Improving Students’ Listening Skill by Using

Animated Film at IX C Class of SMPN 4 Narmada

A Class Action Research (CAR) Proposal

by:

I Gede Mahendra Jaya

E1D 114 050
Class VII B

ENGLISH EDUCATION PROGRAM

LANGUANGE AND ART EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MATARAM UNIVERSITY
2017
 TABLE OF CONTENTS

TABLE OF CONTENTS ..................................................................................................... i

CHAPTER 1
INTRODUCTION .............................................................................................................. 1
1.1 Background ............................................................................................................... 1
1.2 Research Question and Solution ............................................................................... 3
1.2.1 Research Question.............................................................................................. 3
1.2.2 Solution .............................................................................................................. 3
1.3 Research Objective ................................................................................................... 4
1.4 Significance of the Research ..................................................................................... 4
1.5 Definition of Technical Terms .................................................................................. 5

CHAPTER II
REVIEW OF RELATED LITERATURE .......................................................................... 6
2.1 Review of Related Literature .................................................................................... 6
2.1.2 The Nature of Listening ..................................................................................... 6
2.1.3 Media ................................................................................................................. 6
2.2 Previous Relevant Study ........................................................................................... 7
2.3 Theoritical Framework.............................................................................................. 9
2.4 Action Hypothesis ................................................................................................... 10

CHAPTER III
RESEARCH METHOD.................................................................................................... 11
3.1 Research Method .................................................................................................... 11
3.2 Subject, Characteristic and Setting ......................................................................... 11
3.3 Research Variable ................................................................................................... 11
3.4 Research Procedure ................................................................................................. 11
3.5 Data and Technique ................................................................................................ 12
3.6 Data Analysis .......................................................................................................... 12
3.7 Performance Indicator ............................................................................................. 13
REFERENCES ................................................................................................................. 14

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 CHAPTER 1
INTRODUCTION

1.1 Background

Listening in English language as a foreign language (EFL) constitutes a part of

essential skills to be taught beside listening, speaking and writing. In studying a
language, receptive skills come first than productive skills. In everyday life,
listening is the input skill most often used. No other type of language input is as
easy to process as spoken language received through listening. Therefore, listening
has an important role in understanding spoken language. The roles of listening are to
get information and to comprehend the meaning.
Based on the researcher’s observation, the listening skill of the ninth grade
students at SMPN 4 Narmada was still very low. They had difficulties in
understanding the audio.
In this study, the research targets are to improve student’s listening ability by
using animated film. By using animated film as the media, the researcher believes
that students’ listening skill will be improved. It is because the students can hear
natural conversation or spoken discourse in a movie. They will learn how the correct
pronunciations are, the stress and intonation, and useful expressions from the actors
that they can use or imitate later so they can also improve their speaking ability.
They will also have significant vocabulary improvement since they will find and
hear new words. Moreover, the students will have a new learning experience from a
movie or film which offers both a visual and audio depiction of dialogue and story
in a potential real-life situation, using real emotions, diction, tone, and slang, which
can sometimes be lost in a classroom environment.
So this research aimed at students’ listening skill improvement and significant
improvement in vocabulary mastery by using film as audiovisual media which also
increase students’ participation and motivation in learning English.

Based on the observation in school experience program, the current conditions

are students’ are not highly motivated in learning English because they think the
subject about listening is difficult. In fact, students were unable to comprehend
natural spoken English. Most of the students thought that a spoken passage was
difficult to understand because speakers speak too fast. It could be seen from their

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result of the listening test. The researcher also found that the teacher rarely
gave the students listening exercise. This was because of the lack of the
media (audio, speaker, etc).

There are few problems between the current situation and the target needs
which are students’ vocabulary mastery are very low that can cause listening
practice difficult. They also had difficulty distinguishing sounds or words with
similar pronunciation. This condition certainly makes the students got low score in
listening.

In this study, the researcher found out some possible sources of the problem.
The first problem was related to the students. The students of did not have high
motivation in listening skill. They thought that listening was very difficult for them
because they were rarely had a listening task. The next problem was related to the
teacher. The teacher rarely gave the students a listening task or rarely exposed the
students to listening practices. The third problem was related to the media. Since the
teacher did not use any media such as audiovisual media, the lesson can be boring.
The last problem was related to the learning style. The learning activity was using a
teacher-centered approach which was the teacher as the main focus. The students
were not given more opportunities to explore about their listening skill.

The researcher proposes animated film as the main solution to improve the
students’ listening ability because they will listen to the correct pronunciation, stress
and intonation, and also useful expressions which are very important in learning
language. Also they can learn the context of the phrases or sentences in a specific
context or situation which later can improve their speaking ability or discourse.
Similarly, other solutions such as expose the students more often in listening
ability so they can have more chance to practice and the creativity from the teacher
to find other interesting media such as English song will be important to change the
learning style to not teacher-centered.

Few problems can occur if the problem is not overcome. Since listening skill
is related to other skills, not overcoming the problem may cause the students to have
problem when they are told to speak since they did not know how to pronounce it.
The other problem is they will have low vocabulary mastery because they rarely

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 exposed to natural conversations in listening.

1.2 Research Question and Solution

1.2.1 Research Question

The research question of the study are as follows:
1. How to improve students’ listening skill of IX C class of SMPN 4 Narmada
by using animated film?
2. How is the improvement of students listening skill of IX C class of SMPN 4
Narmada by using animated film?

1.2.2 Solution
Animated film is a set of moving picture that using computer graphic to
form a story to be shown in the cinema, and on television for commercial,
educational, and personal purposes.
There were three reasons that the researcher decided to use this
media. Firstly, film was a moving visual with audio that provides the
students to have more enjoyment. Secondly, by watching film, the
students would also pay attention to the audio as well. Thirdly, the
students would increase their vocabulary mastery that could be found in
the film.
Advantages:
 Films can keep students’ interest in learning English. It is because
students were more motivated to see and hear real-life situation than to
follow the activities in the textbook (Mirvan, 2013). They gave the
impression that movies also provided a relaxed atmosphere.
 Films can improve students’ listening skill. Students can listen to
English being used in a very natural way. Some actors and actress may
speak too fast so that it is difficult for students to understand what they are
talking about, but it will be a perfect way for students to listen to native
speakers. Students can also listen to informal English and slang words and
phrases that they often do not find in books or dictionaries (Sari, 2015).
 Films can improve students’ speaking skill. According to Kalean
(2013, p.155) teaching English by using English movie as media in the
EFL classroom is a good way to teach the students how to speak well by
imitating the actors and actress in the movie

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  Films can improve students’ pronunciation. Listening to native
English speakers talk to each other can help students to hear how words are
pronounced. Students can know where to put intonation on certain words
and sentences. Students can also distinguish and compare British and
American style when the actors are talking in the movies.
 Films can improve students’ vocabulary. English films with
English subtitles can help students to see how the words are written. By
watching English films, students listen to many new words and phrases,
especially idioms and colloquial expressions. Students can keep a notebook
with them and write down any new words or phrases they listen. They can
look up the meaning later or ask their English teachers. (Sari, 2015)
Steps:
 First, the researcher conducts a preliminary study which can be
done by clarifying and identifying the problem of learning for the students.
In this preliminary study, the researcher can collaborate with the teacher to
find the problem by using listening tests, questionnaires, and interviews to
collect the data.
 After conducting the data about the problems, the researcher can do
the first cycle.
 If students’ show no improvement, the researcher can continue for
second cycle with some improvement.
 The researcher does the second cycle with some improvement
whether the method itself or the test instrument that can improve students’
listening skill test.
 After all of the data collected will be analyzed.

1.3 Research Objective

The objective of the study are as follows:

1. To describe how to improve students’ listening skill of IX C class of SMPN 4
Narmada by using animated film.
2. To identify how is the improvement of students listening skill of IX C class of
SMPN 4 Narmada by using animated film.

1.4 Significance of the Research

The results of the study in the field of education may give some advantages to

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 students and language teachers as the following:
a. Students: the process of the research will be useful for the students, as the
aim of the research is to improve their listening ability in a fun and
entertaining way. This study also can motivate the students’ to enrich their
vocabularies as the film can contain new vocabularies for them.
b. Teachers: the result of this study will be useful for other English teachers
who have difficulties in improving students’ listening ability as this study
provide a new way to develop the teaching media which applies in school.
c. School: the result of this study will be useful for schools as it can support
the school to develop the mediums of English teaching and learning. It can
also open up possibilities for other research which is related to students’
difficulties in learning English such as how teachers can improve students’
vocabulary mastery or writing skills by using the animated film.
d. Researcher: The writer got some experiences and knowledge directly on
how to improve listening skill by using animated film.

1.5 Definition of Technical Terms

Avoiding some incorrect interpretation on this research title, the writer wants to
clarify and explain the term used:
1. Improving is the process of becoming or making to the better (Oxford
University Press, 2003: 216) and according to Merriam Webster (1976: 1138)
Improve is to make greater in amount or degree: increase, augment, enlarge,
intensify, (improved the chance that the committee could reach agreement).
2.Listening Skill
 Listening is the activity of paying attention to and trying to get meaning
from something we hear (Underwood 1989).
 Skill is the ability to do something well (Hornby 1974: 805).
 Listening skill is to attend closely to hear (Lewis, 1985:324)
3. Animated Film
 Film is a series of connected cinematographic images that projected on a
screen (Patrick, 1993: 496).
 Animated film is a kind of film which involves sound, recording a series of
drawing or manipulating inanimate object, one frame at one time. When
projected, the sequences of frames take on the illusion of motion. This film
uses computer graphics in creating animated images.

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 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Review of Related Literature

2.1.2 The Nature of Listening

There are many definitions to define about listening. According to
Helgsen (2003) who said that listening is an active, purposeful
processing of making sense of what we hear. Meanwhile Rost (2002)
stated that listening is mental process of constructing meaning from
spoken input. She also adds that listening is vital in the language
classroom because it provides input for the learner. Without
understanding input at the right level, any learning simply cannot begin.
Listening is thus fundamental to speaking.
It gives the listener information to build up the knowledge
necessary for using the language. Before conducting speaking or
writing, the mind can process the information by listening. Thus, the
information is easier to remember by using this receptive skill rather
than reading. Furthermore, Brown (2006) also states that listening
involves an active process of deciphering and constructing meaning
both verbal and non-verbal messages which make listening is more than
adsorbing the information, but also to interpret and maintain social
interaction in understanding spoken discourse.

2.1.3 Media
a. The Definition of Film
There are many definitions of film. According to Wikipedia, a film
is a motion picture, often referred to as a movie. Film is a sequence of
pictures in frame in which the sequence is presented through LCD. As a
result, we can see that the sequence of picture is alive and move.
Meanwhile, Summer (1992) states that the film is; the first, A roll
of material which is sensitive to light and which is used in camera for
taking photographs or moving pictures for the cinema, and the second,

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 is a story, play, and. record on film to be shown in the cinema, and on
television. In addition, Coulson (1978) states that film is story, incident,
etc. recorded on film in, moving pictures.
According to Wikipedia, An animated film or cartoon is a film to
be shown in cinema, television or computer screen, which is made
using sequential drawings. Most of the time animated films are created
for commercial, educational, and personal purposes. This kind of film
uses computer graphics in creating animated images. In today’s world, a
very well-known studio for making animated films using computer
graphic is Walt Disney Studio.
From the definitions it can be concluded that animated film is a set
of moving picture that using computer graphic to form a story to be
shown in the cinema, and on television for commercial, educational,
and personal purposes.

b. The Advantages and Disadvantages of Using Animated Film

Harmer (2001) points out the advantage the students can get from
videos, that learners not only can listen the language but also they can
see it, in order to support comprehension, videos contain visual clues
such as gestures and expressions which allow students to go beyond of
what they listen, and also interpret the video in a deeper way. Since
students can see the language in use from natural contexts; they can
make connections between words and images which help them to
analyze their own use of the language or even to learn new language.

2.2 Previous Relevant Study

This study is about improving students’ listening skills by using animated

film for IX grade students of SMPN 4 Narmada. The following are some
researchers who have conducted this kind of research related with the use of
films.

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 The first one come from Afif Dwi Cahyanta who conducted a CAR
research titled “Improving Student’s Listening Skills By Using Film Clips For XI
Grade Students Of SMAN 1 Sleman”. This researcher concerned on improving
listening skill by using film clips. In this study, the researcher used film clips
to enhance their listening skill as well as their vocabulary mastery through an
enjoyable way. The result of the study revealed that indeed there was
significant improvement in students’ listening skill which could be seen from
the students’ listening test result. Not only that, it is also stated that they could
identify the correct generic structure, past form verbs, adverbs of time,
adjectives, action verbs and, conjunction which also enrich their vocabulary
items. As a result the students also were more interested and enthusiastic in
English teaching and learning because the researcher stated that they become
more actively involved in the discussion.

The difference between this research and the writer’s is in participant.

Afif’s research was conducted with XI grade students of SMAN 1 Sleman,
while the writer’s research is in the IX grade students of SMPN 4 Narmada.
Moreover, the media is quite different; Afif’s media is film clips while the
writer’s is animated film in general.

Second is Boris Ramadhika who conducted a CAR study titled

“Improving Students’ Listening Skills Using Animation Videos For The
Eighth Grade Students Of SMPN 6 Magelang”. In her study, she concerned
on improving listening skill by using animation videos. The result of the
study shows that In the first meeting students who are in the ‘poor’ category
was in high percentage, 40.6%. This category significantly decreased in
meeting 2 into 15.6%. In meeting 3, this category increased again into 18.8%
and in meeting 4, this category decreased into only 6.3%. On the other hand,
students who are in the ‘good’ category slightly decreased from 18.8% in
meeting 1, into 15.6% in meeting 2. However, for the meeting 3 and 4, this
category significantly increased into 31.3% and 50.0% in the last meeting.
Her study successfully proved that students’ listening skills were significantly

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 improved through the use of animation videos. She stated that the use of
animation videos was also creating a good atmosphere among the students
which can be seen that they become more enthusiastic and got better
understanding in learning English.

From the explanation of related previous researchers, so that, the writer is

interested to formulate his thesis under the title “Improving Students’
Listening Skill by Using Animated Film at IX C Class of SMPN 4 Narmada”
since this thesis is quite different with the others as mentioned above. The
result of this thesis is expected to give new perception toward the advantages
of using film as media to improve students’ listening.

2.3 Theoritical Framework

From the theories described previously, a theoretical framework is

constructed on the use of animated film to improve listening skills among the
IX grade students of SMPN 4 Narmada. This conceptual framework is aimed
at focusing this research study on the problem concerned.
Mastering listening is considered important by many people because it is
said to be related to knowledge and information that people get through
audiovisual media. Although the students have got English since elementary
school, they still face many problems in learning English, especially in
comprehending texts. The students always find difficulties in mastering
listening comprehension, because they do not have the effective strategies for
improving their ability.
Considering the importance of teaching listening, there should be a
technique that can overcome this problem in language learning. Using
animated may be a good technique and media to overcome the problem
because it could improve the students’ listening skill since film is an listening
tool that can enhance the listening experience for the students. By watching
the animated film, students learned proper pronunciation. Furthermore they
will learn useful English language expressions as well as phrases for

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 conversation. While observing the film, the students can identify the setting,
action, emotions, gestures, etc, that will provide an important visual stimulus
for language production and practice. That was why in this research, animated
film was chosen by the researcher to improve the ninth-grade students’
listening skill at SMPN 4 Narmada.

2.4 Action Hypothesis

Based on theories underlying animation film and listening skill for the
ninth grade students, the researcher proposes the hypothesis that animation
film can improve listening skill of the ninth grade students of SMPN 4
Narmada. It also may improve students’ speaking skill and vocabulary
mastery.

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 CHAPTER III
RESEARCH METHOD

3.1 Research Method

Action research is a simply form of collective self-reflective enquiry

undertaken by participants in social situations in order to improve the
rationality and justice of their own social or educational practices, as well as
their understanding of those practices and the situations in which the practices
are carried out. According to Kemmis and McTaggart in Burns (1999:32),
action research holds in a dynamic and complementary process, those are
planning, action, observation, and reflection.

3.2 Subject, Characteristic and Setting

This research will be conducted in IX C class of SMPN 4 Narmada. The

class size is consist of 30 students in which divided into 13 female students
and 17 male students. The characteristic of this class is most of the students
are more actively engaged in learning proses rather than the other classes.
They are willing to learn something new and frequently ask the teacher about
the learning difficulties.

3.3 Research Variable

This research has two variables:

Expected variable : Improving listening skill
Action variable : Using animated film

3.4 Research Procedure

a. Plan
In this step, the researcher discussed with the teacher to plan some
actions to be implemented in the class. The researcher made possible
plans covering other research members’ opinion, suggestion, expectation
and materials to overcome the listening problems. Actions planned to be
carried out were as the following:

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 1) Organizing actions involves preparing lesson plan, observation
sheet, and test material to the students.
2) Preparing media (LCD, speaker and chosen film).
b. Action
After the action plans had been designed, the researcher had to
implement the plan. He used the animated film to solve the problem
related to the students’ listening skills.
c. Observation
The observation was done during the action implemented. The
researcher gathered the data about the way the students’ respond to the
action, observed and took notes on the way the students’ respond to the
actions and the obstacles occurred during the implementation of the
actions.
d. Reflection
In this step, the researcher had a reflection after all the cycles had
been implemented. He discussed the result of the action with the teacher.
It was used to find out whether the actions are successful or not.

3.5 Data and Technique

a. Kind of Data : Students achievements, teaching-learning

process
b. Source of Data : Students, teacher
c. Technique of Collecting Data : Observation, test
d. Research Instrument : Observation sheet, and test instrument

3.6 Data Analysis

The data analysis used in this research is quantitative and qualitative.

The quantitative data showed the finding of students’ score in listening
comprehension and the qualitative data were taken from the observation made
by the researcher in every session of both cycles.

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3.7 Performance Indicator

Classroom Action Research will be succeed if the subject of the research

can reach the passing indicator that has been determined. In this case, the
research is done if there are 75% of students pass the minimum score 80
based on KKM for English subject in SMPN 4 Narmada where this research
conducted.

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 REFERENCES

Brown, S. (2006). Teaching Listening. Cambridge: Cambridge University Press.

Cahyanta, A. D. (2014). Using Film Clips To Improve Listening Skills Among The
Eleventh Grade Students of SMA Negeri 1 Sleman Yogyakarta In The
Academic Year Of 2013/2014. Yogyakata: Published Thesis.

Harmer, J. (2001). The Practice of English Teaching Learning. Melbourne:

Cambridge University Press.

Kamilah, M. (2013). The Use of Contextual Video To Improve Students`

Listening Ability. Journal of English and Education , 1(1) 122-132.

Ramadhika, B. (2014). Improving Students’ Listening Skills Using Animation

Videos for The Eighth Grade Students of SMP N 6 Magelang In The
Academic Year Of 2013/2014. Yogyakarta: Published Thesis.

Robin McTaggart, Stephen Kemmis. (1998). The Action Research Planner.

Victoria: Deakin Univeristy.

Sujana, I. M. (2010). Workshop Penelitian Tindakan Kelas. Lombok Barat: Arga

Puji Press.

Wikipedia. (n.d.). Retrieved November 2, 2017, from

https://en.wikipedia.org/wiki/Animation

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