INSTRUCTIONAL LISTENING MATERIALS FOR THE EIGHTH GRADE STUDENTS OF SMP N 3 SLEMAN USING ANIMATED MOVIES A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

INSTRUCTIONAL LISTENING MATERIALS FOR

THE EIGHTH GRADE STUDENTS OF SMP N 3 SLEMAN USING

ANIMATED MOVIES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Rosa Galuh Kristanti

  Student Number: 071214016

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

INSTRUCTIONAL LISTENING MATERIALS FOR

THE EIGHTH GRADE STUDENTS OF SMP N 3 SLEMAN USING

ANIMATED MOVIES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Rosa Galuh Kristanti

  Student Number: 071214016

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  hat is the right road? W

  Where do I have to go? I'll be flustered and worried a lot.

  But I'm not afraid. Life is unpredictable but it gives a gift, too. In the future, which gifts will I receive in my life?

  I'm very curious and I’m expecting it.

• Hwang Ji An-

  This thesis is dedicated to : My beloved parents, Robertus Rudi Atana and Rini Trimurti Margaretha…. And my sister, Martha Erika Diana…

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  

ABSTRACT

  Kristanti, Rosa Galuh. 2012. Instructional Listening Materials for the Eighth

  

grade Students of SMP N 3 Sleman Using Animated Movies. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  As one of the basic language skills, listening plays a big role in developing students’ communication skill. In order to aid the students in developing their listening competence, English teacher should provide various materials that can be models and references for the students. This study concerned with developing instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movies to offer variation of listening lesson in the school. The visual aid in animated movies is a significant factor that can assist the students in understanding context and message contained in the materials.

  As the guidance of the research process, this study raised two research problems. The first problem concerned how the set of instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movie are designed. The second problem was what the designed materials look like.

  In order to answer the first problem, the writer chose to employ the combination of both Borg and Gall’s (2007) R&D plan and Kemp’s (1977) Instructional Design Models. The writer employed five steps of R&D plan, namely: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product. (4) Preliminary Field Testing, and (5) Final Product Revision. Then, the researcher combined those steps with Kemp’s Instructional design model.

  In order to answer the second research problem, the researcher designed the listening materials by modifying Task-Based Language Learning and adjusting the method with the animated movies that were functioned as the main materials. Based on some considerations, there were three animated movies that were selected for the materials, they were: Legend of the Boneknapper Dragon,

Kungfu Panda 2, and Bee Movie. The materials were developed into four units.

Each unit consisted of four sections, they were Teaser, Movie Time, and

  

And…Action!, and Time for Reflection. The writer developed the materials into

Student’s Book and Teacher’s Book.

  According to the result of the evaluation by several experts on education field, the designed materials were good and acceptable for students in the eighth grade. The evaluation result also showed that the materials were quite fun and interesting. Therefore, the design could be applied as listening materials for the eighth grade students at SMP N 3 Sleman. Keywords: Listening, Animated Movies, Eighth grade students, SMP N 3 Sleman

  

ABSTRAK

  Kristanti, Rosa Galuh. 2012. Instructional Listening Materials for the Eighth

  

grade Students of SMP N 3 Sleman Using Animated Movies. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  Sebagai salah satu keterampilan dasar berbahasa, kemampuan listening memainkan peran besar dalam pengembangan kemampuan komunikasi siswa. Dalam rangka membantu mengembangkan kompetensi listening, guru bahasa Inggris semestinya menyediakan berbagai variasi materi yang dapat menjadi model dan referensi bagi siswa. Penelitian ini berkaitan dengan pengembangan bahan ajar listening untuk siswa kelas delapan di SMP N 3 Sleman dengan menggunakan film animasi untuk menawarkan variasi materi. Bantuan visual dalam film animasi merupakan faktor penting yang dapat membantu siswa memahami konteks dan pesan yang terkandung dalam materi yang diajarkan.

  Sebagai pedoman proses penelitian, terdapat dua rumusan masalah. Masalah pertama adalah mengenai bagaimana materi instruksional listening untuk siswa kelas delapan di SMP N 3 Sleman dengan menggunakan film animasi disusun. Pertanyaan kedua adalah mengenai seperti apa hasil penyusunan materi tersebut.

  Guna menjawab rumusan masalah yang pertama, peneliti memilih untuk mengkombinasikan antara metode R&D (Research and Development) milik Borg dan Gall (2007) serta model instruksi pembelajaran dari Kemp (1977). Peneliti mengadakan penyesuaian dan menerapkan lima langkah dari model R&D, yaitu: (1) Penelitian dan Pengumpulan Data, (2) Perencanaan, (3) Penvusunan Materi Awal, (4) Pengujian Awal di Lapangan, dan 5) Revisi Materi. Kemudian, peneliti mengkombinasikan langkah tersebut dengan model instruksional design milik Kemp.

  Untuk menjawab rumusan masalah yang kedua, peneliti mendesain materi

  

listening dengan memodifikasi Task Based Language Learning (TBLL) dan

  menyesuaikan metode tersebut dengan film animasi yang difungsikan sebagai bahan utama. Berdasarkan berbagai pertimbangan, dipilihlah tiga film animasi yang akan digunakan, yaitu Legend of the Boneknapper Dragon, Kungfu Panda 2, dan Bee Movie. Materi yang dikembangkan terdiri dari empat unit. Tiap unit mengandung empat bagian, yaitu Teaser, Movie Time, And.. Action!, and Time

  

for Reflection. Peneliti mengembangkan materi tersebut menjadi Buku Siswa dan

Buku Guru.

  Berdasarkan hasil dari evaluasi oleh para ahli dalam bidang pendidikan, materi listening tersebut baik dan dapat diterima untuk siswa kelas delapan di. Hasil evaluasi juga menunjukkan bahwa materi listening tersebut cukup menyenangkan dan menarik. Dengan demikian, desain listening tersebut dapat digunakan sebagai bahan ajar listening bagi siswa kelas delapan di SMP N 3 Sleman.

  

Kata Kunci : Listening, Animated Movies, Eighth grade students, SMP N 3

  

ACKNOWLEDGMENTS

During the process of writing this thesis, I have been through quite a lot.

  Therefore, I wish to thank some people whose support and love has taken me to finish this study. First and foremost, I would like to thank my saviour Jesus Christ and Mary Mother, whose hands never let me go, for being my source of strength, bestowing upon me lovely people and love, and bringing miracles into being.

  I owe my deepest gratitude to my supervisor, Ibu Caecilia Tutyandari, S. Pd., M. Pd. for giving the abundance of trust to me that I could finally accomplish this study. Her encouragement, trust, advice, and patience had always been supporting me from the beginning to the end of this study. I am also heartily thankful to Bapak Drs. Barli Bram, M.Ed., Ph.D., Mas Jody, Mbak Vero, and Arum for their willingness to give suggestions and feedbacks on my thesis in the midst of their busy activities.

  I also want to express my gratitude to Bapak Drs. Y. B. Gunawan, M.A. and Ibu Adesti Kumalasari, S. Pd., M.A. for willing to be the evaluators of the designed materials. Their feedbacks, comments and suggestions were very useful for the progress of the study. I am also thankful Mbak Danik for support and encouragement that enabled me to finish this study. I also thank to Mbak Tari for her smile, patience, and help.

  This thesis wouldn’t be accomplished without the participation of SMP N

  3 Sleman, the school in which the research had been taken place. Therefore, I headmaster of SMP N 3 Sleman, who was willing to give me an opportunity to begin my research and the current headmaster, Bapak Yohanes Sukamto, S.Pd. who had given me permission to continue my research in the school.

  Bapak Agustinus Sudarisman, S. Pd., the English teacher of SMP N 3

  Sleman deserves special thanks for his willingness to help me doing my research by giving his time, guidance, encouragement, advice, and facilities during my study. I also thank to the eighth grade students of SMP N 3 Sleman of Academic Year 2011/2012 for their cooperation, spirit, and help.

  I dedicate this thesis to my beloved parents, Bapak Robertus Rudi Atana and Ibu Rini Trimurti Margaretha, for their unflagging love, endless encouragement, prayers, understanding, affection, and patience. They have given me the opportunity of an education from the best institutions and both financial and immaterial supports throughout my life. I also would also like to thank my sister, Martha Erika Diana for her support and motivation.

  I am so grateful that I have a lot of great people around me especially during the hardship. These special persons have been giving wonderful memories, hopes, supports, and encouragements. Therefore, I would also like to express my gratitude to my best friends, Nandini Wijna Dharmesti, Nur Febrian Jiwandahari, Ariesty Nevriany, Francisca Imas Soraya for the friendship, affection, and memories during my study in PBI. I also thank to Nidya Pudyastiwi, Stefaninoy, Tarradeaw, Ernesa Novita, Bella Stasia, and Maria Wikandhita for being my stress healer. I won’t forget to thank to Ajeng, Tika, and Gloria. We had a lot of other. For all my friends in PBI class 2006, 2008, 2009, 2010, and especially class 2007, thanks for the memories that we had shared together. They will always stay in my heart and my mind. Keep fighting! Last but not least, I am so grateful to all the people who cannot be mentioned here, for their willingness to help and support me to finish this thesis.

  Rosa Galuh Kristanti

  TABLE OF CONTENTS

  Page TITLE PAGE ............................................................................................... i APPROVAL PAGE ..................................................................................... ii DEDICATION PAGE .................................................................................. iv STATEMENT OF WORK’S ORIGINALITY ............................................. v ABSTRACT ................................................................................................ vi

  

ABSTRAK .................................................................................................... vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................... viii

  ACKNOWLEDGMENTS............................................................................. ix TABLE OF CONTENTS ............................................................................. xii LIST OF TABLES........................................................................................ xiv LIST OF FIGURES ..................................................................................... xv LIST OF APPENDICES .............................................................................. xvi

  CHAPTER I. INTRODUCTION ............................................................... 1 A. Research Background ....................................................................... 6 B. Problem Identification ...................................................................... 7 C. Problem Limitation ........................................................................... 8 D. Problem Formulation......................................................................... 8 E. Research Objectives ......................................................................... 8 F. Research Benefits ............................................................................. 9

CHAPTER II. REVIEW OF RELATED LITERATURE ........................ 13

A. Theoretical Description .................................................................... 13

  1. Listening ....................................................................................... 13

  2. Kemp’s Instructional Design .......................................................... 19

  3. School-Based Curriculum............................................................... 21

  4. Material Development ................................................................... 22

  5. Task-Based Language Teaching .................................................... 24

  

CHAPTER III. RESEARCH METHODOLOGY ..................................... 34

A. Research Method ............................................................................. 34

  1. Research and Information Collecting ......................................... 35

  2. Planning ................................................................................... 36

  3. Developing Preliminary Form of Product................................... 36

  4. Preliminary Field Testing .......................................................... 37

  5. Main Product Revision .............................................................. 37

  B. Research Setting ............................................................................... 37

  C. Research Participants........................................................................ 38

  1. Participants of Research and Information Collecting................... 38

  2. Participants of Preliminary Field of Testing ................................ 39

  D. Research Instruments and Data Gathering Technique ....................... 40

  E. Data Gathering Technique ................................................................ 43

  F. Data Analysis Technique................................................................... 43

  G. Research Procedure .......................................................................... 47

  

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS................ 49

A. Steps of Designing the Materials ...................................................... 49

  1. Research and Information Collecting .......................................... 49

  2. Planning ..................................................................................... 60

  3. Developing Preliminary Form of Product.................................... 64

  4. Preliminary Field Testing .......................................................... 65

  5. Main Product Revision ............................................................... 68

  B. Presentation of the Designed Materials ............................................. 69

  

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS . ........... 72

A. Conclusions .................................................................................. 72 B. Recommendations......................................................................... 75

REFERENCES . ......................................................................................... 77

  LIST OF TABLES Table Page

Table 3.1 Points of Agreements for Evaluation Questionnaires .................... 45Table 3.2 The Evaluation Questionnaires (Blueprint) .................................... 45Table 3.3 Assessment of the Mode ............................................................... 46Table 3.4 The Description of the Research Participants (Blueprint) .............. 46Table 4.1 Result of the Students’ Questionnaires .......................................... 54Table 4.2 Standard Competences and Basic Competences............................. 60Table 4.3 Description of the Units in the Materials ....................................... 61Table 4.4 Learning Indicators........................................................................ 62Table 4.5 Description of the Participants ....................................................... 66Table 4.6 Points of Agreements .................................................................... 66Table 4.7 Result of the Evaluation Questionnaires ........................................ 66

  LIST OF FIGURES Figure Page

Figure 2.1 Diagram of Types of Oral Language ............................................ 14Figure 2.2 Kemp’s Instructional Design Model ............................................ 20Figure 3.1 The Researchers’ Instructional Model .......................................... 48

  

LIST OF APPENDICES

Appendix

  Page

  Appendix A: The Letters of Permission ....................................................... 80 Appendix B: Interview Checklist .................................................................. 83 Appendix C: Questionnaires for the Students ............................................... 86 Appendix D: Questionnaires for Evaluation .................................................. 89 Appendix E: The Result of Questionnaires for the Students ......................... 92 Appendix F: The Result of Evaluation Questionnaires ................................. 95 Appendix G: Syllabus ................................................................................... 98 Appendix H: Lesson Plans ............................................................................ 102 Appendix I: The Designed Materials ............................................................ 111

CHAPTER I INTRODUCTION This chapter discusses the basic introduction of the study. There are

  several sections in this chapter, namely: background of the study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

  Listening skill plays a big role in developing students’ communicative skills. Listening, according to Brown (2007), is a major component in language teaching and learning (p.247). Krashen (1985) pointed out that people acquire language by understanding the linguistic information they hear. Therefore, we can assume that listening is the base of language. This skill also has significant portion in communication. Rivers and Weaver (Rivers, 1981; Weaver, 1972, as cited in Morley, 2001) noted that on average, we listen twice as much as we speak, four times more than we read, and five times more than we write (p.70). Through listening, the input of the language skills is delivered. As stated by Nunan (2002), any learning simply cannot begin without understanding input in the right level.

  Taking account several previous explanations, mastering listening is necessary to develop one’s ability to communicate through target language. The students should listen to get meaning of spoken information. Moreover, the portion of

  Despite the necessity of accommodating listening skills in learning language, this skill does not seem to receive enough attention in many foreign language classrooms. In foreign language teaching and learning, the listening skill has attracted the least attention of the four skills. Brown (1987, as cited by Morley, 2001) agreed, claiming that listening does not obtain the attention it deserves in many classrooms, and that it is regarded as the least important skill. Similar with Brown’s finding, Nunan (2002) also added that listening skill is the Cinderella of

  

the language teaching , for being neglected as a stepchild. Teachers tend to believe

  that listening skill can be achieved naturally while the students learn the other skills. Unfortunately, this negligence also potentially impacts the availability of listening materials. In order to assist the students in developing listening skill, teacher should provide various listening materials, including the authentic and interesting one. Therefore, the students will have experience in listening texts spoken by native speaker and be more encouraged to learn listening. In the context of teaching English as foreign language as conducted in Indonesia, students in junior high schools are expected to be able to use English in functional level. In this level, the students learn how to use the target language to communicate in daily life.

  Based on the researcher’s finding, SMP N 3 Sleman is a school that should be supported with various listening materials. Facilitated with complete and sophisticated language laboratory that support listening lesson, not to mention its popularity as one of the a school with good input of students, SMP N finding from interview with the English teacher, the monotonous type of listening gives negative impact to the students’ motivation in learning listening. However, the teacher finds it difficult to get interesting and appropriate listening materials that meet the curriculum demand to vary his lesson. As the response for the problems stated previously, the researcher conducts a study to design listening materials using visual materials, which is animated movie. These materials are targeted to function as models of listening materials that exploit the visual aid provided in the movie to develop the students’ understanding of the materials. It is also expected that this design can motivate English teachers to make their own materials using visual aid to facilitate the students with more interesting, interactive, and effective listening lessons. Although this type of movie is also popular with the term ‘cartoon’, the term ‘animated movie’ is preferred because it specifically refers to motion picture, in which movement and characters’ performances are created using a frame-by-frame technique, as defined by The Academy of Motion Picture Arts and Sciences (2010). Considering the needs of the school, the designs are particularly addressed to the eighth grade students of SMP N 3 Sleman.

  Animated movies are chosen as the main elements for the designed listening materials due to several reasons. Regarding the important aspects to improve a good listening skill, animated movies possesses all of them. First, the listening materials ought to be able to motivate the students to learn listening.

  The students will be facilitated to both enjoy watching the animated movies and combination of messages and the inherent compelling nature in the visual experience is helpful to build powerful motivational impact on students during both the actual viewing and the accompanying activities. Therefore, the students can practice listening to improve their listening skill in an interesting way. In addition, this type of movie is generally made to provide an entertaining family movie for all ages. Hence, it provides simple and appropriate language that can be understood especially by teenagers such as the eighth grade students of junior high school. Second, the listening materials should be highly related to the students’ everyday lives so that they can feel the intimacy and benefit of learning it, such as the use of friendship and family theme in the lesson. Animated movies also meet the requirements because they are categorized as authentic materials. “Authentic” term implies that the materials have not been produced for the purpose of language teaching (Goh, 2002). In addition, she explains that listening materials drawn from authentic sources are interesting and motivating because they are relevant to the students’ lives and activities. In brief, animated movies provide several strengths. First, the story and visual of animated movies can attract the students’ attention and improve their motivation to learn. Second, the language used in animated movies are appropriate for students for the eighth grade since the movies are originally created for children. Third, the authentic concept included in the movie enables the students to experience listening spontaneous language spoken by native speakers.

  By arranging a systematic sequence of lesson that builds connection students possess, the lesson can be contextual and motivating. It will bring positive impact to the students’ development and understanding in learning listening with the real context. The movies give contribution by offering an honest view of the world and our society (Goh, 2002). In brief, animated movies bring many values: they diversify a curriculum, they add an extra dimension to course design, they provide a rich variety of language and cultural experiences, and they bring “an air of reality into the classroom” (Lonergan 1983:69; Geddes 1982:64, as cited in Turkestan, n.d.).

  In addition, from the view of language expertise, animated movies are quite effective to support the students’ communicative competence. As Stoller (1992) points out, through movies, a natural exposure to a wide variety of authentic speech forms of the target language is provided. Movies contain the dialogues which are simple and realistic (Goh, 2002). The simple and realistic dialogues found in animated movies can be used for dialogue practice to develop the students’s comprehension of context and provide a good model for the students. Sherman (2003) agrees that movies, animated movies in particular, also bring the students all kinds of voices in all kinds of situations with fill contextual backup, particularly for comprehension of the spoken language. It is obvious that the visual dimension brings an advantage as well, particularly for the pragmatic understanding in the dialogue. Animated movies build the plot that is potential to train the students to reach meanings.

  In order to create well-designed materials that improve the students’ materials using a teaching method. The teaching method chosen is Task-Based Language Teaching (TBLT). Knowing that TBLT is a teaching method that focuses on giving the students the opportunities of using the target language by doing various tasks, this method is chosen because it offers variation in teaching sequence in the eighth graders’s listening lesson of SMP N 3 Sleman. Based on the interview result, the listening lesson in SMP N 3 Sleman rarely inserts material building in relevant and natural context to make the students feel engaged. Accordingly, the lesson becomes less motivating. TBLT offers variation by providing opportunities for the students to explore the topic and ideas from their knowledge and experience. Through the student-centeredness covered in the tasks given, the students are encouraged to be more active. Through TBLT’s cycle, namely pre-task, task cycle, and post-task, varied design materials would be developed.

  The tasks in TBLT are very applicable to persuade the students to learn listening skills. The tasks focus not only upon the form but also upon the meaning in order to create a contextual learning. Ellis (2003: 16) formulates the pedagogical definition of “tasks”. Based on the definition, tasks encourage the students to process language pragmatically into an outcome that conveys appropriate meaning. It implies that the students are required to give attention to meaning and use their own linguistic resources. Second, task-based encourages students to explore the materials deeper by providing varied activities that drill their communicative competence. Task-based involves the students in

  (Nunan, 2004). Based on the data collected, the students in the eighth grade of SMP N 3 Sleman are usually given a low variety of tasks. TBLT combined with animated movies offers more variation of tasks. The students are encouraged to develop their listening skill meaningfully through the tasks.

  In conclusion, the researcher conducts this study to provide suitable listening materials for the eighth grade students of SMP N 3 Sleman containing interesting and applicable activities to encourage them to learn English. By particularly recognizing the language in the real context, it will be easier for the students to develop their listening ability in general, especially for the national examination. Students in this level have enough competence to discover meaning of a story through their literacy skills. Consequently, they have enough language competence to understand animated movies. The researcher expects that by providing listening materials that can train the students’ understanding of meaningful context, the students’ listening skill will be improved.

B. Problem Identification

  This study appoints the problems found in SMP N 3 Sleman. The researcher finds that the availability of lesson materials for listening is still limited.

  The students also have limited experience in listening to authentic materials, which is the common type of language used in the real world. The researcher conducts this study to improve the students’ listening ability using animated movies. The students are also interested in having listening class but they rarely not facilitated to associate it with their life. Considering those problems, the researcher conducts this study to develop design that complements the students’ needs.

  C. Problem Limitation

  The study is limited on how the listening materials for the eighth grade students of SMP N 3 Sleman using animated movies are designed. The researcher designs the listening materials using animated movies as the main materials following the curriculum formulated by the government. Besides, the listening materials will also be designed by considering the situations and needs of the students. In particular, the method that will be used in the materials is task-based language teaching.

  D. Problem Formulation

  Based on the situation identified in the previous section, the researcher formulates two basic problems of this study as follows.

  1. How are the instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movies designed?

  2. What do the listening materials look like?

  E. Research Objectives

  Regarding the problems formulated in the previous sections, this study

  1. To design instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movies.

  2. To present instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movies.

F. Research Benefits

  The researcher expects that this study is going to provide result that can be beneficial especially for education field. Several involved parties that are expected to benefit for this study are as follows.

  1. Benefits for the Teachers The study is intended to design a material that can be used to support

  English teachers in teaching listening. The result of this study is expected to be able to facilitate the teacher with instructional listening materials that can vary the listening lesson and create new entertaining circumstances in the class through the activities they contain of. The variation in listening lesson can be created through the use of animated movies. Through the movies, teacher can vary the lesson using the visual language and value included in the movie. Teacher will also be able to guide the students, not only about their language skill, but also about the students’ characters. Therefore, the use of animated movies in teaching listening skills, as proposed in this study, are able to facilitate the teacher with listening materials that can motivate the students to learn listening.

  2. Benefits for the Eighth Grade Students Since this study is made for the students, it is expected that the students can acquire the listening skills guided with the curriculum provided while enjoying the movie. The students will also be facilitated in learning value through things that happen around them and make significance from it. The students can also broaden their knowledge with the style of language used in various movies. In addition, the students can also able to improve their listening skills and be encouraged to practice more.

  3. Benefits for the Researcher The study helps the researcher practice developing ideas, especially in designing listening skills through videos. The researcher broadens her knowledge about the types of methods and media provided for teaching language, especially English, and finds how to apply them in the listening lessons.

G. Definition of Terms

  There are several particular terms that have significant portions in this study. The terms are described as follows.

  1. Instructional Materials In 2001, Richards has yielded that instructional materials are a primary teaching resource for teachers (p.252). It covers language input for the students and learning activities. The definition of instructional can also be defined using systematic process of designing the materials made by the teacher or instructional designer for the teaching instructions. It implies that instructional materials involve the process of designing, developing, implementing, and evaluation. In this study, the instructional materials refer to the product of designed materials developed to improve the students’ listening skill. The instructional materials are developed for students in the eighth grade.

  2. Listening Listening is one of the basic language skills that are needed by language learners that should be acquired if they want to communicate well in English.

  Listening belongs to spoken receptive skills. According to Nunan (2003: 24), listening is an active, purposeful process of making sense of what we hear. The listeners give meaning to what they are listening to. Floyd (1985: 9) defines listening as a process that includes hearing, attending to evaluating and responding to spoken messages. Listening concerns with the sequence of activities that involve the ability to receive and interpret the message. Since animated movies are the primary sources of the design, the listening activities will be directly involved with visual component of the materials used.

  3. Eighth grade students The study is intended to develop listening materials that can be useful for eighth grade students in junior high school. The grade is in the middle level of this level and ages belong to mid-adolescence.

  4. SMP N 3 Sleman SMP N 3 Sleman is a public school that is located in Sleman Regency,

  Yogyakarta, Indonesia. The school level is junior high school. This school is officially established as a National Standard School. The establishment means that the school has already fulfilled eight education standards required by the curriculum. Therefore, the quality of the school is admitted so that the students’ input is good. This school is facilitated with language laboratory that provides sophisticated facilities to support listening lesson.

  5. Animated movies Animated movies are the type moving images that are combined with sounds, plot, and story to make it interesting. The type of animated movies that will be used belongs to family genre. This genre implies that the movies are made for all ages. This type of genre is chosen because it provides appropriate language for students in the eighth grade. Animated moves that will be used are Legend of the Boneknapper, Kungfu Panda 2, and Bee Movie.

CHAPTER II REVIEW OF LITERATURE In this chapter, the researcher discusses some theories underlying the topic

  of the study. This chapter is divided into two parts. The first part deals with the theoretical description and the second part deals with the theoretical framework.

A. Theoretical Description

  This part is concerned with discussions on some theories used as reference and guidance to conduct the study. This part covers the theories of listening, Kemp’s Instructional design model, Task-Based Language Learning (TBLL), and animated movies.

1. Listening

a. The Nature of Listening

  In 2003, Nunan defined listening as an active, purposeful process of making sense of what we hear. Listening is a receptive skill because people only listen and understand the language without trying to produce it. However, it is not true if the listening skill is considered as a passive skill. On the contrary, listening is such an active process because people need to process what they hear and connect it to the other information that they already know.

  Duffy (1977: 262, as cited in McErlain, 1999) pointed out that oral language comprehension is a crucial pre-requisite for reading comprehension. readers (Byrne & Shervania, 1977). Forrest (1980, as cited in McErlain, 1999) also added that the carryover from listening to speaking and writing is greater than that from reading to speaking and writing. It can be seen that possessing good listening skills can influence the other skills’ performances. Largely, it can be said that the aim of teaching listening comprehension is to help students cope with different real life situations by responding to them appropriately. This skill is often overlooked in the formal teaching of English as a second language although learners of English both at the middle and secondary stage have to comprehend speech in a variety of situations.

  Regarding the fact that listening plays an important aspect in learning spoken language, Nunan (1991) presented several types of spoken language. The types of oral language diagram’ were presented as follows:

  Monologue Dialogue Planned Interpersonal Unplanned Transactional Familiar Familiar Unfamiliar Unfamiliar

Figure 2.1 Diagram of Types of Oral Language (Nunan, 1991)

  1) Monologue

  Monologue is example of one way communication. It is also called informational listening. The speaker usually uses spoken language for any length of time, as in speeches, lectures, news etc.

  2) Dialogue

  Dialogue is the type of communication which involves two or more speakers. Dialogue can also be subdivided into those which exchange expressions that promote social relationship (interpersonal) and those whose purpose is to convey propositional or factual information (transactional).

  b. The Skills in Listening

  Rost (1991) described the necessary understanding of perception skills, analysis skills and synthesis skills as follows.

  1) Discriminating between sounds. (perception) 2) Recognizing words. (perception) 3) Identifying grammatical groupings of words. (analysis) 4) Identifying 'pragmatic units' - expressions and sets of utterances which function as whole units to create meaning. (analysis) 5) Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non-linguistic cues (gestures and relevant objects in the situation) in order to construct meaning. (synthesis)

  6) Using background knowledge (what we already know about the content and the form) and context (what has already been said) to predict and then to confirm meaning. (synthesis) 7) Recalling important words and ideas.

  c. Listening Difficulty

  In order to develop listening that could meet the students’ level, the pointed out that the difficulty in listening will be affected by the speakers (number, accent and speed), the listener (participant or eavesdropper, level of response required and level of interest in the subject), the content (grammar, vocabulary, structure of what is said and familiarity with the subject) and support (visual and environmental clues).

d. Teaching Listening

  Rost (1994: 141-142, cited in Nunan 1999:200) claimed that listening in language teaching is important for it provides input for the student. The understanding of input in the right level will lead the student to good learning process. Rost (.ibid) also added three important reasons of focusing listening in the second language learning. The details are as follows: 1) The students can interact with others in spoken language. In the interaction, the students need to understand the information that they hear (input) and use the language. The student’s access to use the language is essential. Furthermore, students’ failure to understand the language they hear is an impetus, not an obstacle, to interaction and learning.

  2) The students are challenged to understand language used by the native speakers when authentic spoken language is used.

  3) Listening exercises help the teacher draw students’ attention to new forms (vocabulary, grammar, new interaction, patterns) in the target language.

e. Principles for Teaching Listening

  The listening design process involves several basic principles. According to Nunan (2003), there are five principles for teaching listening: 1) Expose students to different ways of processing information: bottom-up vs top-down

  In listening, there are two metaphors called bottom-up processing and top- down processing. The listeners understand the information of the language through these two processes. The bottom-up processing is begun by recognizing the component parts of the language, for instance, the knowledge of vocabulary, sounds, and grammar. In the other hand, in top-up processing, the students start from their background knowledge, either from the general information based on the students’ life experience or the awareness of the kinds of information used in a given situation.

  2) Expose students to different type of listening There are various types of listening. The most common type of listening exercise is listening for specific information. This type of listening covers the ability to catch concrete information, for instance: time and names. At other times, students try to do global or gist listening. They try to identify main ideas and note the sequence of events. Inference is another type of listening. Inference is the type of listening for meaning that is implied but not stated directly.

  3) Teach a variety of tasks The students need exposure to a wide range of tasks in order for them to the students’ interests. 4) Consider text, difficulty, and authenticity

  Speed, the number of individuals or objects in a text, the order of events, and the number of inferences needed are the factors than influence the ease of understanding.

  5) Teach listening strategies Nunan (2003) listed five strategies for listening, namely: predicting, inferring, monitoring, clarifying, responding, and evaluating.

f. Methodological Models for Teaching Listening

  As presented by Harmer (1998), there are five basic stages of the methodological model for teaching receptive skill. The stages are described as follows. 1) Lead in

  The students and teacher try to familiarize themselves with the topic of the listening exercises. The goal is to create expectation and to stimulate the students - interest in the subject matter. 2) Teacher directs comprehension tasks

  In this stage, the teacher makes sure what the students should do whether they should fill in the blank, give some signs or other things on what they heard.

  Here the teacher explains and directs the purpose of listening. 3) Students listen for task constructed. 4) Teacher directs feedback

  The teacher assists the students to see whether they can perform the task successfully and how well they did the task.

  5) Teacher directs related task In this stage, the teacher organizes some kinds of follow-up tasks related to the lesson.

2. Kemp’s Instructional Design

  The instructional design model that will be applied in the study is Kemp’s instructional design model. In 1977, Kemp proposed an instructional design that aims to supply answers to three questions that is considered as the essential elements of instructional designs, which are: a. What must be learned? (Objectives)

  b. What procedures and resources will work best to reach desired learning levels? (Method) c. How will we know the desired learning occurs? (Evaluation)

  The strength of Kemp’s instructional design is its flexibility. It implies that the researcher can determine where to start designing and modify the cycles based on the needs. The plan consists of eight parts that form a continuous cycle is as follows: a. Consider goals, list the topics, and state the general purpose for each topic. c. Specify the learning objectives to be attained.

  d. List the subject content that supports the objectives specified.

  e. Develop pre-assessment to determine the present level of competencies of the students.