ."when digital app and education are combined,

it can be educative and education environments can be entertaining. The

learners who learned with the use of OME TV, gain positive attitudes and can

be more motivated while learning"

Listening is one of the four language skills which learners usually find

the most difficult. According to Rivers (1986) we have to spend much of our

time through listening activities, he estimates that the time adult spends in

communication activities is 45% for listening, 30% for speaking, 16% for

reading, and only 9% for writing skills.

 Besides that, in acquiring a foreign language, listening, of course comes

first. In other words, before someone understands and starts to speak, they

have to hear sound, words, and speech patterns first. Therefore, in learning a

language, the first step to be acquired will be listening Unfortunately, many

students have difficulties to follow listening activity.

Language skills are needed in today's globalization era. At least we

must be able to speak English which has become an international language.

However, being able to speak fluent English is not as easy as turning your

palm. Language is not just a vocabulary that we can look up from a

dictionary, but about prepositions, conjunctions, and tenses in sentences that

need to be understood.

The importance of honing language skills has been widely indicated by

the presence of course venues. There are also homestay activities, where you

stay a few months in a neighboring country to directly apply your language

skills with foreigners. Unfortunately this activity can only be done by people

who are well off materially.

But now there's no need to worry anymore. Just access

www.omeTV.com. Through this we will instantly connect randomly with

people all over the world. Omegle or Ome TV has 2 features that can be

used, namely chat and video. Chat is for those of us who want to interact

using only writing, while videos are for oral, written, and visual interactions.

B. Problem of the Study

 Based on the background that has been described before, the key

points need to be answered is :

- What is The Influence Of The Video Live Streaming App ‘OME

TV’ On The Improvement Of Students’ Listening Skill (Case

Study At Aba Umi) ?

C. Objective of the Study

….

To find out The Influence Of The Video Live Streaming App ‘OME

TV’ On The Improvement Of Students’ Listening Skill (Case Study At

Aba Umi).

D. Significance of the Study

This study is expected to give a valuable contribution to the

following parties:

1. For the students, it would be an effort to know The Influence Of The

Video Live Streaming App ‘OME TV’ On The Improvement Of

Students’ Listening Skill (Case Study At Aba Umi)

2. For the writer, this research is expected can be useful as a tool to

apply the knowledge that has been acquired at university and to add

the knowledge and study of literature. Especially The Influence Of

The Video Live Streaming App ‘OME TV’ On The Improvement Of

Students’ Listening Skill.

 3. For the other Researchers, the result of this study can be used as a

reference for other researcher who are interested in conducting

similar study.

E. Scope of the Study

It is important to make the limitation of the problem, to avoid

misunderstanding and to clarify the problem. This study has a limited

discussion. As stated in the identification of the problem above, the scope

of this study is focused in The Influence Of The Video Live Streaming

App ‘OME TV’ On The Improvement Of Students’ Listening Skill (Case

Study At Aba Umi).

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Listening

1. Definition of Listening

Listening is a process of receiving what the speaker says, making

and showing meaning, negotiating meaning with the speaker and

answering, and creating meaning by participation, creativity, and empathy.

It is the process of receiving, making meaning from, and answering to

spoken and/or nonverbal messages. Listening helps students to understand

the world around them and is one of the necessary elements in creating

successful communication (Maulida, 2018 : 8).

According to Rost (2011 : 1), he states that as one of the crucial

components of spoken language processing – there is no spoken language

without listening – listening is also an area that is interconnected with

numerous areas of inquiry and development. Listening is quite apparently

relevant in humanities and applied sciences such as linguistics, education,

business and law, and in social sciences such as anthropology, political

science, psychology and sociology. At the same time, the processes of

listening are relevant to natural sciences such as biology and chemistry,

neurology and medicine, and to the formal studies of computer sciences

and systems sciences.

 Becoming a good listener will make you more sensitive to the

needs of the listener and hence, improve your competence as a speaker. It

will also make you more sensitive to the needs of people in general Purdy

(1997:1).

2. Listening Comprehension

There are different definitions of the term “listening

comprehension.” Listening comprehension is the different processes of

understanding the spoken language. These include knowing speech

sounds, comprehending the meaning of individual words, and

understanding the syntax of sentences (Nadig, 2013 as cited in Pourhosein

Gilakjani & Sabouri, 2016). According to Hamouda (2013), listening

comprehension refers to the understanding of what the listener has heard

and it is his/her ability to repeat the text despite the fact that the listener

may repeat the sounds without real comprehension.

O‘Malley, Chamot, and Kupper (1989 as cited in Pourhossein

Gilakjani & Ahmadi, 2011) said that listening comprehension is an active

process in which the listener constructs meaning through using cues from

contextual information and from existing knowledge, while relying upon

numerous strategic resources to perform the task requirement.

3. Components of Listening Comprehension

According to Chastain (1988), listening comprehension is divided

into four components. The first is the ability to differentiate all sounds,

intonation patterns, and voice qualities in the second language and to

distinguish between them and the same sounds in the native language. The

second is the understanding of the whole message uttered by a speaker.

Rivers (1981) said that the understanding of spoken messages depend on

comprehension of semantic meaning, moving from what one comprehends

in the sound sequence with respect to the knowledge of syntax only when

the meaning is not understandable.

The third is the ability to hold that message in one’s auditory

memory until it can be processed. To develop the learners’ auditory

memory, teachers should know that they hear as much language as

possible. This means that most of the class time should be carried out in

the language being taught. The speed of presentation and difficulty level of

the content must be adjusted to the learners. Language activities that are

comprehensible increase auditory memory. The significant point here is

the idea of improvement.

The improvement from the simpler to the more intricate sentences

should be slow and continuous. The speed of delivery should be increased

based on the learners’ ability to understand (Chastain, 1988).

Comprehension is the speech reception at the syntactic, lexical, pragmatic,

and discourse levels. Thus the last component is comprehension. It

involves different steps.

1. The first step is to establish the context. Real language happens

within a communicative framework and the listener should

know the framework to recreate the speaker’s message.

 2. The second step is to activate related background knowledge

and use it to predict the ideas the message may have.

3. The third step is to anticipate the general content of the

message. Skilled listening requires that listener look ahead in

anticipation of what is coming. They are checking the received

material as opposed to trying to make an unexpected and

immediate interpretation (Kaspar, 1984).

4. The fourth step is to sample the important meaning carrying

components of the material. Listeners should expend more

energy to understand material about unfamiliar topics and they

rely more on linguistic clues to make up for their lack of

background knowledge.

5. The last step is to use the samples to confirm or reject the

formerly made anticipations. When the samples are in line with

listeners’ anticipations, they accept them as being correct.

When the samples do not comply with their anticipations, they

should reconsider either their anticipation or the material as

they look for making the message meaningful (Kaspar, 1984)

B. Video Live Streaming

learning activities are effective when using media that is connected

with technology to help students‟ understanding as well as their interest in

the topic. The live streaming video application is an application that can

broadcast the activities or activities of its users directly via video to the
public. The public who watched the broadcast can interact with each other

either through chat or by live video calls. The advantage of the live

streaming video application is that it allows everyone to carry out live

activities (live mobile broadcasting) only via a smartphone, to be watched

directly at that time by certain viewers, and there is no need for

complicated and expensive equipment with an internet connection and can

be done anytime and anywhere [4].

Currently, there are many live streaming video services that add

this feature and one of them is ‘Ome TV’, even social networking

applications that are currently popular have also adopted the live streaming

video service. The live video streaming feature is indeed very helpful for

communicating because it allows users to chat, interact with each other

and even with the host in real-time.

Safko (2010) describes live casting (live broadcasting / live video

streaming) as a continuation of the trend of video content on social media.

Initially live casting was used by people for sharing about his personal life

on the internet using many devices and still rely on video cameras and

computers personal (PC). But nowadays that device is used to make live

casting easier, and can use a smartphone.

Not only has advantages in the aspect of convenience, live video

streaming can also be a medium used to convey the video to the audience a

large number. As said by Juhlin (in Rein and Venturini, 2018) mentions
 that the live video stream can be described as the ability to broadcast video

to audience at a great distance.

C. Social Media and OME TV Application

The presence of new media is making it easier humans in

communicating. The new media, in this case is the internet, at last function

as social media. Through social media, community communication

patterns no longer limited by time and space. As said by (Marshall

Mcluhan, 1964) with his theory Understanding Media: an extension of

man: the medium as a extension of the human body, an extension of the

human being, and that different media represent different messages.

Media creates and influencing the scope and form of human

relationships and activities. The explanation above illustrates that through

social media, users can make friends and share information with other

users without any obstacles in the form of distance and time. Social media

is a medium of interaction new which creates spaces for people to share,

tell stories and channel his ideas. As a result, people undertake virtual

migration to interact in virtual / virtual space in order to interact with other

users.

If previously, our communication and interactions were limited to

face to face, then this is further extended by the presence of social media

Wrong only through Ome TV. Through Ome TV someone can meet and

get communicate with people even though it's far apart.

 Judging from (Wikipedia) that Ome TV or Omegle is android-

based social networking application on the smart phone used to

communicate with strangers without registering. Service at random pairs

of users in a one-on-one chat session where they chat anonymously use the

"you" and "stranger" handles. This application was made by Leif K-

Brooks hails from the state of Vermont an American state Union.

In addition, this application also includes a system Automatic chat

rules customer supervision. The task of this application to automatically

report or ban someone if there is one those who break the rules like harsh

words or other negative things will get hit banned. With this convenience,

all users must be more careful back while on a camera-to-camera chat with

someone which we don't know.

D. OME TV Features

a. Select a country

Users can change the country, on ometv not only Indonesia is using it

but there are also many other countries that use this application for the

purpose of randomly looking for "friends".

b. Easy-to-use live camera to camera chat: swipe and chat with someone

you don't know.

c. You can still use text chat if your phone camera isn't working or your

internet is slow.

d. free and easy to use. no membership fees and no registration.

e. There are hundreds of thousands of users all over the world. You will

always find interesting people to chat and chat with.

f. Very safe and protected. The system will watch for chat rules

violations automatically.

g. No ads!
E. How to Use OME TV App

a. For Android

1. In order to carry out this way of playing Ome TV, of course you

will need to download and install the Ome TV app for Android.

You can download this application from the Google Play Store.

For information this application can be accessed for free.

2. After the application is installed on your Android phone, open and

run the application.

3. After that, open the OmeTV application and there will be a

notification "allow omeTV to take pictures and record videos" just

click allow.

4. The second notification "allow omeTV to record audio" click

allow.

5. The next notification "allow omeTV to access photo media device

files" click allow.

6. And the last "Allow omeTv to make and manage phone calls" click

allow.

7. Now after that it will appear like the following picture.

8. To start, please select a country.

9. Then select again if you are a girl or a boy, next to the country, just

click "me".

10. Now for the early start, please slide the screen at the top of the

Ome TV, slide and swipe left.

 11. Click the "Start" button to start video chat.

12. Wait a few moments until the random chat process takes place. The

application will automatically find you random strangers. Then if

the random chat process is complete, it will look like this:

13. You can chat while watching videos of your opponents. If you

want to stop, click on the "Stop" option. If you want to find another

opponent, you can choose the "Next" option.

b. For PC/ Laptop

1. First of all, you should know that your PC or Laptop has a

WebCam and is in no problem. In addition, provide a stable

internet connection. If so, you can enter the Ome TV website at

https://ome.tv/.

2. On the Ome TV homepage you can select the "Star" option to start

video calls and chat.

3. More or less the same as in the Ome TV application, to chat you

can select the "Stop" option and if you want to find other people

you can select "Next".

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The researcher used a descriptive quantitative method in this

research, where the data used is in the form of numbers described in

words. The research used an online questionnaire that shared to the

students. The research conducted at ABA UMI in a period of

approximately two weeks, from the first week to the second week of

March.

B. Population and Sample

1. Population

The population of this research was ABA UMI students in the fourth

semester of 2019-2020.

2. Sample

Based on the population, the sample was taken using a simple random

sampling technique. The reason for using this technique because the

population was the second-semester students grouped into several

clasess and each class has a different amount of members. So, to make

the sample representative, the researcher randomly takes 20 students.

C. Data Source

The data source in this research used was primary data that is data

obtained directly from the results of the online questionnaire that shared

to students.

D. Data Instrument

In order to collect data, the researcher used an online

questionnaire that shared to students as instruments in this research. The

questionnaire contained several statements about problems in learning

listening through conversation that students have to choose with 5

options. Those were strongly disagree, disagree, neutral, agree, and

strongly agree.

E. Data Collection Procedure

Research data collected with an online questionnaire made in the

Google Form and shared to students. The questionnaire shared using a

simple random sampling technique that produced 20 results of the

questionnaire.

F. Data Analysis

After collecting data, the researcher did several steps to analyze

the data. First, the researcher draws the main themes based on the

answers to the students’ perception toward learning listening. Second,

the researcher categorized the data according to the problem in learning

listening based on Raihan Maulida’s theory. And the last, the researcher
 calculated the answer in percentages and identified the answer with the

highest percentage.

BILIOGRAPHY
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Technique, 1937(October), 481–486. Retrieved from
http://etd.unsyiah.ac.id/baca/index.php?id=45983&page=1
Donmus, V. (2010). The use of social networks in educational computer-game
based foreign language learning. Procedia-Social and Behavioral Sciences,
9, 1497–1503.
Maulida, R. (2018). An Analysis of Students’ Difficulties in Learning Listening
(A Study at Sman 11 Banda Aceh). UIN Ar-Raniry Banda Aceh.
Purdy, M., & Borisoff, D. (1997). Listening in everyday life: A personal and
professional approach. University Press of America.
Rivers, W. M. (1986). Comprehension and production in interactive language
teaching. The Modern Language Journal, 70(1), 1–7.
Rusman, D., & Pd, M. (2012). Model-model pembelajaran. Raja Grafindo,
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