CHAPTER I

INTRODUCTION

1.1 The Background of the Research

Language is very important to all of people, because language is used for

communication one each other. Without language, we shall find difficulties to get

something and communicate one each other. According to Lado (1964:11), “language

is intimately tied to man’s feeling of self. It is used for work, worship, and play by

everyone, be beggar or banker, savage or civilized, so it means that we need language

in doing everything”. Furthermore he stated “language is a part of the culture of a

people and the chief means by which the members of a society communicate” (Lado

1964:23-24). A language, therefore, is both a component of culture and a central

network through which the other components are expressed. When a person comes

into contact with people of another culture, he may notice that they speak a different

language, dress differently, and have some characteristics of behavior that identify

them as members of different society.

The definitions of language above are in line with Sapir (1921:7). He stated

“language is a purely human and non instinctive method of communicating ideas,

emotions, and desires by means of a system of voluntarily produced symbols”.

Based on the idea above, language is the main instrument of communication

in society; it cannot be separated from human being. We use language to express our
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feeling, ideas, emotions, and desires, respond the phenomena, share an idea, hopes,

ambitions, and thoughts and also criticize.

Language has many types such as English, Chinese, Japanese, Mandarin,

Dutch, Russian etc, and even in Indonesia there are so many regional languages such

as, Batak Toba, Nias, Java, Minang, Karo, Mandailing, Simalungun, Betawi, etc. So,

if we make the total of the language in the entire world it can be more than two

thousand kinds of languages.

English is an important language in the world and most of people all over the

world use English in communication internationally. English has been used

everywhere in all part condition, so that we must master English as the

communication tool. English has an important role to develop businesses, economy,

socials, education, science, technologies and international relationship with other

country. English is usually used by the people to communicate with other people

from other different countries. It means that English is useful for all of the aspect in

this globalization era. One aspect that influenced by English would be education.

Education is a prime process in life. It becomes the primary needs for some

people and that is the reason why people tend to seek for the best education. It is

considered that having good education can lead to be a better life and will be

respected by the society. Education is also one of the many important requirements

for the future of the nation personality development, attitude and way of thinking of

the youth in order to achieve a better life.

In Indonesia our government has determined that English is one of the foreign
 3

languages to be taught from kindergarten level up to university level and has become

a part of the curriculum. The government of Indonesia wants to fully develop English

as the human resource by implementing the curriculum based on competence at

school. The students have to develop their ability in English which will be reached

based on curriculum given therefore in teaching-learning process. According to

Competence Based Curriculum (2004), there are four skills that should be learnt by

the students in the school, they are, listening, speaking, writing and reading. Listening

is one of four language skill that should be mastered by students. They should be able

to listen in English. Listening to the movie becomes focus on this paper. So the

teachers have an important role to teach the students to build their initiatives and also

innovative them in listening.

Listening is one of the most important skills for the students. It is always used

by the students in their daily life. Listening is a skill that a child will use throughout

his/her entire life. Developing strong listening skills eventually will help each child

become a better listener for life. Teaching listening will be very difficult because less

of practises and the students do not understand what is spoken by the speaker and also

the meaning of the words. In teaching listening skill, many teachers just gives the

material, the students listen and write. The teacher does not explain what it means.

Because in listening skill not only theory that being explained but also it involves

practice and understanding. The students must be given a chance to be active to

develop their ability to understand the material.

Field (2008:56) stated that “listening is a skill which impacts in specific ways
 4

upon the classroom context in general and upon the individual learner in particular”.

Then Nation & Newton (2009:38) stated that “listening is the way of learning the

language. It gives the learner information from which to build up the knowledge

necessary for using the language”. When this knowledge is built up, the learner can

begin to speak. The listening-only period is a time of observation and learning.

Listening is the natural precursor to speaking; the early stages of language

development in a person’s first language (and in naturalistic acquisition of other

languages) are dependent on listening.

Listening is the first skill that is learnt since we were born. Listening is an

active purposeful processing of making sense what we hear, listening is different

from hearing. Listening and speaking are oral skill while reading and writing are

written skill. On one hand listening skill and reading are receptive skill because

focuses on receiving information from the outside source. Listening can be done in

various kinds of text. One of the texts in English is narrative text.

Gerot and Wignell (1994:204) stated that “narrative is to amuse, entertain and

to deal with problematic events which lead to a crisis or turning point of some kind,

which in turn finds a resolution. it means that narrative text has a purpose to entertain

the readers with interesting story such as, fairytale and folktale”. In teaching listening

comprehension on narrative text the teachers need media to support teaching learning

process.

According to Gerlach and Elly that was cited on Marjuki’s (2011) thesis a

“medium is any person, material, or event that establishes conditions which enable
 5

learners or students to acquire knowledge, skills, and attitudes”. In addition, Brown

(1977:2-3), defines “media as the tools or the physical things used by a teacher to

facilitate the instruction”. From the definitions above, the writer makes a conclusion

that media are the tools, materials, or events that establish conditions used by a

teacher to facilitate the instruction to acquire knowledge, skill and attitudes, and

engage the learners in a topic or as the basis of a whole activity. Gerlach and Elly

(1980:297) classify media in six general categories such as, picture, audio recording,

motion picture, television, real things, simulation and model and program and

computer-assisted instruction. Media is very important to support teaching learning

process and can attract the passion of the students to learn English.

There are many kinds of media in teaching listening that can improve their

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

enjoy it, such as, pictures, English songs and also English movies. English movie is

one of medias which is very good to be used to improve students’ listening skill. It

could attract the students to listen. Many teenage students like movies so much, and it

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

English and listening to the English movies can improve their listening skill. Here the

writer chooses movie as the media in teaching listening. The people have often

watched movies throughout our lives. Movies are easy to find, we can watch on

television, computer, and laptop or even in a hand phone. Movies become a part of

human life and movies have become more and more popular in language teaching

now. All skills, such as speaking, listening, reading, and writing, can be instructed
 6

with movies. Movies are not only used for entertainment, but they also can provide a

great approach for language teaching and learning. Movies have great tendency to

attract attention of the students. Watching to the movies is also fun and very

interesting as the media in listening process. Movie can motivate students to engage

in language learning. Students will not only have lessons with movies; they will also

use movies to learn language. Overall, movies are a great tool in language teaching.

The other reasons why we use movies, because by using movie, the teacher

will be easier to transfer the material and attract the student’s attention. Besides that,

the students will be interested in learning listening if they watch the movie which is

provided by the teacher directly. The use of movie is more interesting and easy to

understand by the learners, because they can see the object and listen the words that

are spoken by native speakers. And by using movie, the attentions of students are

focus. And I believe that by watching movie the students’ English will be better. It

means that by seeing the movie, the students will be easier to learn listening.

Animated movie is a kind of movie which involves sound, recording a series

of drawing or manipulating in animate object, one frame in one time. When

projected, the sequences of frames take on the illusion of motion. This movie uses

computer graphics in creating animated images.

In this research, the researcher uses animated movie. The animated movie that

will be given is appropriate with the age for the students of senior high school. In

This study, the writer as the researcher chooses animated movie that has funny

characteristic, so it can make teaching and learning process more cheerful. Movie can
 7

be an effective media in listening because it can attract their interest in teaching and

learning process. The animated movie that the writer uses in this research is The

Three Little Pigs and Big Bad Wolf.

The movie later, will be used as instrument in teaching listening to the

students. The writer hopes that the movie will give impact to the students’

achievement in their learning process, for many students, listening is a difficult skill

to be improved. So that, teacher have to get right method and right media in teaching

listening skill.

Based on the writer experience during teaching process, after some time the

writer realized that students are not very interested in listening narrative text that are

in students’ books sometimes they feel bored and they are not much motivated. The

writer prepared the lesson but it was too difficult for them to understand the text and

do the exercises. Here the writer wants to demonstrate how animated movie can help

in teaching listening on narrative text process. By using movie, the students can see

the object directly, they can hear the words are spoken by the native speakers and

they also can enjoy they movie.

The writer hopes it will be useful for teachers and students. Teachers can

teach listening on narrative text in a new way by using movie to attract the attention

of the students. Students will likely to like listening because everyone likes movies. If

one likes something, he or she will likely want to know it more. Hopefully, the

teacher try to use English movie in listening lesson, because listening animated movie

is on type of listening that will be very interesting.

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1.2 The Problem of Research

Based on the background above, the researcher formulates the problem as

follow:

1. What is the effect of using animated movie to the listening comprehension at

the second year of SMP SWASTA METHODIST II on narrative text?

2. What is the effect of without using animated movie to the listening

comprehension at the second year of SMP SWASTA METHODIST II on

narrative text?

3. Is the effect of using animated movie more significant than the effect of

without using animated movie to the listening comprehension at the second

year of SMP SWASTA METHODIST II on narrative text?

1.3 The Objective of the Research

Related to the problem of the study, the objectives of the research are:

1. To find out the effect of using animated movie to the listening comprehension

at the second year of SMP SWASTA METHODIST II on narrative text.

2. To find out the effect of without using animated movie to the listening

comprehension at the second year of SMP SWASTA METHODIST II on

narrative text.

3. To find out which one is more significant between using animated movie or

without using animated movie to the listening comprehension at the second

year of SMP SWASTA METHODIST II on narrative text.

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1.4 The Scope of the Research

This research will be focused to the effect of using animated movie to the

listening comprehension on narrative text. According to Bordwell and Thompson

(2008:338) there are some types of movie such as, documentary movie, fictional

movie, animated movie and experimental movie. Here the writer chooses animated

movie as a media that will be listened by the students. The animated movie that is

used in this research is the three little pigs and big bad wolf. This movie also has

English subtitle to help the students while listening.

1.5 The Significance of the Research

As alternative strategy, this research is to know the effect of animated movie

to the listening comprehension of the students. The writer hopes that the result of the

research can give some contributions to the teachers exactly in teaching listening on

narrative text.

The significance of this research is expected to be valuable to the English

teacher in teaching listening on narrative text to give effective way to teach listening

skill to the students that can make the students interesting and can attract their

attention. The researcher hopes that the students will get the new alternative way in

learning listening on narrative text by using animated movie. The researcher also

hopes that this research will be useful to the readers to get information and

knowledge about the use of animated movie as media in teaching listening skill on

narrative text.
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1.6 The Theoretical Framework

The theoretical of this research based on theories of Bordwell and Thompson

(2008:338), Harmer (2007:282), Lado (1964:11), Field (2008:56) , Nation & Newton

(2009:38), Arikunto (2010:174), Wilkie (2001:71), Ary, Jacobs & Sorensen

(2010:39), Cohen, Manion & Morrison (2007:102), Gerot and Wignell (1994:204).

1.7 Hypothesis

In the research, the hypothesis is formulated as the following:

Ho : The effect of using animated movie is not more significant than the effect of

without using animated movie to the listening comprehension.

Ha : The effect of using animated movie is more significant than the effect of

without using animated movie to the listening comprehension.

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1.8 The Definition of Key Terms

1. Movies are a type of visual communication which use moving pictures and

sound to tell stories or inform (help people to learn).

2. Animated movie is a kind of movie which involves sounds, recording a series

of drawing or manipulating in animate object, one frame in one time.

3. Listening is the way of learning the language. (Nation & Newton, 2009:38)

4. Narrative text is a kind of text that tell fiction story. Narrative is used to

amuse, entertain and to deal with problematic events which lead to a crisis or

turning point of some kind, which in turn finds a resolution. (Gerot and

Wignell, 1994:204)
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Listening Comprehension

Listening comprehension has often been seen as a passive activity. It is, on the

contrary, an active process in which the listener must discriminate among sounds,

understands words and grammar, interpret intonation, and retain information gathered

long enough to interpret it in the context or setting in which the exchange takes

place. In short, the listening is a complex activity which requires substantial mental

effort.

Listening comprehension is not an easy activity to do for is a complex

process. It takes more than just receiving sound waves, but transmitting these ones to

the brain for later application.

Field (2008:56) stated that “listening is a skill which impacts in specific ways

upon the classroom context in general and upon the individual learner in particular”.

Then Nation & Newton (2009:38) stated that “listening is the way of learning the

language. It gives the learner information from which to build up the knowledge

necessary for using the language”. When this knowledge is built up, the learner can

begin to speak. The listening-only period is a time of observation and learning which

provides the basis for the other language skills. Furthermore Nation stated listening is

the natural precursor to speaking; the early stages of language development in a

 13

person’s first language (and in naturalistic acquisition of other languages) are

dependent on listening. Furthermore Wilkie (2001:71) stated that “listening is a

conscious act, and if we don’t practise it actively and carefully, we simply cannot

communicate effectively and fully”.

Based on explanations above, the writer concludes that listening is a skill to

learn language. From listening the students can get information and then the students

can speak. Listening is important for students because listening is precursor to speak

and listening should be practiced actively and carefully.

2.1.1 Elements of Good Listening

According to Gottlieb (2003) there are four elements of good listening:

1. Attention--the focused perception of both visual and verbal stimuli

2. Hearing--the physiological act of 'opening the gates to your ears'

3. Understanding--assigning meaning to the messages received

4. Remembering--the storing of meaningful information

In addition to the four elements, there are also four levels of listening:

acknowledging, sympathizing, paraphrasing, and empathizing. The four levels of

listening range from passive to interactive when considered separately. However, the

most effective listeners are able to project all four levels at the same time. That is,

they demonstrate that they are paying attention and making an effort to understand

and evaluate what it is they are hearing, and they complete the process by

demonstrating through their responses their level of comprehension and interest in

 14

what the speaker is saying. (Gottlieb, 2003)

2.1.2 Types of Listening

Nation and Newton (2009:40) distinguish two broad types of listening:

1. One-way listening—typically associated with the transfer of information

(transactional listening).

2. Two-way listening—typically associated with maintaining social relations

(interactional listening).

Again, we can distinguish traditional, conventional views of listening from

more contemporary views. Traditionally, listening was associated with transmission

of information that is with one-way listening. This can be seen in the extensive use of

monologues in older listening materials.

While this is fine if we are relating primarily to listening in academic contexts

for example, it fails to capture the richness and dynamics of listening as it occurs in

our everyday interactions (two-way listening). Most contemporary materials reflect

this re-emphasis with a move towards natural sounding dialogues.

2.1.3 Listening Processes

Nation & Newton (2009:40) stated that there are two types of listening

processes, they are:

2.1.3.1 Bottom-up Processes

These are the processes the listener uses to assemble the message piece-by

piece from the speech stream, going from the parts to the whole. Bottom up
 15

processing involves perceiving and parsing the speech stream at increasingly larger

levels beginning with auditory-phonetic, phonemic, syllabic, lexical, syntactic,

semantic, propositional, pragmatic and interpretive (Field, 2003:326).

2.1.3.2 Top-down Processes

Top-down processes involve the listener in going from the whole—their prior

knowledge and their content and rhetorical schemata—to the parts. In other words,

the listener uses what they know of the context of communication to predict what the

message will contain, and uses parts of the message to confirm, correct or add to this.

The key process here is inferencing.

When we put these two types of processing together we see listening not as a

single skill, but as a variety of sub-skills.

It is possible to make sense of a spoken message by drawing cues from

context and picking up a few key words, but without attending to the grammatical

form of the message. In other words, comprehension is possible without noticing.

This problem with the comprehension approach was identified by Merrill Swain who

investigated language development in French and English immersion programmes in

Canada in the 1970s and 1980s (Swain, 1985). She found that English students in

French immersion classes were performing as well as French students in subject

matter, but their writing and speaking was seriously flawed grammatically despite

many hours listening to subjects taught in French.

On the other hand, when we have to say or write something we need to

 16

compose the sentence in our head and this involves more attention to grammar; to the

syntactic layer of language. So although meaning-focused listening is important,

learners also need opportunities to pay attention to language details so they can learn

those parts of the language system that may not be so important for basic

communication but are important for accuracy.

Meaning-focused listening typically emphasises a top-down approach to

listening comprehension. However, Lynch and Mendelsohn (2002), report on “a

number of recent studies which have shown the importance of bottom-up processing

in second language listening”.

Tsui and Fullilove (1998) found that “more skilled listeners performed better

on comprehension questions for which the correct answers did not match obvious

content schema for the topic”. The implication is that less skilled listeners relied too

much on content schemata to assist with guessing. While this helped with items for

which the content schemata matched the correct answer, it did not help when there

was no match. A second study by Wu (1998) asked learners to think back on how

they derived their answers to multi-choice questions in a listening comprehension

test. The responses showed that successful comprehension was closely allied with

linguistic (bottom-up processing). So evidence suggests that learners need to be

proficient with these bottom-up processes and that learners can benefit from being

taught how to listen.

2.2 Narrative Text

 17

“Narrative text is a kind of text that tell fiction story”. As addition, Gerot and

Wignell (1994:204) stated that “narrative is to amuse, entertain and to deal with

problematic events which lead to a crisis or turning point of some kind, which in turn

finds a resolution”. It means that narrative text has a purpose to entertain the readers.

Example of narrative text such as legend, fairy tale, tale, short story, etc. narrative

text has generic structure and significant lexicogrammatical features.

Generic Structure

1. Orientation : sets the scene and introduces the participants

2. Evaluation : a stepping back to evaluate the plight.

3. Complication : a crisis arise.

4. Resolution : the crisis is resolved, for better or for worse.

5. Re-orientation : optional

Significant Lexicogrammatical features:

1. Focus on specific and usually individualized participants.

2. Use of material process.

3. Use of relational process and mental process.

4. Use of temporal conjunction and temporal circumstances.

5. Use of past tense.

Example

Why do hawks hunt chicks?

Once upon a time, a hawk fell in love with a hen. The hawk flew down from the sky
and asked the hen, “Will you marry me?”
The hen loved the brave, strong hawk and wished to marry him. But she said, “I
 18

cannot fly as high as you can. If you give me time, I may learn to fly as high as you.
Then we can fly together.”
The hawk agreed. Before he went away, he gave the hen a ring. “This is to show that
you have promised to marry me,” said the hawk.
It so happen that the hen had already promised to marry a rooster. So, when the
rooster saw the ring, he became very angry. “Throw that ring away at once!” shouted
the rooster. The hen was so frightened at the rooster’s anger that she threw away the
ring immediately.
When the hawk came a few months later, the hen told the truth. The hawk was so
furious that he cursed the hen, “Why didn’t you tell me earlier? Now, you’ll always
be scratching the earth, and I’ll always be flying above to catch your children,” said
the hawk.

2.3 Media

Media is one of the most important things in teaching language. The use of

media will help the teacher to explain the material and the student will be easier to

understand the material that is given by the teacher.

2.3.1 Definition of Media

The word media is the plural form of medium. Media is derived from the

Latin word Medius, which means middle. Teaching is a process of communication. It

has to be created through the way of teaching and exchanging the message or

information by every teacher and student. The message can be knowledge, skills,

ideas, experiences, and many others. Through the process of communication, the

people can receive the message or information. To avoid misunderstanding in the

process of communication, media are needed in the process of teaching.

In learning English media has big effect to success the learning process.

Media play an important role in a teaching and learning process. Media are needed to
 19

reach the objectives of teaching-learning process. As a teacher, we should use various

media or teaching aids in giving the material to the students as stated by Harmer

(2007:134) that “as a language teacher, we use a variety of teaching aids to explain

language meaning and construction, engage students in a topic or as the basis of a

whole activity”.

According to Gerlach and Elly that was cited on Marjuki’s (2011) thesis a

“medium is any person, material, or event that establishes conditions which enable

learners or students to acquire knowledge, skills, and attitudes”. In addition, Brown

(1977:2-3), defines “media as the tools or the physical things used by a teacher to

facilitate the instruction”. From the definitions above, the writer makes a conclusion

that media are the tools, materials, or events that establish conditions used by a

teacher to facilitate the instruction to acquire knowledge, skill and attitudes, and

engage the learners in a topic or as the basis of a whole activity.

The teachers’ creativity in using media will increase the probability that

students will learn more and the knowledge will retain better in their mind. There are

many media that can be used in a teaching-learning process. Gerlach and Elly (1980:

297) classify media in six general categories:

1. Picture

Picture consists of photographs of any object or event, which may be larger or

smaller than the object or event it represents.

2. Audio Recording
 20

Recording is made on magnetic tape, discs, motion picture, and soundtrack. These

are reproductions of actual event or sound track.

3. Motion Picture

A motion picture is a moving image in colour or black and white produced from

live action or from graphic representation.

4. Television

This category includes all types of Audio Video electronic distribution systems;

which eventually appear on television monitor.

5. Real things, simulation and model

This category includes people, events, objects and imitation of real things.

Imitation of real things can be used as a substitution for the actual objects or

event. They are, in fact, life itself, often in its natural settings. Simulation is the

replication of real situation, which has been designed to be as near the actual

event or process as possible. Many media, including the computers, tape

recordings, and motion pictures can be used for simulation. A model is replication

or representation of reality. It is often in scale and may be miniature, exact size or

an enlargement.

6. Program and computer-assisted instruction.

Programs are sequences of information (verbal, visual, or audio) which are

designed to elicit predetermined responses. The most common examples are

programmed textbooks or instructional programs prepared for computers.

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2.3.2 Roles of Media in A Teaching Learning Process

The use of media in a teaching-learning process is very important. Locatis and

Atkinson that was cited on Marjuki’s (2011) thesis gave a brief explanation on the

roles of media or instructional media as follows:

1. To entertain

Media can be used as recreation and enjoyment. It includes fictional stories and

poem published in books and magazines; records; tapes and radio broadcast of

music, music typically shown in motion pictures theatres; and comedies, dramas,

and sporting events in television.

2. To inform

The use of media can increase awareness or present facts. It includes newspapers,

documentaries on radio and television, and advertisements in all media.

3. To instruct

Media are used to take the viewer and listener from state of not knowing to one of

knowing. From a state of poor performance to a state of competence. It includes

motion pictures, slides, movie strips records and audiotapes. (Locatis and

Atkinson, 1984:13).

2.4 Movie

Movie is one of the medias which is very good to be used as the media to

improve students’ achievement in teaching listening comprehension on narrative text.

It could attract the student’s attention.

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2.4.1 Definition of Movie

Bordwell and Thompson (2008:2) said that “films communicate information

and ideas, and they show us places and ways of life we might not otherwise know”.

Films offer us ways of seeing and feeling that we find deeply gratifying. They take us

through experiences. The experiences are often driven by stories, with characters we

come to care about, but a film might also develop an idea or explore visual qualities

or sound textures. A film takes s us on a journey, offering a patterned experience that

engages our minds and emotions. Films are designed to have effects on viewers.

Movies are a type of visual communication which use moving pictures and

sound to tell stories or inform (help people to learn). People in every part of the world

watch movies as a type of entertainment, a way to have fun. Fun for some people can

mean laughing, while for others it can mean crying, or feeling afraid. Most movies

are made so that they can be shown on big screens at cinemas or movie theatres.

2.4.2 Types of Movie

Bordwell and Thompson (2008:338) defined the types of movie as follow.

2.4.2.1 Documentary Movie

A documentary movie aims to present factual information about the world. As

a type of movies, documentaries present themselves as factually trustworthy.

According to Bardwell and Thompson there are two types of documentary movies,

they are:
 23

1. Direct cinema; records an ongoing event as it happens with minimal

interference by the movie maker.

2. Compilation movies; produced by assembling images from archival sources.

2.4.2.2 Fictional Movie

A fictional movie presents imaginary beings, places or events. Yet, if a movie

is fictional, that does not mean that it is completely unrelated actuality. For one thing,

not everything shown or implied by the fiction movies needs to be imaginary, a

typical fictional movie stages its events: they are designed, planned, rehearsed, filmed

and re- filmed. In a fictional movie the characters are portrayed by actors not

photographed directly (as in a documentary).

2.4.2.3 Animated Movie

Animated movies are distinguished from live-action ones by the unusual kinds

of work that are done at production stage. Instead of continuously filming an ongoing

action in real time, but they create a series of images by shooting one frame at a time.

2.4.2.4 Experimental Movie

Some movie makers set out to create movies that challenge orthodox notion of

what movies can show and how it can show it.

Experimental movies are made for many reasons, they are;

1. The movie makers want to express personal experience or view point.

 24

2. The movie makers may also wish want to explore some possibilities of the

medium it self.

3. The experimental movie makers may tell no story but they may create a fictional

story that will usually challenges the viewer.

2.4.3 The Advantages of Movie

Teaching in general or English teaching in particular is a combined effort of

various components to achieve a certain goal. It means that the success of teaching is

not determined by a single component, by the roles of all components involved.

However, in teaching learning process, a teacher must bring all components into

classroom and apply them.

Harmer (2007:282) states that there are many reasons why video (movie) can

be used in language learning:

2.4.3.1 Seeing Language-In-Use

One of the main advantages of movie is that students do not just hear

language, they see it too. This greatly aids comprehension, since for example; general

meaning and moods are often conveyed thought expression, gesture and other visual

clues. Thus we can observe how intonation can match facial expression. All such,

paralinguistic features give valuable meaning clues and help viewers to see beyond

what they are listening to, and thus interpret the text more deeply.

2.4.3.2 Cross-Cultural Awareness

 25

A movie uniquely allows students to look at situations far beyond their

classrooms. This is especially useful if they want to see, for example, typical British

‘body language ‘when inviting someone out, or how American speaks to waiters.

Movie is also of great values in giving students a chance to see such things as what

kinds of food people eat in other eat in other countries and what they wear.

2.4.3.3 The Power of Creation

When the students make their own movie as a media in teaching and learning

process, they are given the potential to create something memorable and enjoyable.

The camera operators and directors suddenly have considerable power. The task of

moviemaking can provoke genuine creative and communicative uses of the language,

with students finding them doing new things in English.

2.4.3.4 Motivation

For all the reasons so far mentioned, most students show an increased level of

interest when they have a chance to see language in use as well as hear it, and when

this is coupled with interesting tasks.

2.4.4 Animated Movie

Bordwell and Thompson (2008:317) said that “animated movies are defined

by the way they are made, using drawings, models, or other subjects photographed

frame by frame to create illusory movements that never existed in from of the

camera”. Although we often think of animated movies as being for children, we will

see that virtually any type of film can be made using animation.
 26

“Animated movie is a kind of movie which involves sound, recording a series

of drawing or manipulating in animate object, one frame in one time. When

projected, the sequences of frames take on the illusion of motion”. This movie uses

computer graphics in creating animated images. According to Pikkov (2010:14)

“Animation essentially involves the presentation of still images in a manner that

creates an illusion of motion in viewers’ minds”. Animated movies can present

narratives, convey documentary information, or experiment with the medium.

In this research, the researcher uses animated movie. The animated movie that

will be given is appropriate with the age for the students of senior high school. This

study, the writer as the researcher chooses animated movie that has funny

characteristic, so it can make teaching and learning process enjoyable. Movie can be

an effective media in teaching listening because it stimulates their interest in teaching

and learning process.

2.4.5 The Three Little Pigs and Big Bad Wolf

The Three Little Pigs and Big Bad Wolf is a fable featuring anthropomorphic

pigs who build three houses of different materials. A big bad wolf is able to blow

down the first two pigs' houses, made of straw and wood respectively, but is unable

to destroy the third pig's house, made of bricks. Printed versions date back to the

1840s, but the story itself is thought to be much older. The phrases used in the story,

and the various morals that can be drawn from it, have become embedded in Western

culture (Wikipedia).
 27

2.5 Using Animated Movie in The Classroom

Using medium is main point in teaching learning process especially in

listening class to improve students listening skill. For example is animated film.

Animation is popular among the students. Most of students usually like animated

film. By showing the film students will be interested and motivated to learn or focus

on their activities and they should be able to try to tell what film talking about. If the

students are motivated, they will participate actively and will learn hard during

teaching learning process. According Gerlach and Elly (1980:297), “using media will

increase the probability that students will learn more and the knowledge will retain

better in their mind”.

Animated movie is one of the audio visual media that can help students to

have good listening skill. The teachers should encourage the students to watch many

movies outside of the classroom. Watching movies is very important to increase their

listening comprehension skill on narrative text. While using a movie in the classroom to

increase our English the students have to pay attention to the voice, choosing of the

words, how the words are spoken and many other things, but the most important is

maximize comprehension, add the vocabulary to know the meaning of the spoken words

directly and learn more English.

 28

CHAPTER III

METHODOLOGY OF RESEARCH

This chapter describes eight subchapters. The first is research design. The second is the

population and sample. The third is the instrument of the research. The fourth is the technique of

collecting data. The fifth is instrument of collecting data. The sixth is technique of analyzing

data. The seventh is validity of the test and the last is reliability of the test.

3.1 The Design of Research

The researcher applies quantitative research for this research. Ary, Jacobs & Sorensen

(2010:39) stated “quantitative research deals with questions of relationship, cause and effect, or

current status that researchers can answer by gathering and statistically analyzing numeric data”.

It can be further classified as experimental and no experimental. The purpose of this chapter is to

answer how quantitative methods can be used in listening. In this research, the writer wants to

know the effect of animated movie to the listening comprehension on narrative text.

Table I
Research Design
Group Pre Test Treatment Post Test
Experimental √ X √
Control √ Y √

Note:
X: Teaching using animated movie
Y: Teaching without animated movie
3.2 Population and Sample

3.2.1 Population

Arikunto (2010:173) said the population is all the subjects of a research. The population

that is used in this research is at the second year of SMP SWASTA METHODIST II. There are
 29

two classes of VIII A up to VIII B altogether (49). But in this research, the writer takes the two

classes of grade two students as the sample to represent the population. The total number of the

students is 49 students from two classes.

3.2.2 Sample

Arikunto (2010:174) states that sample is some or the representative or population which

is going to be observed. Furthermore he also states that if the population less than hundred, all of

population must be taken. But if the population are more than 100, it can be taken between 10-

15%, 20-24% or more than it. Here the writer will use two classes (grade VIII A AND VIII B)

from six classes as the sample that consists of 30 students of each class, one class will be control

class (grade VIII A) and the other one as experimental class (grade VIII B), and the students will

be picked out with convenience sampling. So in doing this research, convenience sampling is

applied based on what Cohen, Manion & Morrison (2007:102) said “convenience sampling

involves choosing the nearest individuals to serve as respondents and continuing that process

until the required sample size has been obtained.”

3.3 The Object of Research

The object of the research is the effect of animated movie to the listening comprehension

of the students. The animated movie that is used in this research is the three little pigs and big

bad wolf.

3.4 The Instrument of Collecting Data

This research uses test as the instrument to collect the data. To collect the data the writer

uses multiple-choice test. According to Arikunto (2006: 164) if the test is objective test (multiple
 30

choice) the questions should be 30- 40 items. The multiple-choice test is made with four choices.

The students should answer the questions correctly based on what they listen from the movie. In

here the students will answer 30 questions.

3.5 Technique in Collecting Data

In conducting the test, there will be applied 3 steps: doing pre-test, treatment and post-

test.

3.5.1 Pre-Test

The writer gives the pre-test to the students. The pre-test is answering multiple choice

questions. Pre-test will be done to find out the homogeneity of the sample. The pre-test are given

to the two groups, experimental and control class.

3.5.2 Treatment

The treatment is done after the pre-test has been given. The experimental class will be

taught with animated movie, while control class is taught without using animated.

3.5.3 Post-test

After having treatment, the entire sample will be given post-test. The function of post-test

is to know the result of experimental class and control class and to know whether the media is

effective or not.

3.6 Technique of Analyzing Data

Analysis data techniques are the sequence in research. The data will be analyzed as

following steps:
 31

1. Scoring the test.

2. Tabulating the score.

3. Calculating mean, standard deviation and T-test.

3.7 The Validity of The Test

Validity of the test is the quality of the data gathering instrument or procedure that

enables it measures what is intended to measure.

The writer will know the validity of the test based on the pattern from Arikunto (2006:72). The

pattern is:

N  XY   X  Y 
rxy 
N  X 2

  X  N  Y 2   Y 
2 2

Where:
N : total of students
X : the students’ score
Y : the total score
rxy : the coefficient correlation between x and y
 : total number

3.8 The Reliability of Test

The reliability of the test is very important because reliability supports the validity. “A

test may be reliable but not valid. But a test that is valid must be reliable” (Arikunto, 2006:87)

Reliability is one of the characteristic of good test, to know the reliability of the test, the

writer uses the formula of Spearman Brown that is:

2r1 / 21/ 2
r11 
1  r1 / 21/ 2

r11 = Coefficient reliability

r1 / 21 / 2 = Scores correlation

Arikunto asserted that the reliability of test can be catagorized as follow :

 32

0.00-0,20 = the reliability is very low

0,21-0,40 = the reliability is low

0,41-0,60 = the reliability is fair

0,61-0,80 = the reliability is high

0,81-above = the reliability is very high

 33

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