USING ANIMATION VIDEOS

TO IMPROVE STUDENTS’ LISTENING SKILL

(An Experiment Study at The Sixth Grade Students of
SDN 1 Sempur )

PROPOSAL

By:
NUNUY TASRIYAH
0718210132

ENGLISH EDUCATION PROGRAM

SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN
STKIP SUBANG

2010
A. BACKGROUND OF THE PROBLEM

Everybody has learned their language since they were children, especially

their mother tongue. The process occurs naturally and properly with a view to

communicate in society environment. Listening ability in English as foreign

language also plays an important role in building communication skill.

As we all know, communication is a part of human’s daily activities.

Through communication by using language, we can share our ideas and througt

with other people. In that way, a smooth interaction between people can take

place.

In line with the more sophisticated world, we are demanded to be able to

communicate not only by using our mother tongue but also by using a foreign

language, especially English which obviously more difficult to do since we have a

limitation of knowledge about foreign language. On the other hand as an

international language, English is used to communicate information, chiefly in

science and technology.

Thus, the government has sattled English as one of the compulsory

subjects to study at school, from basic until highest. It is hoped that the students

will be able to communicate in English.

As the foreign language in our country, English is widely taught for the

first time at primary school. The teaching at the level aims to give knowledge of

the basic English to students and it will be developed when they are in the junior

and senior high school.

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 Teaching listening is one of the duties that has to be conducted by teachers

of English to improve the students’ listening ability in English.

Listening is a skill that tends to get neglected for various reasons. Among

other things are:

1. The feeling among language teachers that this skill is automatically

acquired by the learner as he learns to speak the language.

2. Listening is not given serious attention the fact that incompetence in it is

easy to hide through nodding and shaking of the head, which may give the

impression of understanding even there is none.

3. Audio lingual courses give the impression that they are teaching listening

when in fact teaching other skill.

In KTSP, there are some competention standards and basic competentions

which have to be reach by students in learning English. In the sixth grade of

primary school, for listening skill, the students have to understand the simple

instructions and informations by actions at arround context as competention

standard.

The basic competention is to understand the very simple oral stories. The

indicators of the learning process of these competention standards and basic

competentions are the students can answer the questions about the stories.

It is also necessary to mention that listening is one of the items on some

language tests is reason enough to be taught beside the enjoyable activities a

learner may indulge in the target language – such as listening to the radio,

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listening to the English song and watching some images – demand that the learner

exercise this skill.

In learning English sometimes the students are bored with certain teaching

atmosphere. There are various techniques used for teaching language skills:

Listening, Speaking, Writing and Reading.

There are also various medias used for teaching English and improve their

listening skill which could make the students feel interest to the learning process

and enjoy it, such as pictures, sound of musics, animation videos, English songs,

English movies, and also computers.

Using animation videos as media in teaching English helps sensitivity to

students’ skill of hearing. The influence of using animation videos is improving

students’ listening skill. Many children like animation videos so much, and it

could make the learning process easier. They will be interested and happy to learn

English and using animation videos can improve their skill in listening.

Concerning the facts above, it is expected that research on teaching

listening can offer an alternative in providing the technique in teaching listening,

motivating the students to learn English and can be useful for those who are

interested in teaching listening.

Listening is one of aspects in learning foreign language, including English.

For many students, listening is a difficult skill to be improved. So that, teacher

have to get right method and right media in improving students’ skill in listening.

Animation videos is one of medias which is very good to be used to

improve students’ listening skill. The influence of using animation videos is

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improving students’ listening understanding. Many young students like animation

videos, including at SDN Sempur–Purwakarta.

To get accurate result about the effect of pictures to improve students’

listening skill, the writer has choosen the title “Using Animation Videos to

Improve Students’ Listening Skill” (An Experiment Study at The Sixth Grade

Students of SDN Sempur).

B. RESEARCH PROBLEM

Research problem is question to find the solution or answer through

research, which was formulated in a sentence a question, it is questionable.

(Arikunto, 2006:61)

To do the right research and make clearly whatever that appear in using

animation videos as media to improve students’ listening skill. Here are three

main problems, that had formulated as folows:

1. Can the use of animation videos as media increase students’ skill of

English?

2. Can animation videos improve the students’ skill of English?

3. Is using animation videos in improving students’ listening skill

significant?

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C. AIM OF THE RESEARCH

Considering the problems above, the study is oriented towards the

following aims:

1. To find out the use of animation videos as media can increase students’

skill of English.

2. To find out animation videos can improve the students’ skill of English.

3. To find out using animation videos in improving students’ listening skill

significant.

D. HYPOTHESIS

Relating to Hatch and Fahradi in research and statistic design for applied

liguistics, hypotesis is a tentative statement about the outcome of research.

Based on the problem stated the writer puts forward the hypothesis is using

animation videos can improve the students’ listening skill.

E. CLARIFICATION OF TERMS

In this study, the writer would like to put forward the definition of words

used in the study, as follows:

1. Animation videos is everything that is manifested visually into two-

dimensional life shape as a flow or a variety of thoughts which students

could watch them on televisions, computers, or projectors.

2. Listening is conscious attention to the mesagge of what is said or read by

other people.

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F. SAMPLES AND POPULATION OF RESEARCH

Population is all research subject. In Encyclopedia of Educational

Evaluation tertulis: A population is a set (or collection) of all elements prossessing

one or more attributes of ineterest. (Arikunto, 2006:130)

A sample is a representative of the population which studied or to

generalize research results to the population. (Arikunto, 2006:131)

The population are fourty two students in the sixth grade of SDN Sempur

Plered – Purwakarta in academic year 2010/2011.

The samples are fourty two students which are choosen randomly from

fourty students in the sixth grade of SDN Sempur Plered– Purwakarta in academic

year 2010/2011. As Suharsimi Arikunto (2006:134) said that each subject in a

homogeneous population have the same opportunity to be sampled.

G. KIND OF RESEARCH

In order to achieve the aim of the research, the writer uses experimental

method. Experimentation is the observation under artificial conditions in which

these conditions are made and governed by the researcher. Thus, experimental

research is research done by conducting research and manipulation of objects.

(Hatimah, 2007:104)

The aim of experimental research is to investigate the presence or absence

of a causal relationship, how much causality, by giving certain treatment in the

experimental group and provides control for comparison. (Hatimah, 2007:104)

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H. DATA PROCESSING

Instruments used is the pre-test and post-test. Pre-test aims to measure

students' abilities before learning and testing process to find a level of validity and

reliability of the instrument. While the post-test aims to measure student learning

outcomes after the learning process.

Validity is a measure that indicates the level of instrument validity.

(Arikunto, 2006:169)

Reliability shows an understanding that an instrument is reliable enough to

be used as a means of collecting data because the instrument is already good.

(Arikunto, 2006:178)

For that, after testing data collected, the authors then calculate the level of

validity and reliability of the instrument by using the Pearson formula:

rxy = Corellation coefficient

N = The number of samples

ΣX = Total score odd items statement

ΣY = Total score even items statement

ΣXY = The number of multiplication of X and Y (Sudjana, 2005:368)

Writer then calculated r-count dan t-count by using Spearman-Brown formula:

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 rXY = Corellation coefficient

n = The number of samples (Sudjana, 2005:377)

Besides, experts are also involved to decide the validity and reliability of

the instruments.

All the research data collected, whether the value of pre-test and post-test

from control and experiment group, then calculated and analyzed using t-test to

get t-value, the correlation between x variable and y variable, with the following

steps:

Find out the mean (M) of each group:

∑X
M = (Sudjana, 2005:67)
n
Where

M is the means of the sample

∑X is the total amount of all the individual observation

n is the samples

Find out standard deviation (Sd) of each group. The formula for obtaining

the standard deviation is:

(∑X)2
∑X2 -
Sd = N (Sudjana, 2005:93)
N–1

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 Where:

Sd is standard deviation

∑X2 is the sum of the squared raw scores

(∑X)2 is the sum of the raw scores squared

N is number of the students

With the standard error of the mean, a critical ratio is formed to find the

deviation in standard error unit teams of the difference between the means. This

ratio is called the ratio. In this research the writer took the formula as follows:

M1 – M2
t= Sd12 Sd22 (Sudjana, 2005:189)
+
N1 N2

Where:

M1 is mean of experimental group

M2 is mean of control group

Sd1 is standard deviation of experimental group

Sd2 is standard deviation of control group

N1 is number of students of experimental group

N2 is number of students of control group

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I. RESEARCH PROSEDURE

The prosedures of the research are:

1. Developing the research instrument

2. Selecting the sample from the population

3. Giving pre test

4. Treatment: pre-listening, while listening, and post-listening

5. Giving post test

6. Expert judgment

7. Calculating and analysing the test scores

8. The result of the test

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 REFERENCES

Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta: Rineka Cipta.

Badan Nasional Standar Pendidikan. (2006). Kurikulum Tingkat Satuan

Pendidikan Tngkat SD, MI, dan SD-LB. Jakarta: BNSP.

Hatch, Evelyn and Hossein Farhady. (1982). Research Design and Statistic
Bowley. ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.

Hatimah, Ihat., Susilana, Rudi., Nuraedi. (2007). Penelitian Pendidikan. Bandung:

UPI Press.

Sudjana. (2005). Metode Statistika. Bandung: Tarsito.

Tim Penyusun Kamus Pusat Pembinaan dan Pengembangan Bahasa (1988).

Kamus Besar Bahasa Indonesia. Jakarta: Depdikbud: Balai Pustaka.

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