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.
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.
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
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
G
1
= the experimental class one
G
2
= the experimental class two T
1
= the pretest T
2
= the posttest X
1
= treatment by the researcher Teaching listening through animation movie X
2
= 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 X
1
2.The second independent variable was dialogue video X
2
3.The dependent variable was listening achievement Y
