COMPARATIVE STUDY OF STUDENTS’ LISTENING ACHIEVEMENT TAUGHT THROUGH DIALOGUE VIDEO AND ANIMATION MOVIE AT SMAN 12 BANDAR LAMPUNG

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COMPARATIVE STUDY OF STUDENTS’ LISTENING_ACHIEVEMENT TAUGHT THROUGH DIALOGUE VIDEO

AND ANIMATION MOVIE AT SMAN 12 BANDAR LAMPUNG

(Script) By

FERDIANSYAH

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2014

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TAUGHT THROUGH DIALOGUE VIDEO AND ANIMATION MOVIE AT SMAN 12 BANDAR LAMPUNG

By Ferdiansyah

Listening can be considered as the first step in learning a language, particularly foreign language. Moreover, listening, as one of language skills, is one of the most important and fundamental of the four skills in foreign language learning because listening is the earliest stage in acquiring information from which it is very useful for learners in using English. As a matter of fact, the teachers in the school have taught listening but the students’ listening ability was still far from the goal being expected. Many students had difficulties in comprehending the ideas in conversation. Therefore, the researcher did the research to find out whether there was any significaiont difference of students’ listening achievement taught through dialogue video and animation movie and which media was more effective to help students improve their listening achievement between the two media.

This research applied pre-test– post test control group design. This experimental method deal with two groups of experimental classes, class XI IPA 3 was treated as the experimental class one was taught using animation movie and those XI IPA 2 using dialogue video. The samples of the research were the eleventh grade students of SMAN 12 Bandar Lampung in the year 2013/2014. In determining the experimental classes, the researcher used two highest clasess. Since the data were in form of students’ listening ability, the data were collected by using two listening tests: pre- test and post-test and analyzed using animation movie and dialogue video.

The result showed that there was no significant difference of students’ listening achievement between those who were taught through dialogue video and those taught through animation movie. By teaching through dialogue video and animation movie, it was found that the students’ mean score of the pre-test on experimental class one was 62.8 and their mean score of the post-test after being taught through animation movie was 67.46, in which their gain score was 4.66. On the other hand, the students’ mean score on experimental class two was 54.9 and after being taught through dialogue video their score increased 2.7 to 57.60. Although there was no significant difference of students’ listening achievment, it indicated that animation movie was better than dialogue video in increasing the students’ listening achievement. In other words, animation movie was more effective to help students improve their listening achievement.

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DEDICATION

By offering my praise and gratitude to Allah SWT for the abundant blessing to me, I’d proudly dedicate this piece of work to:

 My beloved parents, Chaidirsyah, S.Sos, SP. and Nurlela AH.

 My beloved younger sisters, Annisa Destriara and Nina Oktarina.

 My beloved special friend, Vhica Penida, S.Pd.

 My best partner, Achmad Yudi Wahyudin, S.Pd.

 My fabulous friends of English Education Study Program.

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The writer’s name is Ferdiansyah. He was born on April 4th, 1990 in Bandar Lampung. He is the first son of Chaidirsyah, S.Sos, SP. and Nurlela AH.

He began his formal educational institution for the first time at TK Satria in 1995 and graduated in 1996. He continued his study at SDN 1 Rawa Laut, Bandar Lampung and graduated in 2002. Then he continued his study at SMPN 4 Bandar Lampung and graduated in 2005. After that he continued his study at SMAN 12 Bandar Lampung and graduated in 2008. At the same year, in 2008 he was registered as a student of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

From July 3rd to September 24th 2012, he carried on Teaching Practice Program (PPL) at SMPN 1 Punduh Pidada, Pesawaran, Lampung.

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vi MOTTO

“Do not waste your time, or time will waste you.” -Matthew

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Bellamy-Alhamdulillahirabbil’alamin, praise to Allah SWT, the Almighty and Merciful God, for blessing the writer with faith, health, and opportunity to finish this research. This research entitled “A Comparative Study of Students’ Listening Achievement Taught through Dialogue Video and Animation Movie at SMAN 12 Bandar Lampung.” This research is submitted as a compulsory fulfillment of the requirements for S-1 Degree of English Education Study Program in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

Gratitude and honor are addressed to all persons who have helped and supported the writer in completing this research. Since, it is necessary to be known that this research will never have come into its existence without any supports, encouragements, and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge his respect and sincere gratitude to:

1. Ujang Suparman, M.A., Ph.D., as the first advisor, for his criticism, motivation, and encouragement in encouraging the writer to think more scientifically and critically.

2. Drs. Sudirman, M.Pd., as the second advisor, for his assistance, ideas, guidance and carefulness in correcting the grammatical structure of the writer’sresearch, paragraph by paragraph, sentence by sentence, and even word by word.

3. Dr. Muhammad Sukirlan, S.Pd., M.A., as the examiner, for his support, encouragement, ideas, suggestions, and great motivation in supporting the writer to finish his study as soon as possible.

4. Dr. Ari Nurweni, Dra., M.A., as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this research.

5. Dr. Muhammad Fuad, M.Hum., as the chairperson of Language and Art Education Department.

6. Jalaluddin Syarif, S.Pd., M.Pd., as the headmaster of SMAN 12 Bandar Lampung, for giving the writer permit to conduct the research.

7. Tujuana S.Pd., as the English teacher of SMAN 12 Bandar Lampung who has given the full support for this research.

8. All beloved students in XI IPA 2 and XI IPA 3 in the even semester, school year of 2013/2014, for their participation as the subject of this research.

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9. The writer’s beloved parents, Chaidirsyah, S.Sos, SP., and Nurlela AH, who have always prayed and motivated the writer.

10.The writer’s siblings, Annisa Destriara and Nina Oktarina, who have supported the writer.

11.The writer’s special firend, Vhica Penida, S.Pd., who always prays, motivates and inspires the writer.

12.All the writer’s friends of English Education Study Program 2008 generation, especiallythe writer’s partnerAchmad Yudi Wahyudin, S.Pd., M.Pd., who always suggests, supports, motivates and guides the writer in revising his research paper.

13. The entire writer’s senior of English Education Study Program 2006 and 2007 Regular and Non Regular generation, especially Jaka Dirgantara, Harris Tamzil, Muhammad Kharisma, Noprisyah Harianto, Erlan Heryanto, Eka Setiawan, and the other seniors whose name cannot be mentioned one by one.

14. All thewriter’sfriends from English Education Study for the unforgettable companion, especially Dyto Setiawan, S.Pd., Fikri Nugraha Kholid, S.Pd., Reza Febrian, Alexander Sitinjak, Dyo Ferizka, Nugraha Aditya, and Rangga Aditya a.k.a Cakil, who have always supported and attended the writer’s seminars.

Finally, similar to other novice research, the writer believes that his writing is still far from perfection. There may be drawbacks and weaknesses in the research. Thus, comments, critiques, and suggestions are always welcomed for the purpose of better research. Somehow, the writer hopes this research would give a positive contribution to the educational development, the reader, and to those who want to accomplish further research.

Bandar Lampung, July 2014 The writer,

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Page

ABSTRACT... i

ADMISSION ... ii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGMENT... vii

LIST OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF APPENDICES ... xii

I. INTRODUCTION 1.1 Background of Problems ... 1

1.2 Identification of the problems... 3

1.3 Limitation of the Problems ... 4

1.4 Scope of the Research... 4

1.5 Formulation of Research Questions ... 5

1.6 Objectives of the Research ... 5

1.7 Uses of the Research... 6

1.8 Definition of Terms ... 6

II. FRAME OF THEORY 2.1 Review of Previous Researches ... 9

2.2 Concept of Listening ... 10

2.3 Teaching Listening... 13

2.4 Dialogue Video ... 15

2.5 Animation Movie ... 17

2.6 Teaching Listening through Dialogue Video ... 19

2.7 Procedure of Teaching Listening through Dialogue Video ... 23

2.8 Concept of Teaching Listening through Animation Movie ... 24

2.9 Procedure of Teaching Listening through Animation Movie ... 26

2.10 Theoritical Assumption ... 27

2.11 Hypothesis ... 28

III. RESEARCH METHODS 3.1 Research Design ... 29

3.2 Variables ... 30

3.3 Population and Sample ... 31

3.4 Data Collecting Technique ... 31

3.5 Research Procedure ... 32

3.6 Scoring System ... 38

3.7 Data Analysis... 38

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3.9 Hypothesis Test ... 40

IV. RESULT AND DISCUSSION 4.1 Result of the Research ... 42

4.1.1 Result of Try Out Test ... 42

4.1.2 Result of Pre Test... 44

4.1.3 Result of Post Test ... 46

4.1.4 The Increase of Students’ listening Achievement... 49

4.1.5 The Problems Faced by the Students during Listeniing Activity ... 53

4.1.6 Hypothesis Testing... 54

4.2 Discussion ... 55

4.2.1 The Finding of the Two Media ... 55

4.2.2 The Effectiveness of the Two Media ... 56

4.2.3 The Students’ Problems during Listening Activity... 58

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 60

5.2 Suggestions ... 61

REFERENCES... 64

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Page

1. Distribution of Students Score of Pre Test in Experimental Class One... 44

2. Distribution of Students Score of Pre Test in Experimental Class Two ... 45

3. Distribution of Students Score of Post Test in Experimental Class One ... 47

4. Distribution of Students Score of Post Test in Experimental Class Two ... 48

5. The Increase from the Pre Test to Post Test in the Experimental Class One ... 50

6. The Increase from the Pre Test to Post Test in the Experimental Class Two... 51

7. Comparison of Increase of Students’ Listening Achievement in Both Classes... 51

8. The Problems Specification of the Interview Result ... 53

9. Analysis of the Hypothesis ... 55

10. Comparison of the use of Animation Movie and Dialogue Video... 57 11. T Table

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LIST OF APPENDICES

Page

1. Research Schedule... 68

2. Try out Script Test... 69

3. Try out Test ... 75

4. Key Answer of Try out Test ... 79

5. Pre Test Script ... 80

6. Pre Test ... 85

7. Key Answer of Pre Test... 90

8. Post Test Script... 91

9. Post Test ... 95

10. Key Answer of Post Test ... 99

11. Upper Group of Try out Test... 100

12. Lower Grup of Try out Test ... 101

13. Reliability Analysis of Try out Test ... 102

14. Level of Difficulty and Discrimination Power of Try-out Test... 103

15. Result of Experimental Class One... 104

16. Result of Experimental Class Two ... 105

17. The Reliability Computation of the Instrument... 106

18. Data of the Whole Test... 107

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I. INTRODUCTION

This chapter described the following points: background of problems, identification of the problems, and limitation of the problems. This chapter also described the formulation of research questions, objectives of the research, uses of the research, and definition of terms.

1.1 Background of Problems

Learning English cannot be separated from learning the four main of language skills, such as listening, speaking, reading, and writing. Thus, the four skills of languages are integrated in which the students have learned from elementary level, up to senior high school level.

Listening can be considered as the first step in learning a language. Moreover, listening, as one of language skills, is the most important and fundamental of the four skills in language learning because listening gave the students information from which to complete the learners’ knowledge in using English.

In accordance with the researcher’sexperience in pre-observation in SMA Negeri 12 Bandar Lampung, it was found that students had difficulties in listening skill. Some students were not interested to follow listening activity; even some of them

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were sleeping or chatting while listening. They did not understand what they listenend about, since they did not know what the speaker said. Thus it is not surprising if the listening skill in English is one of the most difficult skills to master because to understand something, people have to listen first. Listening skill in this research involves identifying main idea, finding information, pronunciation, intonation, and sound to comprehend listening achievement.

In order to obtain more data, the researcher interviewed the teacher as well as the students. The results of the interview showed that teachers did not use media like language laboratory, audio visual or visual media to stimulate students’ listening skill. Many students could not understand what they had heard in listening class because they had insufficient ability in identifying the main idea and finding specific information of what they had heard. It was found that the students got difficulties to participate in the process of English teaching learning activity.

Insufficient listening ability can be caused by many factors. For example, the differences between English and students’ mother tongue. It was difficult to understand the target language especially for most Indonesians, English tended to be very difficult because it has the difference of grammatical rules between the Indonesian language. Differences in phonology also caused difficulties in listening and discriminating sounds in the target language.

For overcoming the situation, the researcher used an aid in increasing students’ listening achievement by using Dialogue Video. Dialogue Video was assumed to be able to develop students’ listening skill because this media contained real picture and native speakers’ conversation and it was expected to be effective to

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the students to achieve listening skill. The purpose of this research was to develop listening skill of the eleventh grade students of SMA Negeri 12 Bandar Lampung with totaling 30 students.

Beside that, as the comparison the researcher applied the other media, listening through Animation Movie. The aim was to see the difference of the students’ listening skill achievement taught through these two media. For this, the researcher solved the problem by having a comparative study between students’ listening skill achievements who were taught through Dialogue Video and through Animation movie at SMA Negeri 12 Bandar Lampung students.

Researcher used animation movie to see the development of listening because animation movie contained an interesting pictures, character appereances, and more interesting story that can stimulated curiosity of students to give more attention to watch and listen to that movie.

1.2 Identification of the Problems

1. Teachers had difficulty in using their media to develop students’ listening skill in foreign language.

2. Teachers did not use media to teach listening. 3. Students had low motivation in learning language.

4. Students had insufficient ability to listen especially to identify the main idea and find specific information of what they had heard.

5. Students had difficulty to identify word per word from what they had heard. 6. Students had low achievement in listening, especially in content words. 7. Students had difficulty in translating English into Indonesian.

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1.3 Limitation of the Problems

Based on the identification of the problems above, researcher limited the problem on the media that was used by teacher. The researcher was interested in investigating whether there was any difference of listening achievement of students if they were taught by interesting media. Dialogue Video and Animation Movie were the two media that were used to teach listening to investigate whether these media canbe used to increase students’ listening achievement or vice versa.

The researcher also identified which one was more effective to teach English listening by using Dialogue Video or Animation Movie.

1.4 Scope of The Research

This research used a quantitative research design which was conducted by administrating the pre-test and post-test to analyze the achievement of the students on listening comprehension. This research was also conducted to find out the problems of the students to face learning macro skills of listening comprehension.

The materials were given in several kinds of dialogues based on KTSP curriculum of senior high school, which were considered suitable for finding the specific information and identifying the main idea. For example, the dialogues were conducted in the topic of expressing an attention, dialogue for greetings, and making an arrangement.

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The data were collected from the students in the eleventh grade students of SMA Negeri 12 Bandar Lampung as the subject of the research. The reason for choosing senior high school students as the subject of this research was due to their problem in getting information from spoken language. Moreover, since they were in the advancing period in learning English, their listening comprehension should be more concerned.

1.5 Formulation of Research Questions

In relation to the limitation of the problem above, the researcher formulated the problem as follow:

1. Isthere any difference of students’ listening achievement between those who are taught through Dialogue Video and through Animation Movie at SMAN 12 Bandar Lampung?

2. Which one of the two teaching media is more effective used for teaching listening?

3. What problem faced by the students to increase their listrening achievement?

1.6 Objectives of the Research

Referring to the formulation of the research questions above, the researcher would like to formulate the problem as follow:

1. To find out whether there is a difference of students’ listening achievement between those two are taught through Dialogue Video and through animation Movie.

2. To find out which one from the two teaching media is more effective used for teaching listening.

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3. To find out the problem faced by the students to increase their listrening achievement.

1.7 Uses of the Research

The uses of the research are as follow:

1. Theoretically, the findings of the research were expected to support the theory on teaching media for listening in English learning.

2. Practically, the results of this research are expected to be beneficial:

a. As contribution to further educational research development. In terms of listening achievement using dialogue video and animation movie.

b. As information to English teacher which one of the two media that is more effective in teaching listening.

1.8 Definition of Terms

Definitions of terms are intended to avoid misunderstanding about the terms in the research. The definitions of term are:

1. Listening Comprehension

Listening comprehension is the ability to grasp general idea and comprehended information from a spoken passage we heard.

2. Listening

Listening is an active process to understand the spoken idea where the listener played very active part in constructing the overall message that

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eventually exchanged between listener and speaker (Lukong in Karlina, 2010:8).

3. Digital Video

Digital Video is an electronic medium for the recording, copying and broadcasting of moving visual images. The production or use of such works, or the equipment used to create and present such works. Slide-tape presentations, films, and television programs are examples of audiovisual presentations. In this term, dialogue video is some conversation between two or more people who are talking about some topics.

4. Animation Movie

Russel (2005) states that animation is the rapid display of a sequence of images to create an illusion of movement. The most common method of presenting animation is as a motion picture or video program. This type of presentation is usually accomplished with a camera and projector or a computer viewing screen which could rapidly cycle through images in a sequence. An animation movie had provide some thing various for audience, in this case for learning media, animation movies are ideal. Moreover, animation video clip had drawn a curiosity. It can be stated that animation movies maintain the possible to give a stimulation to bring out curiosity.

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Technically, animation movies are simply the displaying of photos rapidly to be a motion pictures. Early motion pictures are recorded on film similar to photographic film.

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II. FRAME OF THEORY

This chapter deal with two major points: review of previous research and secondary, review of related literature, as elaborated in the following section.

2.1 Review of Previous Researchs

Putra (2012) who investigated the significant improvement of the students’ listening comprehension through drill technique, found out that there was significant improvement of the students’ listening comprehension through drill technique. It was proved by the increase of the students’ mean score in the post-test which was higher than in the pre-post-test.

Moreover, Dewi (2011) has investigated the use of cartoon video in increasing students’ English verb achievement. She found that the students’ activities improved as video stimulated and attracted more the students in learning English.

Based on the previous research above, the following had been found that the techniques such as Drill Techique, TPR, ALM, and cartoon movie could be used toimprove students’ activities in learning English.

However, there was, at least, one issue which had not been resolved, that was whether Dialogue Video and Animation Movie could be used to increase

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students’ listening activities. Therefore, this research was carried out overcome that issue.

2.2 Concept of Listening

Listening is one of the fundamental language skills (Saricoban, 1999:1). Listening is the instrument through the children, young people and adults, in this case the students, to increase their knowledge and education, their information, and their understanding of the words

Subyakto (1986) states that concept of listening English is to demand students to be able to follow what the speaker have said, dialogues in English that is spoken by native speakers and able to understand the contents that are revealed. According to According to Buber (1998), the statements below explain the reason why listening is important in:

1. Understanding the difference between dialogue and monologue 2. Hearing what people mean, not just focusing on the words they use 3. Responding to a speaker’s feelings

4. affecting the nature of a relationship

5. Accepting that people take in and process information differently

Based on the statements above, it can be stated that listening is one of the most important skill which must be acquired by the learner who is learning any languages. Even, there is nothing can be spoken before someone hears. In other words, listening is the ability to listen or pay attention to the information. For the importance of listening, the proportion of skills must be emphasized on listening because a listener must listen something before he/she speaks.

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According to Hughes (1989:134), there are two skills involved in the listening, such as macro skills and micro skills.

1. Macro Skills

In macro skills, someone should understand what someone else says, a listener has to involve listening for specific information, obtaining the point of what is being heard or the listener should identifying the main idea, following instructions or directions, etc. The explanation of each term was elaborated below:

1) Listening for Specific Information

Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect.

2) Identifying the Main Idea

Identifying the main idea of the text is one of the most important specific achievement skills. According to Hancock (1987:54), the main idea is the point of the text on paragraph. In listening, identifying the main idea is about the speaker who is trying to get the point of idea to the listener. In other words, that is what the speaker wants listener to know about. Therefore, the main idea is the important idea that the speaker develops throughout the text. .

2. Micro Skills

In micro skills, the listener has to interpret intonation pattern (e.g. recognize stress and rhythm), recognize the sentence pattern (interrogative as request,

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imperative, detect the part of sentence, e.g.: subject, verb, object, and preposition), recognizing function of structures, and abilities to be able to distinguish between phonemes.

Traditionally, the students are required to concentrate on comprehension listening to understand the whole information they hear in general, like in the aspect of macro skills, such as identifying the main idea and identifying the specific information.

According to James (2006:1), listening comprehension is divided into two levels, that is:

1) Lower levels of listening comprehension: This level included understanding only the facts explicitly stated in a spoken passage.

2) Advanced levels of listening comprehension: This level included implicit understanding and drawing inferences from spoken passages.

Thus, listening achievement refers to the ability to get general idea and to comprehend information from a spoken passage people hear. Since the material given in a form of conversation has familiar vocabularies, the material can create good condition that enable the students to understand the information they hear.

In this research, the researcher used macro skill to do his research whether there was a significant improvement to listening object which included finding the specific information and identifying the main idea.

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2.3 Teaching Listening

Suyanto (2007:54) states that listening is the most important skill that must be acquired by the learner and it always comes first before the other skills do. In short, if someone wants to speak, he/she actually should get the information what he/she wants to say and the information of the verbal communication.

In addition, he stated that the purposes of listening are:

1. To get a direction or command to do something.

2. To get an information or the answer of what the listeners’ need. 3. To get the message which is given orally.

Moreover, Suyanto (2007: 56) adds some of directions that can be used teachers to develop students’ listening skill.

1. The teacher has to control the materials that is given in the listening class.

2. The teacher has to give the material fluently.

3. Sharpen teacher’s skill to get more materials which is given to the students.

Moon (2000:14) states, in a foreign language situation, students depend on the school environment for input. So, teachers may be the only source of language, which make their role in students’ language learning very important. Besides that, according to Finocchiaro (1973:55), the teacher needs to follow the three essential steps in teaching listening and the students are expected to be able to produce native sounds. Those steps are to make the students able to:

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a. Hear the sound. The students hear the information from the speaker in verbal communication.

b. Identify the sound. The students make sense out of the information by using their background knowledge or their former experience. Moreover, if they consider it new, they keep it in their mind.

c. Produce the sounds. The students, after identifying the information, have to interpret the data and respond to the speaker as the reflection that they receive the information by using the means of language (speaking).

In relation to the statement above, in language learning, the learners must concentrate on listening achievement because listening achievement is experienced first.

Furthermore, the objective of teaching listening achievement is to help the students listen to the foreign language with such a feeling of confidence. So that they are able to ask questions, just like a competent native listener when they have failed to understand something (Sankoff, 1980:47). Good listener is not someone who understands correctly all of the time. Good listener is someone who constructs reasonable interpretation on the basis of an underspecified input and recognizes when more specific information is acquired. Active listener asks for the needed information. The goal is producing active listener.

Furthermore, listening achievement according to Spencer (2003) in Kusumarasdiyati (2004:3) is concerned with cognitive processes that interact actively in simultaneous manner. Nevertheless, cognitive aspect should be

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combined with affective aspect. In this sense, imagination can perform its function as an affective aspect which can facilitate the achievement in listening.

Concerning the statement above, it is assumed that in teaching learning activity, the learner must be an active listener. Therefore, to train the students to be an active listener, there should be many listening activities in the form of target language dialogue which was delivered by the teacher through speaker and LCD projector to practice their listening achievement.

2.4 Dialogue Video

Dialogue Video is the video that contains about two or more persons who are doing conversation. The picture of dialogue video is real and the dialogue of the video contains about daily life. Dialogue video aid concerns with both learner’s sight and hearing. Suleiman (1988:11) states that audio visual aids can be defined as a number of aids which are “audible” (related to audio sense) and “visible”

(related to visual sense). The aim of using Dialogue Video aids is to make the communication process be more active as well as increase students motivation in learning.

According to Levie in Arsyad (2006:12), visual and verbal stimulus cause better result of learning. Visual stimulus may give positive effects in learning dealing with memorization, recall and association. On the other hand, verbal stimulus may affect positvely on learning dealing with sequential memorization. Moreover, Pavio in Arsyad (2006:12) call this as “dual coding hypothesis”. Thus, it can be

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the students. They learn better if they use audio and visual sense simultaneously rather than when they use them separately.

The interaction occurred during the teaching learning process can be influenced by the environment, such as teacher, students, stakeholder, curriculum, teaching material, media, etc. In development of education and technology, a teacher is claimed to be able to use teaching aids or media provided by the institution. In other words, a teacher must potentially have enough knowledge and ability about teaching aids (Arsyad, 2006:4).

The implementation of media can facilitate the teaching learning process. If well implemented, media can contribute to the success of the process.

According to Kemp and Dayton in Arsyad (2006:25), the use of media in teaching learning process can give positive affects such as:

1) make a teaching learning process run systematically. 2) increasing students’ motivation in learning.

3) creating n interactive classroom.

4) facilitating students to understand teacher’s instruction.

5) reinforcing students’ understanding toward the context of the lesson.

Moreover, Arsyad says that teaching media are equipment used to deliver a lesson such as book, tape recorder, cassette, video camera, video recorder, film, slide, picture, graphic , television, computer, etc. Thus, media are component of learning sources that motivated students to learn.

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In this research, video was used as the media in teaching listening by the reason that video provides some benefits which could facilitate learning such as: the authenticity of the language, the provision of cultural context, the existence of visual support and enhancement of motivation.

2.5 Animation Movie

Johnston and Thomas (1981) stated that there are three major items that are important in making animation movie. The following principles below were the main principles of animation.

1. Squash and stretch

"squash and stretch" purposes of which is to give a sense of weight and flexibility to drawn objects. It can be applied to simple objects, like a bouncing ball.

In realistic animation, however, the most important aspect of this principle is the fact that an object's volume does not change when squashed or stretched. If the length of a ball is stretched vertically, its width (in three dimensions, also its depth) needs to contract correspondingly horizontally. The example of squash and stretch is in picture 2.1.

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http://www.animdesk.com/the-principles-of-animation-squash-and-stretch

In Picture 2.1, it showed that when the ball bounced, the shape of the ball change from complete shape into ouval shape and back to complete shape when the ball was not on the ground.

2. Slow in and slow out

This principle described about the movement of the picture, and most other objects. Slow in and slow out is requierd to looks the picture more realistic motion in animation movie. The example of slow in and slow out is in picture 2.2.

Picture 2.2

http://www.splinebomb.com/tag/slow-in-slow-out/

Picture 2.2 showed the pendulum moved normally and it changed slowly when slow in was used. It was necessary to give the picture more real.

3. Secondary action

Secondary actions to the main action gives a scene more life, and can help to support the main action. The important thing about secondary actions is that they emphasize, rather than take attention away from the main action. If the

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latter is the case, those actions are better left out. In the case of facial expressions, during a dramatic movement these often go unnoticed. In these cases it is better to include them at the beginning and the end of the movement, rather than during. The example of secondary action is in picture 2.3.

Picture 2.3

http://www.icodeguru.com/Flash/MacromediaFlash8Bible/BBL0093.html

When the character moved from the first movement to the second one, the picture changed constantly and the appereances of the character changed from the second movement back to the first one.

2.6 Teaching Listening through Dialogue Video

Based on Suliani (2004), dialogue video is two way communication that can be used as the teaching media. Teacher can use the dialogue video in teaching, organizing the discussion, arranging question-answer from one student to others, and the teacher can re-play the scene that is unclear to give more explaination.

According to Arsyad (2006) teaching is described as “training process” which aims to develop students’ ability to communicate. Teacher should be creative in

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order to create the classroom communication situations relevent to students’ daily life to motivate their learning and to encourage the participation in activities. Moreover, the teacher should also be creative in using technical innovation that can improve students’ motivation which leads to promote their achievement of learning. Learning a language involves the integration and manipulation of many skills, but mainly those regarding listening and speaking, which play an active and important part in the communication process. The increase emphasis on communicative teaching has lately made the listening and speaking skills a target of growing attention. They are no longer considered as passive skill, but a vital component that must be mastered in language teaching.

Karlina (2010:12) defines listening as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and creating meaning thrugh involvement, imagination and empathy (transformative orientation). Listening achievement was more than extracting meaning from incoming speech. It was a process of matching speech with what listeners already know about the topic. Therefore, when listeners know the context of a text of an utterance, the process was facilitated considerably because listeners could activate prior knowledge and make the appropriate inferences essential to comprehending the message.

Listening achievement could be developed by using some innovations of media in teaching learning process, such as video. As mentioned before, video had some

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advantages as a teaching listening tool. Video provided a combination of visual and audio stimuli that can promote the achievement.

According to Harmer (2007) there are five popular techniques deal with the use of video movie in teaching the language skills, they are:

1) Silent Viewing Technique

In silent viewing, teacher can turns off the volume control of video to make use of the visualization. Watching a video sequence without the soundtrack does mre than activating learners’ schema and prior experince in interpreting what they see. Without the ‘distraction’ of the spoken words, learners can focus on the essence of communication among people: body language, gestures, facial expression, and the setting. Learners are motivated to use english by visualizing this common need to communicate irrespective of the spoken language. In their second with the ‘on’ sound, they are better able to fit the language they hear into the context they have built in their silent viewing.

2) “Sound only” technique

Teacher can either adjust the brightness control to yield a completely darkened screen or use the audio of the video. Learners can listen to background noises and the accompanying dialogs to predict what is happening (what are the characters doing or where are they, etc). This is most effective when sound effect directly indicates particular locations or activities, e.g. the sound of approaching train and the ringing of a telephone.

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Learners can confirm their guesses by viewing the video straight after listening.

3) Freeze Framing technique

Freeze framing means stopping the pictures, using the freeze-framing, still or pause control. Freeze frame was useful of pronunciation and grammar practice. Stop the video when character had used an intonation pattern, grammatical structure, or idiom that the teacher wanted the students to practice. Rewind slightly so shat they can hear the utterance again, and repeat along with following the character voice.

4) Jigsaw Viewing technique

Jigsaw viewing aims to create a situation in which learners have to collaborate in working out what is actually happening on the video. Besides generating a lot interaction among learners, this can also help the appreciate the value of peer support in the learning process. Jigsaw viewing can be set up by making half of the class do silent viewing while the other half only listen to the soundtrack of the same segment in another room. Teacher can provide viewing and listening task sheets to help learners record information. When the class reunites, viewers and listeners then work in pairs to arrive at the original ‘story’ bysharing the information they have each got.

5) Normal Viewing technique

Normal viewing meant watching video with both sound and picture. It actually did seem to fit the label of the video technique. It qualifies, however, as a technique in an educational sense: the teacher is choosing to show the

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video in this fashion in order to give students the visual and audio information they need to complete.

2.7 Procedure of Teaching Listening through Dialogue Video

The researcher gave treatment to the students by teaching lstening comprehension through dialogue video. The researcher applied the teaching procedure as follows:

1) Pre activities

a. The researcher prepared model of dialogue video. b. The researcher greeted the students.

c. The researcher lead the students to the topic by asking some questions related to the topic presented, and then asked them to answer those questions together.

2) While activities

a. The researcher gave a scene of dialogue video. b. The researcher asked the students to listen carefully.

c. The researcher asked the students to identify the most important part of the video.

d. In listening through dialogue video, the teacher should prompt the students to tell about :

i. Identify main idea ii. Specific information e. The researcher gave the test.

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3) Post activities

a. The researcher asked the students to express their problem in comprehending the dialogue.

b. The researcher gave the students evaluation.

c. The researcher checked the students answer sheets and gave score.

2.8 Concept of Teaching Listening through Animation Movie

Animation Movie is an alternative media that can be used in listening activity. Before implementing Animation Movie in teaching learning process, people might know the three stages or steps that undergo during the lessons; previewing, while viewing, and post viewing. (Allan, 1984; Underwood, 1989) in Kusumaradiyati (2004:5). A description of each stage is elaborated below.

1) Previewing

It is a common practice in instruction on language decoding (including listening) that at this beginning stage the teacher spends a sufficient amount of time helping the learners build the appropriate schemata to facilitate comprehension. Some previewing activities were associated with developing learners’ achievement strategies and preparing students ‘to see the video’ by means of activating schemata of learners’ background knowledge. These activities might include:

1. Telling the students about the movie they were going to watch, e.g.: had you ever watched the movie before? Or did you like watching fairy tale movie, etc.

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2. Conducting a class discussion about the movie, e.g. the title, the setting the relevance vocabulary found in the movie etc.

3. Asking students to make and write the prediction about what happen in the video.

2) While viewing

In this stage, the video played more than once. The aims for watching the video at first and the next probably different. In the first viewing the video might be played with off sound and the students were asked to confirm the prediction. The second viewing was the step for providing the information and presenting or reinforcing language. Students had to make a note about the content of the video, this included the information they had either listened or seen.

While watching the video, teacher can assigned students to do such of the following activities:

1. Watching for relaxation without taking notes;

2. Identifying and taking notes the general topic of each items;

3. Watching the movie, taking notes, and answering 5 W 1 H questions related to the movie;

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3) Post viewing

Post viewing activity aim at encouraging and stimulating the use of newly acquired knowledge that came after the students watch the video. In this stage, the activity was focused on practicing the language and discussion about the content of the video, such as doing listening achievement task.

2.9 Procedure of Teaching Listening through Animation Movie

In doing research, the researcher gave treatment to the students by teaching listening comprehension through animation movie. The researcher applied the teaching procedures as follows:

1) Pre activities

a. The researcher prepared model of animation movie. b. The researcher greeted the students.

c. The researcher lead the students to the topic by asking some questions related to the topic presented, and then asked them to answer those questions together.

2) While activities

a. The researcher gave a scene of animation movie.

b. The researcher asked the students to listen and watch carefully.

c. The researcher asked the students to identify the most important part of the movie.

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d. In listening through animation movie, the teacher should prompt the students to tell about:

- Identify main idea. - Specific information. e. The researcher gave the test.

f. The researcher asked the students to answer it on their answer sheet. 3) Post activities

a. The researcher asked the students to express their problem in comprehending the movie.

b. The researcher gave the students evaluation.

c. The researcher checked the students answer sheets and gave score.

2.10 Theoritical Assumption

From the reviews of frame of theories above, both Dialogue Video and Animation Movie were media that can be used in teaching listening. However the researcher assumes that teaching listening through Animation Movie is better than teaching through Dialogue Video, because animation movie gives better picture that stimulated the feeling of interest of the students to develop skill of listening. By using Animation Movie, hopefully the students can give more attention because Animation Movie gives more impact based on picture, motion, sound, and the way of story. Meanwhile dialogue video just give some real pictures, sounds and content of story.

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2.11 Hypothesis

Based on the frame of theory and theoritical assumption above, the researcher formulated the hypothesis as follows:

1. There was a significant difference of listening achievement of the eleventh grade students who are taught through Animation Movie and those taught through Dialogue Video at SMA N 12 Bandar Lampung. 2. The media of Animation Movie was better than Dialogue Video media in

teaching and helping the students increase their listening achievement of the eleventh grade at SMA N 12 Bandar Lampung.

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III. RESEARCH METHODS

This chapter discussed the design of this research and how to collect the data from samples. The researcher presented the data collecting technique and the procedures of this research. The researcher also gave the scoring system and how the data were analyzed.

3.1. Research Design

The researcher conducted comparative study with control group pretest posttest design in this research that belongs to the true experimental design. The researcher used the design because the researcher wanted to compare both of two Media (animation movie and dialogue video) which one of them was more effective in increasing students’ listening achievement.

Since the researcher used through experimental design, there were two classes – that was experimental one and experimental two classes. The researcher gave three treatments to each class. The students of the experimental class were taught about asking for information, give an opinion, give the direction, and certainty through animation movie. On the other hand, the students of experimental class two were taught through dialogue video about finding the conclusion of those animation movie. Both classes received the same pretest posttest. Pretest was administered to determine the students’ basic ability within both groups in order

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to ensure that their ability was equal before treatments. Then, after giving the treatments, the researcher managed posttest to both groups.

According to Hatch and Farhady (1982:22), the researcher design was presented as follows:

G1 : T1 X1 T2

G2 : T1 X2 T2

Symbol Meaning

G1 = the experimental class one

G2 = the experimental class two

T1 = the pretest

T2 = the posttest

X1 = treatment by the researcher (Teaching listening through animation movie)

X2 = treatment by the researcher (Teaching listening through dialogue video)

3.2. Variables

In this research, there were three variables that were studied:

1.The first independent variable was animation movie (X1) 2.The second independent variable was dialogue video (X2) 3.The dependent variable was listening achievement (Y)

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3.3. Population and Sample

The population of the research was the eleventh grade students of SMAN 12 Bandar Lampung. There were 21 classes in this school and each year had 7 classes. The total number of the population was 714 students, consisting of 397 female students and 344 male students. In this research, the researcher chose the eleventh grade students in the second semester of academic year 2013/2014 that were investigated. There were seven classes of the eleventh grade students, they were XI IPA 1, XI IPA 2, XI IPA 3, XI IPA 4, XI IPS 1, XI IPS 2, XI IPS 3 and each class consisted of 30 students. Their ages range around 16-17 years old.

Based on the population above, two classes were taken as the sample of this research, one as experimental class one, the class that was given the treatment by the researcher (teaching listening through animation movie), and second as experimental class two that was given the treatment by the researcher (teaching listening through dialogue video). Two classes were taken purposively to compare the listening achievement of two primary classes in second grade of SMAN 12 Bandar Lampung.

3.4 Data Collecting Techniques

The following steps were taken in collecting the data:

1. Tests

The test was divided into two parts: pre-test and post test. The researcher managed the pretest before giving the treatment in order to know the

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students’ basic listening achievement. There were 25 test items of multiple choices with five options of each item. One of the options was the correct answer and the rests were as distracters. The total score was 100 points, so if the students answer the whole questions correctly they got 100 point.

After conducting the treatments to each group, the researcher gave the posttest to both groups. The text type of the posttest was also about the listening achievement text. The items of the posttest were the same as the pretest that the items were analyzed. This test was given to know the students’ listening achievementafter they received the treatment.

2. Interview

Interview was utilized in order to find out students’ problem during listening activity carried out through animation movie and dialogue video. The interview was done after the researcher conducted post test. 15 students which were the representative from both experimental classes were selected as the sample. There were three primary questions regarding the problem faced by students during listening practice. For each student, the interview took approximately 10 minutes.

3.5 Research Procedures

1. Determining the Population and Sample

The population of this research was the eleventh grade students of SMAN 12 Bandar Lampung. The samples of this research were two classes of whole.

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2. Selecting and Determining the Materials

This research used the materials based on School Based Curriculum 2006 (KTSP) for the eleventh grade students.

3. Conducting Try Out

Before the test was given, firstly the researcher tried out the instrument. The test was given to other class that had the same ability to the experimental class. It was aimed to determine the quality of the test. The try out was administered for 35 items in 2 x 45 minutes. There were 35 items of multiple choices with five options and one of them was as the correct answer. The total score was 100 point, so if the students answered the whole questions correctly they got 100 point.

There are several aspects that were measured in order to ensure the credibility of the data. Those aspects concerned the validity, reliability, level of difficulty and discrimination power of the test.

a. Validity of Test

The validity of the test was considered in this research. The researcher took content validity for this research. It was considered that the test should be valid and in line with listening theory and material.

There were four basic types of validity: content validity, criterion-related validity, face validity, and construct validity, (Hatch and Farhady, 1982:251). To determine the validity of the test, the researcher emphasized only on content validity.

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Content validity was the extent to which a test measured a representative sample of the subject matter content. The focus of content validity was on ability of the sample and not simply on the appearance of the text. To assure the researcher of content validity of a test, the content of whatever the test measured must be carefully defined.

b. Reliability of the Test

Reliability referred to extend to which the test was consistent in its score and gave us an indication of how accurate the test score were. (Hatch and Farhady, 1982:244). The test should not be elastic in their measurement, if a student took a test at the beginning of the course and again at the end, any improvement in his score should be the result of the differences in his skill and not inaccuracies in the test. Reliability also meant the consistency with which a test measured the same thing all the time.

To measure coefficient of the reliability the first and second half group, the researcher used the following formula:



_



_





2 2

Y X

XY rl

Notes:

rl : The coefficient of reliability between first half and second half group X : The total numbers of first half group

Y : total numbers of second half group X2 : The square of X

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Y2 : The square of Y

(Lado in Hughes, 1991:3)

Based on the computation of the instrument analysis, the coefficient of reliability of the test was 0,93. it meant that the instrument of the research was highly reliable.

c. Level of difficulty

Level of difficulty was generally expressed as the fraction (or percentage) of the students who answered the item correctly.

To see the level of difficulty, the researcher used the following formula:

N L U D  

Where:

LD : level of difficulty

U + L : the number of the students who answer correctly N : the total number of the students

The criteria were

< 0.30 = difficult 0.30–0.70 = average > 0.70 = easy (Shohamy, 1985: 79)

d. Discrimination Power

A good test item should be able to differ between the good students and the poor students. To see the discrimination power, the researcher used the following formula:

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n L U DP  

Where:

D : Discrimination Power U : Upper half

L : Lower half

n : The total number of the students (Shohamy, 1985: 81)

The criteria are:

0,00–0,19 : poor 0,20–0,39 : satisfactory 0,40–0,69 : good 0,70–1,00 : excellent Notes:

1. If the value was positive, it had discrimination because a large number or more knowledgeable students than poor students got the item correct. If the value was zero, it meant no discrimination.

2. If the value was negative, it had negative discrimination because more low-level students than high level students got the item correct. In general, the higher discrimination index, the better, in the classroom situation most items should be higher than 0.20 indexes (Shohamy, 1985: 82).

4. Administering the pretest

This test had aim to know the students’ basic listening achievement ability before they were given the treatments. It consisted of 25 items of multiple

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choices and was conducted within 45 minutes. At least, if a student could answer all items correctly, s/he would get 100 points.

5. Conducting treatments

The researcher taught the students listening achievement used Dialogue video for the experimental class and Animation movie for the control class. The researcher gave three times of treatments in three meetings, which took 2 x 45 minutes in every meeting. The videos were taken from Youtube.

6. Administering the posttest

The researcher conducted the posttest to measure the students’ ability in listening achievement after giving treatment. It consisted 25 items of multiple choices which took 45 minutes.

7. Conducting interview

Interview was the done after the researcher conducted the post test. It was administered during the class break. It took approximately 5 to 10 minutes for each student.

8. Analyzing the data (pretest and posttest)

In this step, the pretest and posttest results in experimental one and two were analyzed by using independent group t-test to compare the data of the two means scores (Hatch and Farhady. 1982: 108). In addition, the process of analysing the interview data was done through transcription, codification and classification.

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3.6 Scoring System

In scoring the result of students’ work, the researcher used Arikunto’s formula (1997: 212). The researcher calculatedthe student’s score of the pre-test and post-test by using this formula:

1    n W R S Where :

S : The score of the test R : The rights answer W : The wrong answer n : Number of option

3.7 Data Analysis

The researcher computed the students’ score in order to find out the students’ achievement text through Dialogue video and Animation movie using the following steps:

1. Scoring the pre-test and post-test.

2. Tabulating the results of the test and calculating the score of the pre-test and post-test.

3. Drawing conclusion from the tabulated results of the pre-test and post-test administered, that was by statistically analyzing the data using statistical computerization i.e. Independent Groups T-Test of Statistical Package for Social Science (SPSS) version 15.0 for windows to test whether the increase of students’ gain was significant or not, in which

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the significance was determined by p < 0.05. It was used as the data come from the two samples (Hatch and Farhady, 1982:111).

3.8 Treatment of the data

In order to determine whether the data were good or not, the data should met the criteria:

1. Normality test

This test was used to measure whether the data in two classes were normally distributed or not. The data was tested by One-sample Kolmogorov-Smirnov Formula (SPSS 15).

The criteria of normal distribution were:

The hypothesis was accepted if the result of the normality test was higher than 0.05 (sign > α). In this case, the researcher used level of significance of 0.05

2. Homogeneity test

This test was used to know whether the data of the posttest from the experimental class 1 and from the experimental class 2 were homogeneous or not. The data were tested by Independent Sample Test (SPSS 15). The criteria for the homogeneity of pre test were:

H1: There was no significant difference in the level of ability (equal)

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The result of homogenity test demonstrated that the experimental one and two were somewhat unequal (See Appendix 18). However, since the research only focused on the gain from pre-test to post test in order to find out which media is more effective, the result of homogenity test was not considered.

3.9 Hypothesis Test

After collecting the data, the researcher recorded and analyzed the data in order to find out whether there was an increasing in students’ ability in listening achievement or not after the treatment. The researcher used Independent Group T-test to know the level of significance of the treatment effect.

The formulation was:

Xe Xc

c e obs S X X t    With:





2 2 2 1                    n S n S

S e c

Xe c

X

: Mean from the difference pre-test and post-test of experimental class and control class

X

: Mean from the difference pre-test and post-test of experimental class and control class

S XeXc : Standard error of differences between means

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(Hatch and Farhady, 1982:111)

The criteria were:

If the t-ratio is higher than t-table H1was accepted

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V. CONCLUSIONS AND SUGGESTIONS

In this chapter, it provides conclusions and suggestions from the reseearch that had been done.

5.1 Conclusions

In line with the results of the data analysis and discussions, the researcher draws the following conclusions:

1. There was no significant difference of students’ listening achievement between those who were taught through animation movie and those taught through dialogue video. This was identified from the two-tailed level of significance 0.055 which was lower than α (p<0.05). Moreover, there was

a different increase of students’ listening achievement between those who

were taught through Animation Movie and those taught through Dialogue Video. This wasidentified from the increase of the students’ achievement

in experimental class one, i.e., the mean score of pre test was 62.8 and their mean score of posttest is 67.46 with an increase 4.67 points. While in experimental class two, the mean score of the pretest was 54.93 and the posttest is 57.6 with the increase was only 2.67 points. It could be concluded that the use of animation movie was better than dialogue video.

2. Animation Movie was more effective than dialogue video to help students improve their listening achievement. The use of animation movie could

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elevate the motivation of the students. It could be seen from their enthusiasm and their participation in listening through it. On the other hand, dialogue movie could also challenge them but not as effective as animation movie.

3. This research found that generally the problems during listening activity may be related to four categories: (1). Poor condition of listening activity, (2). Students’ lack of vocabulary, (3). Speaker’s rate of delivery, (4). Poor quality of the media.

5.2 Suggestions

Referring to the conclusions above, some suggestions was listed as follows:

1. Suggestions to the teacher

a. Although the increase of students’ listening achievement was not significant, English teachers were recommended to apply animation movie as one of the media in teaching listening because it could help the students in finding specific information through spoken language. For example, the teacher could guide the students in improving students’ ability in achieving the specific information by giving each piece of conversation in the form of animation movie separately. This could be more effective to students to get the points than they had to pay attention to the whole conversation in one time.

b. The teachers could find many useful animation movies on internet. However, In this case, animation movies sometimes presented difficult

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vocabulary and unfamiliar grammatical sentence. Therefore, teachers should be careful in selecting the material which was suitable for the students’ capability.

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2. Suggestions to further researchers

a. The researcher had applied animation movie and dialogue video to increase the students’listening achievement which was concentrated to macro skill of listening. Further researchers should apply these media to increase students’ listening achievement which is concentrated to micro skill.

b. Since the researcher just conducted the study at the second year of Senior High School. Further research can be conducted to get more evidence of the effectiveness of animation movie and dialogue video on different level of student at senior high school in order to investigate whether there is any significant difference of the students’ increase in listening achievement.

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