Chapter 1

Introduction

This chapter presents the general account of the present study. It covers

the background of the study, the purpose of the study, research question,

definition of key terms and concluding remark.

1.1 Background of the Study

Listening skill is the basic skill that is very essential for every English

student. When communicating with the western, beside mastering speaking skills,

listening skills also must be controlled in order to avoid misunderstanding.

Herschenhom (1979: 65) also states that listening skill is the most important and

fundamental of all four skills in language learning.

Teaching listening skills is one of the most difficult tasks for any English

as a Second Language (ESL) teachers. This is because successful listening

skills are acquired over time and with lots of practice. It's frustrating for students

because there are no rules as in grammar teaching.

In listening skill, students as decoder must be able to solve all the codes

oral language spoken by a person, whether it be words, phrases, or sentences from

simple, combined, complex until combined complex including language variation,

1

etc. It can be assumed that this would be very boring for the students if the

methods used by teachers are not creative. As just told them to listen then just

write what they hear in English.  The teacher should be more creative and able to

keep the students away from getting bored. In order to keep the students away

from getting bored in listening activities, the teacher should use an appropriate

instructional media. The media should be able to make disciples of the spirit or

not to get bored in listening activity. One of the media that may be good to use in

listening activity is the video animation. By using video, the student will be easier

to digest and certainly not bored. In this discussion, the kind of video used is

animation or video can be referred to as animated films.

In this study, the writer wants to examine a technique which is hoped can

be a good method for teaching listening skill to students. Here, the writer will try

to present video animation as a medium in teaching listening to students.

Teaching English using video animation can be considered as one of the

appropriate methods.

1.2 Purpose of Study

To prove that the use of video animation in the classroom can improve

students' listening skills.

1.3 Research Question

Does the use of video animation in the classroom can really improve

students' listening skills?

2

CHAPTER II

REVIEW OF THE LITERATURE

In this chapter, the writer focused on the nature of listening, media in

teaching and the use of video animation (Finding Nemo) in the subject of listening

to learners.

2.1. The Nature of Listening

Listening is the active process of receiving and responding to spoken (and

sometimes unspoken) messages ( Nordquist, 2012). From that explanation, it can

be assumed that listening is not only receiving everything that is listened but also

responding whether it is spoken or unspoken messages. It cannot be said someone

is listening if they don’t respond to what just they listened.

2.1.1. The Stages of listening

According to Malgaj ( 2009), there are six stages of listening process:

hearing, attending, understanding, remembering, evaluating and responding.

These stages occur in sequence, but they generally performed with little

awareness an often rapid succession.

3

1. HEARING - it refers to the response caused by sound waves stimulating

the sensory receptors of the ear; it is physical response; hearing is the

perception of sound waves; you must hear to listen, but you need not listen

to hear (perception necessary for listening depends on attention

2. ATTENTION- brain screens stimuli and permits only a select few to come

into focus- these selective perception is known as attention, an important

requirement for effective listening; strong stimuli like bright lights, sudden

noise… are attention getters; attention to more commonplace or less

striking stimuli requires special effort; postural adjustments are aided by

physical changes in sensory receptor organs; receptor adjustments might

include tensing of the ear´s tympanic muscle for better response to weak

sounds

3. UNDERSTANDING- to understand symbols we have seen and heard, we

must analyze the meaning of the stimuli we have perceived; symbolic

stimuli are not only words but also sounds like applause… and sights like

blue uniform… that have symbolic meanings as well; the meanings

attached to these symbols are a function of our past associations and of the

context in which the symbols occur; for successful interpersonal

communication, the listener must understand the intended meaning and the

context assumed by the sender.

4. REMEMBERING- it is important listening process because it means that

an individual has not only received and interpreted a message but has also

added it to the mind”s storage bank; but just as our attention is selective,

4

so too is our memory- what is remembered may be quite different from

what was originally seen or heard.

5. EVALUATING- it is a stage in which active listeners participate; it is at

this point that the active listener weighs evidence, sort fact from opinion,

and determines the presence or absence of bias or prejudice in a message;

the effective listener makes sure that he or she doesn’t begin this activity

too soon ; beginning this stage of the process before a message is

completed requires that we no longer hear and attend to the incoming

message-as a result, the listening process ceases

6. RESPONDING- this stage requires that the receiver complete the process

through verbal and/or nonverbal feedback; because the speaker has no

other way to determine if a message has been received , this stage becomes

the only overt means by which the sender may determine the degree of

success in transmitting the message.

2.2. Media in Teaching

In general, "media" refers to various means of communication. Media

derived from the Latin word "Medium" means something to convey a message

from sender to receiver. Media is one of the important elements in achieving the

learning objectives. Media aimed at improving the ability of teachers to motivate

and stimulate students' interest in learning something effectively.

5

2.2.1. The Use of Media in Teaching

Media has several uses, including:

1. To attract students in learning something.

2. Making students more interested to participate in the learning process

3. Save time.

4. Helping students understand the material easier presented teachers.

5. Make the explanation given teachers more effective and easier to

understand, etcetera.

From some media uses above, we can see that the media become an

element that must be provided when teachers provide materials to students.

2.2.2. The Classification Of Media

The classification of media based on the output type, specifically:

1. Visual Media

Media in the form of images, text, etcetera. Usually in the form of flash

cards.

2. Audio media

Media form of sound output. Media which use gadgets such as radios, tape

recorders, VCD/MP3, etcetera. Uses audio media:

a. Being a learning model

b. Giving an example of how the proper pronunciation

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c. Giving an example of an emphasis word

d. Identifying voice

3. Audio Visual Media

Media that can be seen and heard for language learning. The usefulness of

audio-visual media is an example of how to say, respond, respond to

something in English communication. Products of audio-visual media such

as film or video.

2.2.3. The Advantages and Disadvantages of Using media in Teaching

In general, the advantages of using the media in the teaching and learning

activities, are:

1. Can attract the attention of students and increase the teaching material

presented

2. Can overcome differences in the learning experience of students by

socioeconomic backgrounds

3. Can assist students in providing a learning experience that is difficult to

obtain by other means

4. Can help the development of the minds of the students on a regular basis

about what they experienced in their teaching and learning activities, such

as watching movie about an event or occurrence. The sequence and the

sequence of events they witnessed and the film was going to be able to

learn them regularly and continuously.

7

5. May foster the ability of students to try to learn from experience and

reality itself

6. Can reduce the verbal in a process (in the form of words written or spoken

alone).

In general, the disadvantage of using the media in the teaching and learning

activities is only one. That is, Costs more to provide the media.

2.3. The Use of Video Animation (Finding Nemo) in the Subject of Listening

The video is at best defined as the selection and sequence of messages in

an audiovisual context (Canning-Wilson in Halley and Theresa, 2004:319) . Video

is one of learning media as mentioned above. Balatova (1994) also noted that the

use of video is more consistent and can make learning easier. It is also supported

by Mc Keachie (1978:131) states that show a lot of pictures will be more effective

than delivering the words in a foreign language learning. So, the video has a very

important role to use in the learning process, especially in subjects listening.

2.3.1. Steps that Should be Taken into Consideration in Choosing Video

In selecting the video that will be used, teachers should consider several

steps as presented Ryan (1998) in his journal:

8

1. Videos that display should match the level of the learner and the learning

objectives.

2. Video should be aired complete with subtitles. The reason is the language

used in the film is usually difficult to understand.

3. Video aired without subtitles. Before this step is executed, the students

were divided into small groups of 3 or 4 people and given the task of

noting the film's protagonist character.

4. Students then choose one scene from the scenes they found at the base of

making drama.

5. Students then create a record containing their own voice from the scene

they get that figure represents a protagonist

6. Version obtained by learners played without sound. (If successful, the

version obtained by learners will be recorded on video tape). By doing

this, students will hear their own voices combined with the films they had

seen before.

The steps above are very effective in improving students' ability in

mastering English. In this discussion, the video used is animation video or it can

be referred to as animated films.

2.3.2. The Definition of Animation Video

Film animation is techniques to create images of people and animals that

poured in moving images with different positions and using a sequence image in

9

film (Hornby, 1995:40). This is because the use of video animation plays an

important role in the world of entertainment, commerce, education and

multimedia, where the concept of focus swampland adolescence stage.

The animated films that are used in this discussion is the Finding Nemo.

Finding Nemo is one of the most famous animated films in the world cinema. The

reason why the writer chose the finding Nemo movie in this discussion is that this

film has been very popular and has a universal appeal, using a special language

use. The film shows the visual context in which dialogue takes place, the action

involves conversation. In addition, the film also features gestures, facial

expressions and other body language suit the dialogue.

2.3.3. The Advantages and Disadvantages Film Animation in Teaching.

Here are some advantages and disadvantages of using video or film

animation in teaching according to Champoux (2007):

Advantages:

1. Films are a comfortable, familiar medium for contemporary students that

can keep student interest in the theories and concepts under discussion.

Students can see the theories and concepts in action. In more than a

figurative sense, theories and concepts leap from the screen.

2. The films also are an economical substitute for field trips and other real

world visits. While most films are fiction, they can offer powerful

10

experiences that students are unlikely to have in a classroom. Such

experiences take less time than field trips and do not have the expense of

travel.

3. Students can hone their analytical skills by analyzing film scenes using the

theories and concepts they are studying. Students also can see and

experience worlds beyond their own, especially if the scenes sharply differ

from their local environment.

4. The films offer both cognitive and affective experiences. They can

provoke good discussion, assessment of one's values, and assessment of

self if the scenes have strong emotional content.

Disadvantages:

1. The copyright restrictions discussed in detail later prevent the teachers

from copying scenes from films to give you convenient control over the

sequence of scenes used. Teachers will need time to get the videotaped

movie and preposition it at the start of a scene.

2. As noted earlier, some students might resist viewing foreign films with

English subtitles. These films take more effort to follow because of the

need to read the subtitles and watch the scenes. Foreign films also can

have culturally based subtleties that non natives might not easily

understand. Experimenting with scenes from several foreign films will let

the teachers gauge students' reactions.

3. Films are fiction and fiction writers and directors have much flexibility in

how much reality they want their films to show. Although the closing

11

scenes clearly show power and political behavior, some students have felt

the happy ending is not what would happen in reality.

4. Students can vary in their reaction to actresses, actors, and characters in a

film.

5. The content of scenes might distract some students from the theories and

concepts the scenes portray. Humor, drama, terror, and language can

distract people.

6. Using film scenes in class takes time away from other classroom activities.

From that explanation, it showed some unique characteristics of film as a

communication medium and the positive effects it has as a teaching resource. The

films serve many functions in teaching. You can use them as cases, as a source of

information for experiential exercises, or present unusual experiences of students.

12

CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Method

This research will be obtained through questionnaire and

observation methods. Through these two methods, the author will present

the results of research in the form of descriptive statistics that include

analysis of questionnaires and observations about the use of media in the

animated video presentation of learning materials as well as the value of

listening to the students of class X-8 SMAN 9 Kota Taangerang is

processed to determine mastery learning and achievement of the objectives

learning.

3.2. Research Setting

This research will be conducted at SMAN 9 Kota Tangerang which

located on Kunciran – H. Jali street no. 09 Kecamatan Pinang Tangerang –

Banten.

13

3.3. Research Subject

This research will involve second grade students of senior high

school by considering the material being taught is appropriate to the

syllabus.

3.4. Population and Sample

The word population in statistics refers to a collection of

individuals with distinctive characteristics of concern in the study

(observation). The number of observations or a member of a population is

called the population size. Population size is twofold: (1) finite population,

the population size whatever size but still be counted (counts). For

example, a company's employee population, (2) an infinite population, the

population size is such that it could not be calculated (uncountable). For

example, populations of orchids in the world.

Population is the whole subject of research. If someone wants to

examine all the elements that exist in the area of research, the research is

the study population. The study also called study research or study

population census according to Suharsimi (1992).

Furthermore Sugiyono (2009) stated that the population is a region

consisting of generalization objects or subjects that have certain qualities

and characteristics are determined by the investigator to be studied and

then drawn conclusions.

14

So the population of not only people but also objects and natural

objects to another. The population is also not just the amount present in the

object or subject being studied, but includes all the characteristics or traits

possessed by the object or subject. The people can also be used as a

population, because one person has different characteristics, such as style

of speech, personal discipline, hobbies, how to get along, leadership and

others.

In the medical field, one person often acts as a population. The

blood of every person is the population, that would be checked quite taken

some blood as a sample. Data were examined from the sample are then

enforced to whole blood possessed person.

Suharsimi (1992) states that the sample is representative of part or

the population studied. Named the study sample, if we intend to generalize

the results of the study sample. The definition of generalized conclusions

is raised as something that applies to the population.

Meanwhile, according to Sugiyono (2009) sample is part of the

number and characteristics possessed by the population. When a large

population, and researchers are not likely to learn all there is in the

population, for example, because of limited funds, manpower and time, the

researchers were able to use samples drawn from that population. What

was learned from the sample, the conclusion will be applied to the

population. For that samples taken from the population it must truly

15

represent. Thus the sample can be considered as a small part of the

members of the population taken under certain procedures so that it can

represent the population.

The population of second grade students in SMAN 9 Kota

Tangerang is 200 students, class 10.1 is 40 students, class 10.2 are 40

students, class 10.4 are 40 students, class 10.5 are 40 a class 10.6 is 40.

The sample of students who was observed in each class are 5 students,

total sample is 30 students.

3.5. Data Collection

3.5.1 Data Collection Instrument

Questionnaire

Questionnaire responses given to students aiming to obtain

information about the clarity of the media, the quality of the media, especially

the media format in the running smoothness and media interest in the students.

Test

The tests generally measure, although some forms of psychological

tests, especially personality tests much that is descriptive, but the description

leads to certain characteristics or qualifications that are similar to the

interpretation of measurement results. The tests used in the study are generally

divided into achievement test (achievement test) and psychological tests

(intelligence test).

16

In this research, the author will use the test results to learn or

commonly called achievement tests. This test is used to measure the learning

outcomes achieved by students in a specified period. By the time distinguished

in vulnerable: a meeting (meeting the final test), the subject (the final test

discussion), one week (weekly tests), semi-quarterly or semester (middle test

quarterly or semester), and the level of education (a test or exam end of

education). Furthermore, achievement test also differentiated by the material

being measured, according to the name - the name of the subject or subjects

studied. And in this study, the authors will use the final test on the subjects of

discussion concentrated on the English language skills of listening.

3.5.2 Data Collection Procedure

1. Students' questionnaire

Student questionnaire data when analyzed by descriptive

qualitative validation. Percent of the data were obtained by questionnaire-style

Like score calculation, namely:

1) Exellent = 4

2) Good = 3

3) Fair = 2

4) Poor = 1

To calculate the feasibility of each indicator used the formula:

17

Percentage (%) = Total score on data collection × 100%

Score criterion

Where the criterion score = highest score each item x number of items x number of

respondents. (Riduwan, 2003)

The results of the calculation of the percentage of questionnaires chemistry teachers

and students while testing implemented into the criteria in Table 1.

Table 1

Percentage Response Criteria

Based on these criteria, the application of learning with the use of audio-

visual media such as video animation is feasible if the percentage is 81%.

Therefore the application of learning to save an audio-visual medium can be said

when it is feasible to meet the following indicators: the whole percentage aspects

of the learner to the media ≥ 61%

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Percentage Criteria

0 % - 20 % Very Weak

21 % - 40 % Weak

41 % - 60 % Enough

61 % - 80 % Strong

81 % - 100

%

Very Strong

In obtaining the data, the data can be seen and viewed using a data

questionnaire distributed to the students of class X-8. The data presented will be

distributed in the following table:

Answer Response Questionnaire About Students

No. Question Frequency Precentage

1 Are you

interested and

excited to learn

English

especially

listening?

a. Yes

b. No

2 Do you often or

have received

learning by using

video animation?

a. Yes

b. No

3 Do you find it

easier in learning

listening using

19

video animation?

a. Yes

b. No

4 Do you feel

better quickly

grasp the intent

of learning by

using video

animation?

a. Yes

b. No

5 Do you agree

that the English

language

learning, using

instructional

media video

animation?

a. Yes

b. No

6 Listening test is

easier done by?

a. Individual

b. Group

20

7 Are you able to

understand the

purpose of the

lesson listening

without video?

a. Yes

b. No

8 Do you have

difficulty

learning when

listening?

a. Yes

b. No

Reason….

9 Video animation

is an interesting

medium. Would

you agree with

that?

a. Yes

b. No

10 According to

you, what is the

appropriate

21

medium to

convey the

listening

material?

a. Recordin

g

b. Text or

dialogue

text

c. Video

1. Test Data

Student test data will be obtained through the results of listening tests

composition students at after discussion with the author. The test is given in

the form of answering questions of the the author in accordance with the films

that have played (Finding Nemo). Schools will set the value of the minimum

completeness criteria for students is 67.

No. Name Score

22

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

45.

36.

37.

38.

39.

40.

3.6. Data Analysis

3.7. Schedule of conducting Research

24

No Activities Month

Oct Nov Dec

1 Design proposal

2 Design instrument

3 Making permission

4 Prepare Teaching in class

5 Giving Treatment

6 Giving Pre-test

7 Giving Post-test

8 Analyzing the data

9 Interpret data research with

the project

10 Finishing and Evaluating the

Research

CHAPTER IV

25

DISCUSSION

4.1. The Result Of Improvement of Teaching Listening By Using

Video Animation.

Student test data obtained through the results of listening tests composition

students at after discussion by the author. The test is given in the form of

answering questions the author in accordance with the films that have played

(Finding Nemo Movie). Schools set the value of the minimum completeness

criteria for students is 65. The test was conducted at November, 10 th 2012. The

table below showed the result of students’ test:

No. Name Scores

1. Student 1 60

2. Student 2 70

3. Student 3 75

4. Student 4 70

5. Student 5 70

6. Student 6 75

7. Student 7 75

8. Student 8 75

9. Student 9 80

10. Student10 65

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11. Student11 60

12. Student12 70

13. Student13 80

14. Student 14 70

15. Student 15 75

16. Student 16 70

17. Student 17 70

18. Student 18 65

19. Student 19 70

20. Student 20 70

21. Student 21 80

22. Student 22 75

23. Student 23 85

24. Student 24 75

25. Student 25 75

26. Student 26 70

27. Student 27 70

28. Student 28 70

29. Student 29 75

30. Student 30 65

31. Student 31 70

32. Student 32 85

27

33. Student 33 75

34. Student 34 85

35. Student 35 85

36. Student 36 75

37. Student 37 70

Based on the deployment of questionnaires to 37 students of SMAN 9

Tangerang class X-8, it is known that students are interested in the subjects of

English in particular listening is 81%. It is inversely proportional to the frequency

of the students who had a listening class using the media video animation, which

only reached 73%. In fact, the number of students who said that they were

motivated in learning listening, as well as students who think that video animation

is quite effective, has many advantages and make them easier to reach 95% in

listening lesson. Furthermore, 95 % of students expect that the next listening

lesson can use video animation. While based on the results of listening tests using

media video animation (finding nemo movie) of 37 learners of SMAN 9

Tangerang class X-8, obtained the following data:

The overall number of students : 37

The number of students who took the test : 37

The number of students who completed study : 32

28

The number of students who did not complete study : 5

From the above data, the percentage obtained many students who have completed

study are as follows:

32 ---- X 100% = 86,5% 37

When viewed from above data analysis questionnaire , the use of media

such as video animated movie of Finding Nemo in learning listening get a positive

response from the students. Meanwhile, when it is reviewed from the test results,

a total of 86.5% of students passed the minimum completeness criteria values,

namely 67. We can see from the completion percentage is 86.5%, which could

mean that the number of learning using video media such as Finding nemo

animation movie effectively used in teaching listening in the classroom.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

Lessons listening is a fairly popular subject for learners. This is due to

that listening is a lesson that is not drab or saturate. But as teachers we must

always contribute or make new thoughts on education, especially in listen

subject. One is the use of animated videos that proved to be quite effective in

improving students' interest and skills in learning to listen.

Selection of animated videos for teaching listening can be said is

correct, as submitted by the images beamed to write a recount that can be said

is correct, as submitted by Mc Keachie (1978:131) stated that show a lot of

pictures will be more effective than words convey his words in foreign

language learning.

And learning activities using media such as video animated movie

Finding Nemo in listening subject can be concluded that (1) video animation

makes students interest in listening, and (2) there is an increased ability to

listen to the learners. Through two conclusions, the use of video animation to

enhance listening skills of students to be effective, because the students are

more interested in the learning process so that the performance of students

increases.

30

5.2. Suggestion

The author hopes that listening activities using video animation can be

used as a model of creative and innovative learning for high school students.

31

REFERENCE

Herschhenhom, Suzane. 1979. Teaching Listening Comprehension Using Live

Language in Marianne Celce. Murcia and lois MC. Intosh (ed). Teaching English

as a Second Language. Rowley : Newbury House Publisher, Inc.

Nordquist, Richard. 2012. Writing Exercises (Macmillan)

Hornby, AS. 1996. Oxford Advanced Learner’s Dictionary of Current English.

Oxford : Oxford University Press.

Champoux, Joseph E and Robert O. Anderson. 2007. Film as a Teaching

Resource : Journal of Management Inquiry

Arikunto, Suharsimi. 1992. Prosedur Penelitian. Jakarta : Rineka Cipta

Sugiono. 2009. Metode penelitian administrasi. Bandung: CV alvabeta

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