Chapter 1 Introduction

This chapter presents the general account of the present study. It covers the background of the study, the purpose of the study, research question, definition of key terms and concluding remark.

1.1

Background of the Study Listening skill is the basic skill that is very essential for every English

student. When communicating with the western, beside mastering speaking skills, listening skills also must be controlled in order to avoid misunderstanding. Herschenhom (1979: 65) also states that listening skill is the most important and fundamental of all four skills in language learning. Teaching listening skills is one of the most difficult tasks for any English as a Second Language (ESL) teachers. This is because successful listening skills are acquired over time and with lots of practice. It's frustrating for students because there are no rules as in grammar teaching. In listening skill, students as decoder must be able to solve all the codes oral language spoken by a person, whether it be words, phrases, or sentences from simple, combined, complex until combined complex including language variation,

etc. It can be assumed that this would be very boring for the students if the methods used by teachers are not creative. As just told them to listen then just write what they hear in English. The teacher should be more creative and able to keep the students away from getting bored. In order to keep the students away from getting bored in listening activities, the teacher should use an appropriate instructional media. The media should be able to make disciples of the spirit or not to get bored in listening activity. One of the media that may be good to use in listening activity is the video animation. By using video, the student will be easier to digest and certainly not bored. In this discussion, the kind of video used is animation or video can be referred to as animated films. In this study, the writer wants to examine a technique which is hoped can be a good method for teaching listening skill to students. Here, the writer will try to present video animation as a medium in teaching listening to students. Teaching English using video animation can be considered as one of the appropriate methods. 1.2 Purpose of Study To prove that the use of video animation in the classroom can improve students' listening skills. 1.3 Research Question Does the use of video animation in the classroom can really improve students' listening skills?

CHAPTER II REVIEW OF THE LITERATURE

In this chapter, the writer focused on the nature of listening, media in teaching and the use of video animation (Finding Nemo) in the subject of listening to learners.

2.1. The Nature of Listening Listening is the active process of receiving and responding to spoken (and sometimes unspoken) messages ( Nordquist, 2012). From that explanation, it can be assumed that listening is not only receiving everything that is listened but also responding whether it is spoken or unspoken messages. It cannot be said someone is listening if they dont respond to what just they listened.

2.1.1. The Stages of listening According to Malgaj ( 2009), there are six stages of listening process: hearing, attending, understanding, remembering, evaluating and responding. These stages occur in sequence, but they generally performed with little awareness an often rapid succession.

1. HEARING - it refers to the response caused by sound waves stimulating the sensory receptors of the ear; it is physical response; hearing is the perception of sound waves; you must hear to listen, but you need not listen to hear (perception necessary for listening depends on attention 2. ATTENTION- brain screens stimuli and permits only a select few to come into focus- these selective perception is known as attention, an important requirement for effective listening; strong stimuli like bright lights, sudden noise are attention getters; attention to more commonplace or less striking stimuli requires special effort; postural adjustments are aided by physical changes in sensory receptor organs; receptor adjustments might include tensing of the ears tympanic muscle for better response to weak sounds 3. UNDERSTANDING- to understand symbols we have seen and heard, we must analyze the meaning of the stimuli we have perceived; symbolic stimuli are not only words but also sounds like applause and sights like blue uniform that have symbolic meanings as well; the meanings attached to these symbols are a function of our past associations and of the context in which the symbols occur; for successful interpersonal communication, the listener must understand the intended meaning and the context assumed by the sender. 4. REMEMBERING- it is important listening process because it means that an individual has not only received and interpreted a message but has also added it to the minds storage bank; but just as our attention is selective,

so too is our memory- what is remembered may be quite different from what was originally seen or heard. 5. EVALUATING- it is a stage in which active listeners participate; it is at this point that the active listener weighs evidence, sort fact from opinion, and determines the presence or absence of bias or prejudice in a message; the effective listener makes sure that he or she doesnt begin this activity too soon ; beginning this stage of the process before a message is completed requires that we no longer hear and attend to the incoming message-as a result, the listening process ceases 6. RESPONDING- this stage requires that the receiver complete the process through verbal and/or nonverbal feedback; because the speaker has no other way to determine if a message has been received, this stage becomes the only overt means by which the sender may determine the degree of success in transmitting the message.

2.2. Media in Teaching In general, "media" refers to various means of communication. Media derived from the Latin word "Medium" means something to convey a message from sender to receiver. Media is one of the important elements in achieving the learning objectives. Media aimed at improving the ability of teachers to motivate and stimulate students' interest in learning something effectively.

2.2.1. The Use of Media in Teaching Media has several uses, including: 1. To attract students in learning something. 2. Making students more interested to participate in the learning process 3. Save time. 4. Helping students understand the material easier presented teachers. 5. Make the explanation given teachers more effective and easier to understand, etcetera. From some media uses above, we can see that the media become an element that must be provided when teachers provide materials to students.

2.2.2. The Classification Of Media The classification of media based on the output type, specifically: 1. Visual Media Media in the form of images, text, etcetera. Usually in the form of flash cards. 2. Audio media Media form of sound output. Media which use gadgets such as radios, tape recorders, VCD/MP3, etcetera. Uses audio media: a. Being a learning model b. Giving an example of how the proper pronunciation

c. Giving an example of an emphasis word d. Identifying voice 3. Audio Visual Media Media that can be seen and heard for language learning. The usefulness of audio-visual media is an example of how to say, respond, respond to something in English communication. Products of audio-visual media such as film or video.

2.2.3. The Advantages and Disadvantages of Using media in Teaching In general, the advantages of using the media in the teaching and learning activities, are: 1. Can attract the attention of students and increase the teaching material presented 2. Can overcome differences in the learning experience of students by socioeconomic backgrounds 3. Can assist students in providing a learning experience that is difficult to obtain by other means 4. Can help the development of the minds of the students on a regular basis about what they experienced in their teaching and learning activities, such as watching movie about an event or occurrence. The sequence and the sequence of events they witnessed and the film was going to be able to learn them regularly and continuously.

5. May foster the ability of students to try to learn from experience and reality itself 6. Can reduce the verbal in a process (in the form of words written or spoken alone). In general, the disadvantage of using the media in the teaching and learning activities is only one. That is, Costs more to provide the media.

2.3. The Use of Video Animation (Finding Nemo) in the Subject of Listening The video is at best defined as the selection and sequence of messages in an audiovisual context (Canning-Wilson in Halley and Theresa, 2004:319) . Video is one of learning media as mentioned above. Balatova (1994) also noted that the use of video is more consistent and can make learning easier. It is also supported by Mc Keachie (1978:131) states that show a lot of pictures will be more effective than delivering the words in a foreign language learning. So, the video has a very important role to use in the learning process, especially in subjects listening.

2.3.1. Steps that Should be Taken into Consideration in Choosing Video In selecting the video that will be used, teachers should consider several steps as presented Ryan (1998) in his journal:

1. Videos that display should match the level of the learner and the learning objectives. 2. Video should be aired complete with subtitles. The reason is the language used in the film is usually difficult to understand. 3. Video aired without subtitles. Before this step is executed, the students were divided into small groups of 3 or 4 people and given the task of noting the film's protagonist character. 4. Students then choose one scene from the scenes they found at the base of making drama. 5. Students then create a record containing their own voice from the scene they get that figure represents a protagonist 6. Version obtained by learners played without sound. (If successful, the version obtained by learners will be recorded on video tape). By doing this, students will hear their own voices combined with the films they had seen before. The steps above are very effective in improving students' ability in mastering English. In this discussion, the video used is animation video or it can be referred to as animated films.

2.3.2. The Definition of Animation Video Film animation is techniques to create images of people and animals that poured in moving images with different positions and using a sequence image in

film (Hornby, 1995:40). This is because the use of video animation plays an important role in the world of entertainment, commerce, education and multimedia, where the concept of focus swampland adolescence stage. The animated films that are used in this discussion is the Finding Nemo. Finding Nemo is one of the most famous animated films in the world cinema. The reason why the writer chose the finding Nemo movie in this discussion is that this film has been very popular and has a universal appeal, using a special language use. The film shows the visual context in which dialogue takes place, the action involves conversation. In addition, the film also features gestures, facial expressions and other body language suit the dialogue.

2.3.3. The Advantages and Disadvantages Film Animation in Teaching. Here are some advantages and disadvantages of using video or film animation in teaching according to Champoux (2007): Advantages: 1. Films are a comfortable, familiar medium for contemporary students that can keep student interest in the theories and concepts under discussion. Students can see the theories and concepts in action. In more than a figurative sense, theories and concepts leap from the screen. 2. The films also are an economical substitute for field trips and other real world visits. While most films are fiction, they can offer powerful

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experiences that students are unlikely to have in a classroom. Such experiences take less time than field trips and do not have the expense of travel. 3. Students can hone their analytical skills by analyzing film scenes using the theories and concepts they are studying. Students also can see and experience worlds beyond their own, especially if the scenes sharply differ from their local environment. 4. The films offer both cognitive and affective experiences. They can provoke good discussion, assessment of one's values, and assessment of self if the scenes have strong emotional content. Disadvantages: 1. The copyright restrictions discussed in detail later prevent the teachers from copying scenes from films to give you convenient control over the sequence of scenes used. Teachers will need time to get the videotaped movie and preposition it at the start of a scene. 2. As noted earlier, some students might resist viewing foreign films with English subtitles. These films take more effort to follow because of the need to read the subtitles and watch the scenes. Foreign films also can have culturally based subtleties that non natives might not easily understand. Experimenting with scenes from several foreign films will let the teachers gauge students' reactions. 3. Films are fiction and fiction writers and directors have much flexibility in how much reality they want their films to show. Although the closing
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scenes clearly show power and political behavior, some students have felt the happy ending is not what would happen in reality. 4. Students can vary in their reaction to actresses, actors, and characters in a film. 5. The content of scenes might distract some students from the theories and concepts the scenes portray. Humor, drama, terror, and language can distract people. 6. Using film scenes in class takes time away from other classroom activities. From that explanation, it showed some unique characteristics of film as a communication medium and the positive effects it has as a teaching resource. The films serve many functions in teaching. You can use them as cases, as a source of information for experiential exercises, or present unusual experiences of students.

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CHAPTER III RESEARCH METHODOLOGY

3.1. Research Method This research will be obtained through questionnaire and observation methods. Through these two methods, the author will present the results of research in the form of descriptive statistics that include analysis of questionnaires and observations about the use of media in the animated video presentation of learning materials as well as the value of listening to the students of class X-8 SMAN 9 Kota Taangerang is processed to determine mastery learning and achievement of the objectives learning.

3.2. Research Setting This research will be conducted at SMAN 9 Kota Tangerang which located on Kunciran H. Jali street no. 09 Kecamatan Pinang Tangerang Banten.

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3.3. Research Subject This research will involve second grade students of senior high school by considering the material being taught is appropriate to the syllabus.

3.4. Population and Sample The word population in statistics refers to a collection of individuals with distinctive characteristics of concern in the study (observation). The number of observations or a member of a population is called the population size. Population size is twofold: (1) finite population, the population size whatever size but still be counted (counts). For example, a company's employee population, (2) an infinite population, the population size is such that it could not be calculated (uncountable). For example, populations of orchids in the world. Population is the whole subject of research. If someone wants to examine all the elements that exist in the area of research, the research is the study population. The study also called study research or study population census according to Suharsimi (1992). Furthermore Sugiyono (2009) stated that the population is a region consisting of generalization objects or subjects that have certain qualities and characteristics are determined by the investigator to be studied and then drawn conclusions.

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So the population of not only people but also objects and natural objects to another. The population is also not just the amount present in the object or subject being studied, but includes all the characteristics or traits possessed by the object or subject. The people can also be used as a population, because one person has different characteristics, such as style of speech, personal discipline, hobbies, how to get along, leadership and others. In the medical field, one person often acts as a population. The blood of every person is the population, that would be checked quite taken some blood as a sample. Data were examined from the sample are then enforced to whole blood possessed person.

Suharsimi (1992) states that the sample is representative of part or the population studied. Named the study sample, if we intend to generalize the results of the study sample. The definition of generalized conclusions is raised as something that applies to the population. Meanwhile, according to Sugiyono (2009) sample is part of the number and characteristics possessed by the population. When a large population, and researchers are not likely to learn all there is in the population, for example, because of limited funds, manpower and time, the researchers were able to use samples drawn from that population. What was learned from the sample, the conclusion will be applied to the population. For that samples taken from the population it must truly

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represent. Thus the sample can be considered as a small part of the members of the population taken under certain procedures so that it can represent the population. The population of second grade students in SMAN 9 Kota Tangerang is 200 students, class 10.1 is 40 students, class 10.2 are 40 students, class 10.4 are 40 students, class 10.5 are 40 a class 10.6 is 40. The sample of students who was observed in each class are 5 students, total sample is 30 students.

3.5. Data Collection 3.5.1 Data Collection Instrument Questionnaire Questionnaire responses given to students aiming to obtain information about the clarity of the media, the quality of the media, especially the media format in the running smoothness and media interest in the students. Test The tests generally measure, although some forms of psychological tests, especially personality tests much that is descriptive, but the description leads to certain characteristics or qualifications that are similar to the interpretation of measurement results. The tests used in the study are generally divided into achievement test (achievement test) and psychological tests (intelligence test).

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In this research, the author will use the test results to learn or commonly called achievement tests. This test is used to measure the learning outcomes achieved by students in a specified period. By the time distinguished in vulnerable: a meeting (meeting the final test), the subject (the final test discussion), one week (weekly tests), semi-quarterly or semester (middle test quarterly or semester), and the level of education (a test or exam end of education). Furthermore, achievement test also differentiated by the material being measured, according to the name - the name of the subject or subjects studied. And in this study, the authors will use the final test on the subjects of discussion concentrated on the English language skills of listening.

3.5.2 Data Collection Procedure 1. Students' questionnaire Student questionnaire data when analyzed by descriptive qualitative validation. Percent of the data were obtained by questionnaire-style Like score calculation, namely:

1) 2) 3) 4)

Exellent Good Fair Poor

=4 =3 =2 =1

To calculate the feasibility of each indicator used the formula:

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Percentage (%) = Total score on data collection 100% Score criterion Where the criterion score = highest score each item x number of items x number of respondents. (Riduwan, 2003) The results of the calculation of the percentage of questionnaires chemistry teachers and students while testing implemented into the criteria in Table 1.

Table 1 Percentage Response Criteria

Percentage 0 % - 20 % 21 % - 40 % 41 % - 60 % 61 % - 80 % 81 % 100 %

Criteria Very Weak Weak Enough Strong Very Strong

Based on these criteria, the application of learning with the use of audiovisual media such as video animation is feasible if the percentage is 81%. Therefore the application of learning to save an audio-visual medium can be said when it is feasible to meet the following indicators: the whole percentage aspects of the learner to the media 61%

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In obtaining the data, the data can be seen and viewed using a data questionnaire distributed to the students of class X-8. The data presented will be distributed in the following table:

Answer Response Questionnaire About Students

No. 1 Question Are you interested and excited to learn English especially listening? a. Yes b. No 2 Do you often or have received learning by using video animation? a. Yes b. No 3 Do you find it easier in learning listening using Frequency Precentage

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video animation? a. Yes b. No 4 Do you feel better quickly grasp the intent of learning by using video animation? a. Yes b. No 5 Do you agree that the English language learning, using instructional media video animation? a. Yes b. No 6 Listening test is easier done by? a. Individual b. Group

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Are you able to understand the purpose of the lesson listening without video? a. Yes b. No

Do you have difficulty learning when listening? a. Yes b. No Reason.

Video animation is an interesting medium. Would you agree with that? a. Yes b. No

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According to you, what is the appropriate medium to convey the listening material? a. Recordin g b. Text or dialogue text c. Video

1. Test Data Student test data will be obtained through the results of listening tests composition students at after discussion with the author. The test is given in the form of answering questions of the the author in accordance with the films

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that have played (Finding Nemo). Schools will set the value of the minimum completeness criteria for students is 67.
No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Name Score

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21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 45. 36. 37. 38. 39. 40.

3.6. Data Analysis

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3.7. Schedule of conducting Research No Activities Oct 1 Design proposal 2 Design instrument 3 Making permission 4 Prepare Teaching in class 5 Giving Treatment 6 Giving Pre-test 7 Giving Post-test 8 Analyzing the data 9 Interpret data research with the project 10 Finishing and Evaluating the Research Month Nov Dec

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CHAPTER IV DISCUSSION

4.1. The Result Of Improvement of Teaching Listening By Using Video Animation.

Student test data obtained through the results of listening tests composition students at after discussion by the author. The test is given in the form of answering questions the author in accordance with the films that have played (Finding Nemo Movie). Schools set the value of the minimum completeness criteria for students is 65. The test was conducted at November, 10th 2012. The table below showed the result of students test: No. 1. 2. 3. 4. 5. 6. 7. 8. Name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Scores 60 70 75 70 70 75 75 75

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9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Student 9 Student10 Student11 Student12 Student13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30

80 65 60 70 80 70 75 70 70 65 70 70 80 75 85 75 75 70 70 70 75 65

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31. 32. 33. 34. 35. 36. 37.

Student 31 Student 32 Student 33 Student 34 Student 35 Student 36 Student 37

70 85 75 85 85 75 70

Based on the deployment of questionnaires to 37 students of SMAN 9 Tangerang class X-8, it is known that students are interested in the subjects of English in particular listening is 81%. It is inversely proportional to the frequency of the students who had a listening class using the media video animation, which only reached 73%. In fact, the number of students who said that they were motivated in learning listening, as well as students who think that video animation is quite effective, has many advantages and make them easier to reach 95% in listening lesson. Furthermore, 95 % of students expect that the next listening lesson can use video animation. While based on the results of listening tests using media video animation (finding nemo movie) of 37 learners of SMAN 9 Tangerang class X-8, obtained the following data: The overall number of students The number of students who took the test The number of students who completed study : 37 : 37 : 32

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The number of students who did not complete study : 5 From the above data, the percentage obtained many students who have completed study are as follows:
32 ---- X 100% = 86,5% 37

When viewed from above data analysis questionnaire , the use of media such as video animated movie of Finding Nemo in learning listening get a positive response from the students. Meanwhile, when it is reviewed from the test results, a total of 86.5% of students passed the minimum completeness criteria values, namely 67. We can see from the completion percentage is 86.5%, which could mean that the number of learning using video media such as Finding nemo animation movie effectively used in teaching listening in the classroom.

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CHAPTER V CONCLUSION AND SUGGESTION

5.1.Conclusion Lessons listening is a fairly popular subject for learners. This is due to that listening is a lesson that is not drab or saturate. But as teachers we must always contribute or make new thoughts on education, especially in listen subject. One is the use of animated videos that proved to be quite effective in improving students' interest and skills in learning to listen. Selection of animated videos for teaching listening can be said is correct, as submitted by the images beamed to write a recount that can be said is correct, as submitted by Mc Keachie (1978:131) stated that show a lot of pictures will be more effective than words convey his words in foreign language learning. And learning activities using media such as video animated movie Finding Nemo in listening subject can be concluded that (1) video animation makes students interest in listening, and (2) there is an increased ability to listen to the learners. Through two conclusions, the use of video animation to enhance listening skills of students to be effective, because the students are more interested in the learning process so that the performance of students increases.

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5.2. Suggestion The author hopes that listening activities using video animation can be used as a model of creative and innovative learning for high school students.

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REFERENCE

Herschhenhom, Suzane. 1979. Teaching Listening Comprehension Using Live Language in Marianne Celce. Murcia and lois MC. Intosh (ed). Teaching English as a Second Language. Rowley : Newbury House Publisher, Inc. Nordquist, Richard. 2012. Writing Exercises (Macmillan) Hornby, AS. 1996. Oxford Advanced Learners Dictionary of Current English. Oxford : Oxford University Press. Champoux, Joseph E and Robert O. Anderson. 2007. Film as a Teaching Resource : Journal of Management Inquiry Arikunto, Suharsimi. 1992. Prosedur Penelitian. Jakarta : Rineka Cipta Sugiono. 2009. Metode penelitian administrasi. Bandung: CV alvabeta
The Internet TESL Journal, Vol. IV, No. 11, November 1998 The Internet TESL Journal, Vol. X, No. 10, October 2004 The Internet TESL Journal, Vol. VI, No. 11, November 2000

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