Instructional listening materials for the eighth grade students of SMP N 3 Sleman using animated movies.

INSTRUCTIONAL LISTENING MATERIALS FOR

THE EIGHTH GRADE STUDENTS OF SMP N 3 SLEMAN USING ANIMATED MOVIES

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

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

i

INSTRUCTIONAL LISTENING MATERIALS FOR

THE EIGHTH GRADE STUDENTS OF SMP N 3 SLEMAN USING ANIMATED MOVIES

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

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

W

hat is the right road?

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 i

_t

.

-Hwang Ji

An-This thesis is dedicated to :

My beloved parents, Robertus Rudi Atana and Rini Trimurti

Margaretha….

v

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

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!, andTime 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.

vii

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, yaituTeaser, Movie Time, And.. Action!,andTime 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 Sleman

ix

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 MbakTari 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

xi

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.

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

xiii

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

LIST OF TABLES

Table Page

Table 3.1 Points of Agreements for Evaluation Questionnaires ... 45

Table 3.2 The Evaluation Questionnaires (Blueprint) ... 45

Table 3.3 Assessment of the Mode ... 46

Table 3.4 The Description of the Research Participants (Blueprint) ... 46

Table 4.1 Result of the Students’ Questionnaires ... 54

Table 4.2 Standard Competences and Basic Competences... 60

Table 4.3 Description of the Units in the Materials ... 61

Table 4.4 Learning Indicators... 62

Table 4.5 Description of the Participants ... 66

Table 4.6 Points of Agreements ... 66

xv

LIST OF FIGURES

Figure Page

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

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 isthe 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

3

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

5

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

7

(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

9

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

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

11

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

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:

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

Monologue Dialogue

Planned _{Unplanned Interpersonal Transactional}

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

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.

f. Select teaching/learning activities and instructional resources that will treat the

subject content to help the students in achieving the objectives.

g. Arrange and coordinate the support services to support the instructional plan.

h. Evaluate students’ learning by analyzing their accomplishment of the

objectives to revise and reevaluate any phases of the plan that need to be

improved.

Figure 2.2 Kemp’s Instructional Design Models (1977)

In addition, the instructional model plan covers interdependence among

the eight elements. Each actions conducted to any phases will influence the others.

Accordingly, the researcher is able to choose the order of the stages considering

3. School-Based Curriculum

In order to meet the students’ needs, the researcher should adjust the study

with the curriculum applied in the school. Nunan (1988: 21) explained that

curriculum as a large and complex concept includes “all aspects in planning,

implementing, evaluating, and managing an educational program”. Richards

2002: 70) further defined curriculum as the specification of content and ordering

of what is to be taught or in the wider sense it refers to all aspects of the planning,

implementation and evaluation of an educational program.”

Concerning the curriculum used in SMP N 3 Sleman, the study applies

School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan). National

Education System Act (No 20/2003) which provides legal framework of

curriculum implemented in Indonesia underlies this curriculum.

The Minister of National Education decrees No 22 and 23/2006 establish the content standard and graduate competences standard in developing curriculum. The standards are established by the Office of National Standard of Education. The Act defines curriculum as a set of plan with regard to the objectives, content, and learning materials as well as the methods employed as guideline in conducting learning activities in order to achieve the goal of a certain education.

The act defines curriculum as a plan to guide the implementation of

learning activities in order to reach the goal. School-Based Curriculum reveals

several objectives that are made for Indonesian school. As stated in Standard

Content (2006), the goals of English lesson for eighth grade students are as

follows.

1. Developing communicative competence, both oral and written competences to

expected to be able to achieve functional literacy, in which they can use the

language to communicate within everyday life.

2. Having awareness on the essence and the importance of English language to

increase nation’s competitive ability in global society. Students are enabled to

realize the significance of mastering English for it is described as global

lingua franca and use world-wide in various fields.

3. Developing students’ understanding on the relationship between language and

culture.

School-based curriculum also contains Standard Content in which the

Standard Competences are formulated. The Standard Competences that are used

in the study are stated as follows:

1) To understand the meaning of short transactional dan interpersonal text to

interact with the closest environment.

2) To understand the meaning of short functional text and short monologue text

in the form of narrative and recount to interact with the closest environment.

4. Material Development

Hutchinson and Walters (1994: 16) proposed a model of material

development which aims to provide coherent framework for the integration of the

various aspects of learning. The model also provides enough opportunities for

creativity and variety to grow (Hutchinson and Walters, 1994: 108). This model

a. Input

Input refers to any communication data such as text, dialogue, or video

recording, depending on needs analysis. It provides stimulus materials for

activities, new language items, correct models of language use, topics for

communication, and opportunities for students to use their information processing

skills and their existing knowledge both of the language and the subject matter.

b. Content Focus

Language is a means of conveying information and feeling about

something. Non-linguistic content should be exploited to generate meaningful

communication in the classroom.

c. Language Focus

It aims to enable students to use the language using the communicative

tasks and activities can be elaborated using their knowledge. Language focus

provides the students the chances to take the language to pieces, study how it

works, and practice it.

d. Tasks

The materials should be designed to lead towards a communicative task so

that students can use the content and language knowledge they have built up

through the unit.

This model puts task as the focus of the unit. The language and content are

drawn from the input and are selected based on what the students will need in

order to do the task. Both language and content of in this model should be

5. Task-Based Language Teaching

Among various methods of language teaching, the researcher chooses to

adapt and apply Based Language Teaching in the materials designed.

Task-Based Language teaching is a method that focuses on guiding the students to

master the target language by using it through doing systematic tasks. For the

researcher expects that the students are able to independently learn the language

by experience it through various tasks given, this method is chosen.

a. The Definitions of Task

Task is an activity or action which is carried out as the result of processing

or understanding language (i.e. as a response) tasks may or may not involve the

production of language (Richards and Rodgers, 1986 : 289). Breen (1987: 23)

assumed tasks as a range of work plans that have the overall purposes of

facilitating language learning, form the simple and brief exercise type, to more

complex and lengthy activity.

b. Task Characteristics

Skehan (1998) presented five key characteristics of tasks, i.e.: 1) Meaning

is primary; 2) Students are not given other people’s meaning to regurgitate; 3)

There is some sort of relationship to comparable real-world activities; 4) Task

completion has some priority; and 5) The assessment of the task is in terms of

c. Principles of Task-Based Language Teaching

Nunan (2004) stated that pedagogically Task-Based Language Teaching

has strengthened the following principles:

1. A needs-based approach to content selection.

2. An emphasis on learning to communicate through interaction in the target

language.

3. The introduction of authentic texts into the learning situation.

4. The provision of opportunities for students to focus not only on language but

also on the learning process itself.

5. An enhancement of the student’s own personal experiences as important

contributing elements to classroom learning.

6. The linking of classroom language learning with language use outside the

classroom.

d. Task Types

Nunan (2004) offered three types of tasks, namely: information gap,

reasoning gap, and opinion gap.

1. Information-gap activity

This activity deals with transferring of given information from one person

to another, or from one for to another, or from one place to another – generally

calling for the decoding or encoding of information from or into language.

2. Reasoning-gap activity

information through processes of inference, deduction, practical reasoning, or a

perception of relationship or patterns.

3. Opinion-gap activity

An opinion gap activity involves identifying and articulating a personal

preference, feeling, or attitude.

In 2003, Willis also proposed six types of task (p.26-27). They are listed as

follows.

1. Listing

The listing tasks are dealing with the students’ expression of ideas. It

involves several processes:

a) Brainstorming

The students use knowledge and experience to explore new ideas either in

class or in pairs/groups.

b) Fact-finding

In this process, the students find out the fact by asking other people and

referring to books, etc.

2. Ordering and soiling

There are four main processes in this tasks, namely: sequencing items, actions

or events in logical or chronological order; ranking items according to

personal values or specified criteria; categorizing items in given group or

grouping them under given headings; and classifying items in different ways,

3. Comparing

This task includes matching, finding similarities, and finding differences

activities. The students are asked to identify the similarity or difference of

several items.

4. Problem solving

In this process, the analysis of situations is conducted. The process of solving

problems is also strengthened here.

5. Sharing personal experiences

This process encourages students to explore and explains attitudes, opinions,

and reaction towards something. This process has social impact.

6. Creative tasks

There are several processes in this task, namely: brainstorming, fact-finding,

ordering and sorting, comparing problem, solving etc.

d. The Framework of Task-Based Language Teaching

According to Willis (2003), the framework of TBLT consists of three

phases, namely pre-task, task cycle, and language focus.

1) Pre-task phase

In this phase, the students are to be introduced to the topic and the task,

activating-related words and phrases.

2) Task cycle phase

This cycle provides the opportunity for the students to use whatever

language under teacher guidance and make plans for their reports of the task. This

cycle consists of three main elements, i.e. task, planning, and report.

3) Language focus

This phase consists of two components, i.e. analysis and practice

components. Since the students are having specific features occurring naturally in

the language used during the task, cycle, they are ready to focus on the specific

language forms that carry meaning.

6. Animated Movies

This study involves animated as the main materials. This part discusses the

theories of animated movies and elements that will be related to it.

a. Definition of Animated Movie

The term “animated movie” is derived from the word animated and movie.

According to Cambridge International Dictionary of English (2008), the word

“animated” describes films, drawings, puppets or models that are photographed

and shown in a way that makes them move and appear to be alive. Meanwhile,

“movie” is a series of moving pictures, usually shown in a cinema or on television

and often telling a story. Animated movie is also commonly called cartoon movie.

However, the term ‘animated movies’ is preferred because it describes the type of

moving pictures created from the images that are shown in a way that makes them

move and appear to be alive specifically. There are various house productions of

animated movies recently, for example:PixarandDisney.

of Motion Picture Arts and Sciences (2010) specifically defined what animated

movie is.

Animated movie is a motion picture with a running time of greater than 40 minutes, in which movement and characters’ performances are created using a frame-by-frame technique. Motion capture by itself is not an animation technique. In addition, a significant number of the major characters must be animated, and animation must figure in no less than 75 percent of the picture’s running time.

b. The Benefits of Using Animated Movies

Animated movies can be effective tools to teach language. The aspects of

movie bring innovations in language teaching. A prepared educator can use

movies to stimulate discussion, facilitate learning on particular topics, or

reemphasizing material being presented through textbooks or classroom lectures.

Johnson’s (1956) experiences in using movies in the classroom lead to several

results, i.e.: (1) increased ability to understand the spoken language, (2)

improvement in pronunciation, (3) acquisition of vocabulary, (4) development of

ability in self-expression through talking and writing, and (5) unconscious

assimilation of grammatical forms and sentence patterns in context.

Taylor (2006) also added the reasons of video like animated movies in the

classroom. The first reason is because the resources of animated movies are

plentiful and readily available. Second, most students have a pre-existing

relationship to movie material. Third, animated movies provide a context for

learners through the visual information which accompanies the audio. The visual

information can be enabled to aid the students in understanding the story. Fourth,

materials for there are many different options available for the use.

c. Elements of an Animated Movie

According to Westfahl (1999), there are six defining elements of the true

animated movie. They are:

1) An animated movie has a trueplot

2) An animated movie has truecharacters

3) An animated movie hasthought. It conveys a message or theme. Unlike a

cartoon, the story of an animated movie is designed to communicate some

potentially important statement about the human (or the sentient) condition,

rather than merely entertain viewers.

4) An animated movie hasdiction, or words, as a key element. In order to

communicate a genuine plot, genuine characters, and a genuine theme, the

animated movie must communicate through words—narration, dialogue, or

titles.

5) A vast majority of animated movies use songs. Music becomes and integral

part of animated movie.

e. Criteria for Selecting Animated Movies

Taylor (2006) conveyed some factors that should be considered in

choosing the movies for language classroom, for instance: the length of the video

extract, quality of sound and picture, language density, appropriateness, and

be used in language teaching.

B. Theoretical Framework

This stage discusses the steps that will be conducted in designing the

materials. The study will be implementing the concept of Task-Based Language

Teaching (TBLT). TBLT is chosen because it develops the students’ participation

in learning English. This method also facilitates the students with careful and

systematic steps of achieving the objectives of the lesson.

In completing the study, the researcher combines R&D cycle with a

Kemp’s instructional design model. Kemp’s instructional design is chosen due to

several reasons. First, Kemp’s model flexibility enables it to be applied to all

levels of education. Second, its continuous flexible cycle provides

interdependence among the elements of the system.

The first step is Research and information collecting. This stage aims at

gathering data about the students and factors that can influence the students’

learning process. In this stage, the researcher conducts the interview and distribute

questionnaire. The interview is conducted to English teacher in order to get

information about the students’ characteristics, needs, problems, and preferences.

The data will be derived from the English teachers’ experience. The

questionnaires are distributed to the eighth-grade students of SMP N 3 Sleman.

The researcher considers the learners’ characteristics which include two major

characteristics as the basis for constructing the materials. The first major

level of intelligence, and preference. The second major or characteristics are the

social factors such as age and relation among students. The researcher also

collects information about their opinion on the use of animated movies in listening.

This preliminary data will be useful to consider before designing the materials.

The later stage is Planning. This stage concerns about elaborating the

Standard Competences and Basic Competences. The Standard Competences will

be used to formulate the goals of the lesson, while the Basic Competencies will be

useful to formulate the objectives of the lesson. The objectives will take the role

as the learning indicators. The learning indicators can be used to describe what the

students are intended to be able to do after they complete the lesson. In this stage,

the researcher also lists the subject content of the materials.

The result of planning stage is used to develop the preliminary form of

product. The teaching learning activities that will be performed in the lessons are

determined here. Thus, the elements that have been obtained in the previous stage

will be elaborated, combined, and modified in this stage to meet the goals of the

study.

The next step that should be conducted is Preliminary Field Testing. In

order to check the validity of the designed materials, the researcher asks several

experts to evaluate the materials. The instruments for evaluation are prepared to

get the values, comments, criticisms, and suggestions on the designed materials.

The evaluation result will show whether the materials designed are applicable and

appropriate for the target students or not.

analyzes the result. Using the result of the evaluation obtained in the previous

stage, the researcher revises the designed materials. The revision is aimed at

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, we shall be looking at some details of the methodology

employed in the study. This chapter was divided into research method, research

participants, research instruments, data gathering techniques, data analysis

techniques, and research procedures.

A. Research Method

As formulated in the first chapter, there were two research problems that

were going to be answered in this study. The first question raised how English

instructional listening materials for the eighth grade students using animated

movie are designed. The second question concerned what would the listening

materials look like. In order to answer those research problems, the researcher

selected specific certain research method. The research method would be used to

specify the steps of conducting the study.

Research and Development (R&D) cycle offered by Borg and Gall (2007)

would likely be conducted to answer the research questions. R&D cycle, as

defined by Borg and Gall (2007:589), was an industry-based development model

in which the findings of the research are used to design new products and

procedures, which then are systematically field tested, evaluated and refined until

they meet specific criteria of effectiveness, quality, or similar standards. R&D was

validating material. In order to make a qualified and applicable educational design

product, the researcher put an effort in developing the instructional design that

was in line with R&D cycle. However, concerning the needs of the study, there

were five steps of R&D plan that would be conducted, namely: (1) Research and

Information Collecting, (2) Planning, (3) Developing Preliminary Form of

Product, (4) Preliminary Field Testing, and (5) Final Product Revision.

As explained in the second chapter of this paper, the researcher created the

instructional listening materials by adapting Kemp’s Instructional Design Model

and R&D plan. Later in the process of design process, Task-based Language

Teaching theories would be added. The researcher’s instructional design had to be

brought into line with the research and development method to arrange effective

steps of designing the listening materials using animated movies, as discussed in

the following explanation.

1. Research and Information Collecting

This researcher began the study by identifying learners’ characteristics.

Similar with its name, this stage was provided for the researcher to gather

information about the students’ needs and characteristics. In addition, the

information about supporting aspects like school environments, common teaching

learning process, etc, would also be collected. The result of the information

collecting was useful as consideration in conducting the design process. Hence,

the researcher could be able to develop instructional materials that met the

2. Planning

In planning stage, the researcher specified goals of the study, identified

learning objectives, and listed subject content. The goal of the study was in line

with the Standard Competences of School-Based Curriculum. The Standard

Competences was specified into Basic Competences. The statements of Basic

Competences were used to mention the performances that the students would

obtain in the end of the lesson.

Afterwards, using the formulation of Standard Competences and Basic

Competences, the researcher formulated the learning objectives. The objectives

covered detailed descriptions of what the students were able to do after

completing the instructional materials. The descriptions of the learning objectives

were put as indicators of the lesson.

3. Developing Preliminary Form of Product

In this stage, the researcher began to develop and select instructional

materials. After formulating the learning indicators in the previous stage, the

researcher prepared a list of subject content. It included the content materials that

would be developed. In order to develop effective and systematic instructional

materials, the researcher organized the content and prepared the outline about

what would be taught. In this stage, the researcher selected several animated

movies that would be used in the instructional materials. The selection was

conducted after considering the students’ needs and adjusting the Basic

The researcher completed the stage by selecting teaching and learning

activities to be used in the instructional product. The learning sequence was

determined in this stage. As mentioned in the previous chapter, Task Based

Language Learning (TBLL) method would be implemented. The sorts of learning

strategies, activities, and resource were chosen carefully in order to develop

instructional materials.

4. Preliminary Field Testing

The instructional materials that had been developed would be evaluated in

this stage. The evaluation aimed to check whether or not the materials designed

were applicable for the students. In order to obtain valid and objective evaluation

result, the researcher involved three experts who would be the evaluators. The

result of the evaluation process in this stage was used as the consideration of

revising the designed materials.

5. Main Product Revision

Knowing the result of the evaluation, the researcher started to revise the

designed materials. The revision would be considered from the comments and

suggestions obtained in Preliminary Field Testing stage. The revision was

conducted to improve the quality and applicability of the instructional materials.

B. Research Setting

Regency, Daerah Istimewa Yogyakarta Province, Indonesia. The study involved

the school starting from gathering the data needed, implementing the designed

materials until evaluating the designed materials.

C. Research Participants

The participants in this study were classified into two categories. The first

category was the participants for Research and Information Collecting and the

second was the participants for the Preliminary Field Testing. The researcher

explained the classification of the participants for the study as follows.

1. Participants of Research and Information Collecting a. English Teacher of SMP N 3 Sleman

The researcher conducted an interview with an English teacher of SMP N

3 Sleman who taught English to the eighth grade students. The researcher

collected information about the students’ characteristics and the school

environment. Result of the interview was based on the teacher’s experience,

knowledge, and opinion.

b. The Eighth Grade Students of SMP N 3 Sleman

The main participants of the study were the eighth grade students of SMP

N 3 Sleman. Out of six eighth grade classes in SMP N 3 Sleman, the researcher

conducted the research in a class, namely 8A. The class was chosen based on the

quite active in doing the assignment given by the teacher. Therefore, this class

was expected to be able to be cooperative during the research process. The

researcher distributed questionnaires to 31 students to collect information about

the students’ characteristics, needs, problems, and preferences in learning English,

particularly listening skill.

2. Participants of Preliminary Field Testing a. The English Teacher of SMP N 3 Sleman

The English teacher evaluated the designed materials to know whether or

not the materials were suitable for the students’ level. The researcher asked an

English teacher of SMP N 3 Sleman to fill in an evaluation questionnaire. The

teacher for this phase was the same with teacher who was interviewed in the

Research and Information Collecting phase. The teacher was chosen because he

was responsible to teach in the eighth grade. This teacher also had enough

experience to operate electronic teaching media, such as LCD, software, and

computer.

b. The Lecturers of English Language Education Study Program of Sanata Dharma University

The researcher asked two expert lecturers from English Language

Education Study Program of Sanata Dharma University to evaluate the

instructional materials designed. The researcher used the evaluation result and

the instructional materials.

D. Research Instruments and Data Gathering Technique

The researcher needed several particular data to support the development

of the materials. The data gathered had to be adjusted with the real situation

happened in the field. Therefore, this section would describe the instruments that

were used to gather the data needed and describe the technique required to get the

data.

1. Research Instruments

There were several instruments that were used to gather the data needed.

They were interview and questionnaires. These instruments were conducted to

collect the data needed in order to support the study. The interview was conducted

to the English teachers of SMP N 3 Sleman to see the students’ characteristics

from the teacher’s point of view. Interview was chosen because most of the data

needed dealing with the teacher’s personal opinion that was determined based on

their experience. The questionnaires were distributed to the eighth grade students

of SMP N 3 Sleman to gather information about their opinion, interest, and

experience toward listening lesson. The researcher was expected to be able to

obtain the information needed to support the material development through

conducting those instruments.

a. Interview

Khan (1968, as cited in Cohen, Manion, and Marrison, 2007) defined interview as

‘a two person conversation initiated by the interviewer for the specific purpose of

obtaining research-relevant information and focused by him on content specified

by research objectives of systematic description, prediction, or explanation

(p.527). In this study, the interview was conducted to an English teacher of SMP

N 3 Sleman who taught the-eighth grade students. Interview was chosen in order

to get deeper information about the students’ characteristics and learning situation

in the class.

Tuckman (1972, as cited in Cohen, Manion, and Marrison, 2007)

explained that since interview provides access to what is “inside a person’s head”,

it makes it possible to measure what a person knows (knowledge or information),

what a person likes or dislikes (value and preferences), and what a person thinks

(attitudes and beliefs). Along with Tuckman’s description, the interview

conducted to the English teacher was intended to get what is “inside the teacher’s

head” regarding the listening skill in English subject, the problems that he had

faced during teaching listening for the eighth grade, the students’ general

characteristics, and the teacher’s preference about an ideal listening materials.

The type of interview that was used in this study was interview guide

approach in which the interviewer decided sequences and working on questions in

the course of the interview. In this type of interview the topics and issues to be

covered were specified in advance in outline form. (Patton, 1980:206, as cited in

Cohen, Manion, and Marrison, 2007). In conducting the interview, the researcher

process of interview, the guided questions could be improvised following the plot

of the interview process.

2. Questionnaires

The questionnaires were conducted to gather supportive preliminary data

from the students of the eighth grade and collect evaluation from the evaluators.

The questionnaires for the students were distributed in the form of multiple choice

questions. Meanwhile, the questionnaires that were distributed to the evaluators

used likert scale. Gall et al. (2007) defined questionnaires as printed forms that

ask the same question of all individuals in the sample and for which respondents

record their answers in verbal forms (p.228).

a. Questionnaires for the Eighth Grade Students of SMP N 3 Sleman

Multiple choice questions were applied to gain some purchase on

complexity. There are two types of multiple choice questions that were applied in

this study: single answer mode and multiple answer mode. In the single answer

mode, the students were asked to pick one answer. The latter allowed the students

(participants) to pick several responses from the options. In several questions, the

students were required to state their reason for choosing a particular response.

while multiple choice questions were chosen because they were easily coded and

interpreted.

b. Questionnaires for the Evaluators

In the questionnaires distributed for material evaluation, both closed-form

questionnaires and open-form questionnaires were used. The first section of the

Meanwhile, the last section was the open-ended questionnaires which were used

to gain feedback, comments, and suggestions.

E. Data Gathering Technique

In order to gather the data needed for this study, the researcher used some

techniques. The data gathering techniques were used to obtain data for Research

and Information Collecting Stage and Preliminary Field Testing. In collecting data

for Research and Information Collecting, the researcher used two instruments.

The researcher used two instruments, i.e.: interview with an English teacher of the

eighth grade students in SMP N 3 Sleman and questionnaires distribution to the

eighth grade students. The focus of the data gathering in Research and

Information Collection stage was to know the students characteristics, lacks,

needs, and preferences in learning listening.

While in the Preliminary Field Testing, the researcher also distributed a

questionnaires containing the evaluation of the material designed to the evaluator.

The evaluation stage involved and English teacher of eighth grade students and

two lecturers of English Education Study Program in Sanata Dharma University.

The outcome of the material evaluation which covers the evaluators’ comments,

feedbacks, and suggestions would be considered to revise the material.

F. Data Analysis Technique

The data assembled in the Research and Information Collecting and

needs and preferences and also the evaluation of the material designed. As stated

in the previous section, the data collecting were conducted through interview and

questionnaires. In the Research and Information collecting, since one of the

instruments employed was interview, so the analysis would be done in the form of

description. The researcher classified and identified the general information about

the situation in the class and the students’ characteristics. Those data would be

useful to obtain information about the students. Still in the same stage, the

researcher also distributed questionnaires to the students. The type of questions in

the questionnaire were divided into two types, they were open-ended questions

and closed-ended questions. The types of questions were varied to adjust with

information needed.

In order to calculate the result of the questionnaires for the students in

research and information collecting stage, the data analysis was employed as

follows.

N x100%

∑n

Note:

N = the total number of students who choose the options

∑n = the total number of students (31 students)

While for the questionnaires that was distributed in Preliminary Field

Testing, which was focusing on the evaluation of the materials, the participants

would give answers by dealing with five points of agreements as stated in the

Table 3.1: Points of Agreements for Evaluation Questionnaires Points of

agreements

Meaning

1 If the participants strongly disagree with the statements. 2 If the participants agree with the statements. 3 If the participants feel uncertain with the statements. 4 If the participants agree with the statements. 5 If the participants strongly agree with the statements. While having a specific formula to analyze the closed-form questionnaires

as stated above, the open-ended questions in Preliminary Field Testing were

analyzed by calculating the mode of each statement. Mode was the most point

given by the participants. The mode which was placed in the right column of the

table showed the point that appeared most often.

Table 3.2: The Evaluation Questionnaires (Blueprint)

No. Statements Frequency of Degree of

Agreement

1 2 3 4 5

Mode

1 The standard competences are well-formulated.

2 The basic competences are well-formulated.

3 The indicators are well-formulated.

4

The indicators are able to support the attainment of standard competences and basic competences.

5 The tasks are well developed. 6 The materials are relevant to eighth

grade students.

7 The instructions of each task are clear and easy to understand.

8 The clips (recordings and videos) are clear

9

The level of difficulty of the designed material is appropriate with what should be given to the students.

10 The materials are relevant to the students’ knowledge and skill level. 11 The tasks or activities in each unit can

f.

Work in a group. Predict the continuation of the story. Use the list of questions to guide you.

Example:

After his parents asked him to go, Lord Shen didn’t return to China. He ……….(continue) .……… ……… ………

Prediction list!

a. Will Mr. Shen back to palace? Yes, he did. / No, he didn’t.

b. What will Lord Shen make from the firework? He made a weapon. c. Can Lord Shen become king in China? Yes, he can. / No, he cannot. Example:

After his parents asked him to go, Lord Shen returned to China. He wanted to take revenge to his parents. He made a weapon from the firework. The weapon was dangerous and frightening. But, the warrior defeated him. He couldn’t be the king.

Time for Reflection

In your opinion, is it a good thing to know our future?

Ask the students to work in groups. Guide them to predict how the story of Lord Shen continues. Guide them in making the sentences.

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a.

_{Take a look at the picture. What is the woman doing?}

b.

_{Match the foods with the appropriate quantifiers.}

7. A cup of…. g. Cake

8. A cone of …. h. Tea

9. A piece of…. i. Soup

10. A crumb of …. j. Ice lemon tea

11. A bowl of …. k. Ice cream

12. A glass of …. l. bread

1. Teaser

Vanessa : (1)Can I, uh, get you something? Barry : Like what?

Vanessa : I don’t know. I mean, I don’t know. (2)Coffee? Barry : Well, uh, I don’t want to put you out.

Vanessa : It’s no trouble.

Barry : (3)Unless you’re making anyway. Vanessa : Oh, it takes two minutes.

Barry : Really?

Vanessa : It’s just coffee. Barry : I hate to impose. Vanessa : Don’t be ridiculous.

Barry : Actually, I would love a (4)a cup . Vanessa : Hey, do you want a little rum cake? Barry : I really shouldn’t.

Vanessa : Have a little rum (5)cake . Barry : No, no, no, I can’t.

Vanessa : Oh, come on.

Barry : You know, I’m trying to lose a couple micrograms here. Vanessa : Where?

Barry : Well... These stripes don’t help. Vanessa : You look great.

Barry : I don’t know if you know anything about fashion.

d.

Work in pairs. Watch the clip for the second time and practice the dialogue with a friend.

e.

After completing the dialogues, identify the phrase of words that show the expressions of:

Asking for something I would love a cup.

Offering something Can I get you something? Coffee?

Do you want a little rum cake? Have a little rum cake.

Accepting offer _{Unless you’re making anyway.} Refusing offer I hate to impose.

I don’t want to put you out. No, no, no, I can’t.

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Post

e.

_{Work in pairs. Discuss the questions.}

1. Why did the bee at first refuse the offering from the girl? The bee refused because he wanted to show his politeness. 2. After you watch the clip, discuss the similar meanings of these

expressions in Indonesian:

“Well, uh, I don’t want to put you out. “ “I hate to impose.”

“Saya tidak ingin merepotkanmu.”

Time for Reflection

When you come to someone’s house and they invite you to have a drink, will you always directly accept it? Do you think that we need to

vi

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!, andTime 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.

vii

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, yaituTeaser, Movie Time, And.. Action!,andTime 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 Sleman