RESEARCH PROPOSAL

THE USE OF ANIMATION VIDEO IN IMPROVING

STUDENTS LISTENING SKILL OF THE EIGHTH
GRADE STUDENTS OF SMPN 4 DENPASAR IN
ACADEMIC YEAR 2019/2020

ARI ARNITA PUJAWANTI

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2020
 RESEARCH PROPOSAL

THE USE OF ANIMATION VIDEO IN IMPROVING

STUDENTS LISTENING SKILL OF THE EIGHTH
GRADE STUDENTS OF SMPN 4 DENPASAR IN
ACADEMIC YEAR 2019/2020

ARI ARNITA PUJAWANTI

1601882030096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2020
 TABLE OF CONTENTS

COVER ......................................................................................................................i
INSIDE COVER ........................................................................................................ii
APPROVAL SHEET .................................................................................................iii
TABLE OF CONTENTS ...........................................................................................iv
INTRODUCTION .....................................................................................................6
1.1 Background of the study ................................................................................. 6
1.2 Research Problem............................................................................................ 9
1.3 Objective of the Study..................................................................................... 9
1.4 Limitation of the Study ................................................................................. 10
1.5 Significance of the Study .............................................................................. 10
1.6 Definition of Key Term ................................................................................. 10
CHAPTER II ............................................................................................................ 12
THEORETICAL AND EMPIRICAL REVIEW ..................................................... 12
2.1 Theoretical Review ....................................................................................... 12
2.1.1 Listening Skill ......................................................................................... 12
2.1.2 Animation Video ..................................................................................... 14
2.1.3 The Role of Anmation Video .................................................................. 16
2.1.4 Assessing of Listening Skill .................................................................... 16
2.2 Empirical Review ......................................................................................... 17
CHAPTER III .......................................................................................................... 19
RESEARCH METHOD ........................................................................................... 19
3.1 Subject of the Study ...................................................................................... 19
3.2 Research Design ............................................................................................ 19
3.3 Research Procedure ....................................................................................... 22
3.3.1 Initial Reflection..................................................................................... 23
3.3.2 Planning ................................................................................................. 23
3.3.3 Action ..................................................................................................... 24
3.3.4 Observation ............................................................................................ 24
3.3.5 Reflection ............................................................................................... 25

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 3.4 Research Instrument ....................................................................................... 25
3.5 Data Collection............................................................................................... 27
3.6 Data Analysis ................................................................................................. 27
3.7 Success Indicator ............................................................................................ 28
References ................................................................................................................ 29

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 CHAPTER 1

INTRODUCTION

1.1 Background of the study

English is an international language used in international communication. 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 technology. English is one of students
necessary, students need to learn English in order to increase their ability in it to
make them ready to face the globalization era in the future. Through English, they
can get good job in the corporation and feel confidence when they can speak English
fluently.
The goal of foreign language study is to learn a language in order to read
literature or in order to benefit from the mental discipline and intellectual
development that result from foreign language study (Richard and Rodgers, 1986:3).
Surely, when students are learning English, students need to study about four skills of
English such as listening, speaking, reading, and writing. Listening is considered as
receptive skill, in which people need the ability to receive spoken language. The skill
of listening but not with its comprehension would make the students unable to obtain
the message delivered within the conversation or the story they are listened during the
listening activity. Grand (1987:19) said that listening is useful for students in learning
language easily.
There are many definitions to define what is listening. First listening is an active,
purposeful processing of making sense of what we hear (Helgsen, 2003, p.24). In
learning English sometimes the students are bored with certain teaching atmosphere.
Usually an English teacher does not have any new method to teach their students
about English; besides a teacher should have good method to make their students feel

6
that English is fun and easy to be learned. (Richard, 2 2001:99) Teacher is a key
factor in the successful implementation of curriculum changes.
Actually, most of them had been getting English when they are studying in
elementary school, but they did not understand what their English teacher talking
about. This problem comes from students itself because they feel that English is very
hard to be understood, especially in listening. Some students have problem in
listening. They think that listening is hard. When listening, teacher is usually use
audio and the speaker is native speaker. Students usually not understood what the
speaker said, because their pronunciations are different with us. So that, teacher have
to get right method and right media in improving students’ skill in listening.
According to the researcher’s observation, the listening skill of the eighth grade
students at SMPN 4 Denpasar was still low. They had enough difficulties in
understanding the audio. It could be seen from their result of the listening test. Based
on the observation in the classroom and the interview with the teacher and the
students, the researcher found that the teacher rarely gave the students listening
exercise. This was because of the lack of the media (audio, speaker, etc). When the
researcher had PLP, surprisingly the researcher found that the students had their first
listening exercise when the researcher gave them listening exercise. Most of the
students admitted that they had difficulties in the listening section. They rarely heard
audio in English form in the class. This was because the teacher almost never gave
them the listening exercise. Most of the students admitted that they had difficulties in
the listening section. They rarely heard audio in English form in the class. Therefore
the teacher needed an appropriate technique to stimulate the students’ motivation and
interest in learning listening skill.
Based on the problem above, the researcher found a strategy that can help the
students to understand easily and correctly. Animation video is a media in helping
students to comprehend and improve students listening skill, so they can easily to
discuss the material. Students are able to understand the information contained from
the listening activity. Many students of all ages still like watching animation videos
for they are interesting. Animation videos can help the students more understand

7
because they present visual context aids that assist the students comprehend and
improve their learning skills. The effect of listening and watching video as teaching
media had better performance on students’ ability in listening skill The process gives
information to improve comprehension and retention of the material. It means that
animation videos can help students to be able to understand when they are conducting
listening activity.
Educational authorities and educational technologists encourage schools at all
levels to incorporate video and multimedia into their teaching methods. Multimedia
provides a complex multi-sensory experience in exploring our world through the
presentation of information through text, graphics, images, audio and video, and there
is evidence to suggest that a mixture of words and pictures increases the likelihood
that people can integrate a large amount of information. The students need to get
many information and knowledge. That’s why video as media was important for
student to learn in class. The animation video as a material is the one of the video
which is suitable to be combined with listening activity because there are connection
between strategy and the material that present the information and also help the
students find the way to comprehend the information from the media.
From those reasons, the teacher should use the animation videos to solve
student’s problems in comprehending the material. (Kirkorian, Wartella and
Anderson, 2008) Video is a popular tool used to engage learners and enhance a
learning experience. The students can enjoy learning English when teacher uses video
to teach English. From the explanation above, the writer would like to know the use
of animation video as a media to improve listening skill. However, teaching listening
should use effective technique. By doing so, teacher know the strength and the
weakness of their material. The teacher easy prepares a media to help students in
teaching-learning process. Students in this research are students of SMPN 4
Denpasar, the writer uses animation video because those are suitable to teach in
listening.
In addition, by using animation video in teaching-learning process the writer
hopes that students are able to master listening and make students are interested in

8
learning English. Based on the explanation the researcher is interested in doing a
research about “The Use of Animation Video in Improving Students’ Listening Skill
of The Eighth Grade Students of SMPN 4 Denpasar in Academic Year 2019/2020”.

1.2 Research Problem

As stated in the background of the study, there were some factors related to
the student’s listening skill which encompass problems related to student, teacher and
learning activity. The eighth grade students of SMPN 4 Denpasar did not have high
motivation in listening skill. They thought that listening was very difficult for them
because their speaker pronunciations are different with us. They think that listening is
hard. When listening, teacher is usually use audio and the speaker is native speaker.
The students usually not understood what the speaker said and sometimes the
students are bored with certain teaching atmosphere. English teacher does not have
any new method to teach their students. Material should be interesting, up-to-date,
and appropriate to students’ levels, needs, and capacity.
This condition can influence learning process of listening skill by using new
technique in teaching listening and applying animation video. This strategy will
improve students listening skill. Therefore, the researcher problem can be formulated
as follows: Can listening skill of The Tenth Grade Students of SMPN 4 Denpasar in
Academic Year 2019/2020 be Improved through Animation Video?

1.3 Objective of the Study

Listening skill of the eight grade students of SMPN 4 Denpasar needs to be
improved in some ways. To improve student’ achievement in listening skill, the
researcher used animation video as a media in teaching listening. In order to make the
present study has direction, certainly it is completely needed to declare an objective
to be achieved. It is guidance the researcher in taking any decision needed and also
starting point of doing the research. The research is conducted in order to answer the
research problem under the study. The objective of this research was to improve the

9
use of animation video in teaching listening for the eighth grade students of SMPN 4
Denpasar in academic year 2019/2020.

1.4 Limitation of the Study

In this research, researcher focus on teaching listening. The researcher used
animation video to improve students listening skill. The subject in this research is
listening skill that focuses in the eighth grade students of SMPN 4 Denpasar in
academic year 2019/2020.

1.5 Significance of the Study

The significance of the study are divided into:
1. Theoretical Significance The result of the study may give more information
about improving students’ listening skill using animation video.
2. Practical Significance :
a. For the eighth grade students of SMPN 4 Denpasar, it would be an
effort for them to improve their listening skill using animation video.
b. For the teacher, the research findings could be used to improve the
success of teaching-learning process.
c. For the readers, it was hopefully that this research can give more
information about how to improve the students’ listening skill using
animation video.

1.6 Definition of Key Term

Defining of key term in this study is important. Key term is describing some
particular terms which is used in present study. The key term should present in
clearly to gives good understanding of the definition to the reader. In the present
study, the researcher needs to give operational definition of the terms use in the
present study. Key term also provide clear information so it make the comprehension
of the study clear. It can avoid misleading and confusion of this investigation to the

10
readers, the definition of key term is use to make them clear in comprehending this
study. There are two key terms which are defined operationally to avoid
misunderstanding on the part of the readers. Those key terms describe as follow:
1. Listening skill is the ability of the eighth grade students of SMPN 4
Denpasar in academic year 2019/2020 in understand and obtain
information especially in finding specific information of the audio and the
speaker is native speaker.
2. Animation video is defined as a teacher media that is used to improve
listening skill of the eighth grade students of SMPN 4 Denpasar. The
students will listen and watch the video and also given some exercises to
check their listening comprehension to improve students listening skill.

11
 CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

Theoretical review is an abstract concept that defines a term in an academic
discipline. This assume both knowledge and acceptance of the theories that depends
on a scientific investigation is expected to contribute practical significance and should
be conducted on the basis of some relevant theoretical construction and empirical
evidence. There are some areas, which is described and discussed in this chapter: (1)
Listening skill, (2) Animation video, (3) Assessing of listening skill.

2.1.1 Listening Skill

Rost (2002:279) states 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.
Listening is more complex than merely hearing. It is a process that consists of
four stages: sensing and attending, understanding and interpreting, remembering, and
responding. The stages occur in sequence but we are generally unaware of them.
(Sheila Steinberg, An Introduction to Communication Studies. Juta and Company
Ltd., 2007)
Thomlinson (1998) (cited by Dr. Ismail Cakir) defines listening includes
“active listening”, which goes beyond comprehending as understanding the message
content as an act of emphatic understanding of the speaker. Furthermore Saha (2008)
expresses that even though listening and hearing are related, listening involves an
active process, which requires an analysis of sounds, in contrast to hearing that only
perceives sounds in a passive way.
Ronald and Roskelly (1999) define listening as an active process requiring the
same skills of prediction, hypothesizing, checking, revising, and generalizing that

12
writing and reading demand and these authors present specific exercises to make
students active listeners who are aware of the "inner voice" one hears when writing.
Harmer (2001) expresses that listening is a “receptive skill” where people
obtain the main idea according to what they hear. Besides, Helgsen (cited by
Gonzales Moncada, 2003) supports that listening helps learner to be “flexible
listeners”, to know how to listen in order to get the general idea or the specific
information needed to understand videos. Similarly, Richard & Rubin (cited by Van
Duzer, 1997) argue that “although listening is a passive skill it is very much an active
process of selecting and interpreting information from auditory and visual clues”.
Rubin (1995:7) says that listening is conceived of as an active process in
which listeners select and interpret information which comes auditory and visual
clues in order to define what is going on and what the speakers are trying to express.
Rubin completes her definition by saying that active means listeners get information
(from visual and auditory clues) and relate this information to what they know. Select
means that in the process of making sense of the input, listeners use only part of the
incoming information. Interpret means that in trying to make sense of the input, the
listener uses their background knowledge as well as the new information of what is
going on and to figure out what speakers intend.
Obviously listening influences other skills. Tomatis shows that the quality of
an individual’s listening ability will affect the quality of both their spoken and written
language development. He also views that if the sounds of the target language are
presented to the learners before presenting them in written form, the ease with which
they integrate those sound will be reflected in their understanding and production of
the language. Listening as a basic input material is very important for the students in
learning English. It is highly complex process that draw on knowledge of the
linguistic code (language form) and cognitive processing skill (the skill process in the
mind).

13
2.1.2 Animation Video
There are several definitions concerning animation videos. Animations are a
form of dynamic representation that display processes that change over time
(Ainsworth, 2008, p. 1). According to Heinich, Molenda, & Russell (1982, p. 193)
animation is a technique in which the film maker gives motion to otherwise inanimate
objects. Video is becoming a more and more popular tool in teaching English.
Movies, videos, and cartoons can be used in listening activities.
Johnson (1999) additionally states that video as a listening tool can enhance
the listening experience for students. A teacher can add a whole new dimension to
aural practice in the classroom by using video. The setting, action, emotions,
gestures, etc, that students can observe in a video. It also provides the students an
important visual stimulus for language production and practice. Students like it
because video presentations are interesting, challenging, and stimulating to watch.
Video shows them how people behave in the culture whose language they are
learning by bringing into the classroom a wide range of communicative situations.
Another important factor for teachers that makes it more interesting and enjoyable is
that it helps to promote comprehension.
Video makes meaning clearer by illustrating relationships in a way that is not
possible with words, which proves a well-known saying that a picture is worth
thousand words. Two minutes of video can provide an hour of classroom work, or it
can be used to introduce a range of activity for five minutes. A ten-minute program
can be useful for more advanced students. Less advanced students may wish
something much shorter because their limited command of the language also limits
their attention span. (Dr. Ismail Cakir: 2006)
Academia uses definitions, like "created performance," that are carefully
worded to establish validity and secure resources for an animation program or class.
These definitions function within an environment where animation is often an
element that helps flesh out a school's curriculum. Although academia has some need
to maintain a stable definition of animation, this definition is usually adjusted to

14
include anything on the technological horizon that can be included without stepping
on the toes of other curricular programs.
The inclusion of advances in new technology within the purview of animation
impresses departmental administrations. In conclusion, video animation is described
cartoon, films, images, puppets, etc. that are photographed and shown in a way that
makes them move and appear to be alive.

2.1.3 The Role of Animation Video

According to Beare (2008), videos support students to become more
conscious of their learning process. They allow the learner to get an immediate
feedback being videos more effective than “simple teacher correction”. Moreover,
Esseberger (2000) claims that videos can be used in a diverse way in a language
classroom since they are an exceptional medium of learning. Students like it because
video presentations are interesting, challenging, and stimulating to watch. Video
shows them how people behave in the culture whose language they are learning by
bringing into the classroom a wide range of communicative situations.
Another important factor for teachers that makes it more interesting and
enjoyable is that it helps to promote comprehension. Video makes meaning clearer by
illustrating relationships in a way that is not possible with words, which proves a
well-known saying that a picture is worth thousand words. Two minutes of video can
provide an hour of classroom work, or it can be used to introduce a range of activity
for five minutes. A ten-minute program can be useful for more advanced students.
Less advanced students may wish something much shorter because their limited
command of the language also limits their attention span. (Dr. Ismail Cakir: 2006)
Furthermore, animation video applied in listening skill, provide real
situations, intonation, and real pronunciation and allow students to be exposed to a
real context, as Van Duzer (1998) &Martinez (2002) reveal. To complement, Ramal
(2006) says that using animation video in an ESL classroom can motivate students,
because they can experience real feelings to accomplish their understanding about the
situation of the video.

15
2.1.4 Assessing of Listening Skill
The assessment of listening ability is one of the least understood, least
developed and yet one of the most important areas of language testing and
assessment. It is important because of the potential wash-back effect onto classroom
practices. Oral language development proceeds in basically two languages: the
language of school and the language of home. Although listening and speaking
interact, listening comprehension is the first step in a student acquiring language.
Students generally have greater listening comprehension than ability to produce the
appropriate word (Gottlieb, 2006). Listening to a second language entails the same
auditory processing as listening to the first language, and learners make the same type
of errors whether learning their first or second language but for different reasons.
There are four major reasons why the students make listening errors:
 Not acclimated to the linguistic system of English
 Unfamiliar with the socio-cultural context of the message
 Differing background knowledge
 Influence of their first language in terms of vocabulary, phonetic system, and
cultural nuances.(Buck, 2001)
The purpose of the assessment must be determined. If the purpose of the
assessment is only to gauge the student's progress in listening, then there are two
choices for assessment. One of the choices is discrete-point testing in which the
elements of language are isolated and may be appropriate for diagnosing specific
linguistic aspects of listening
(Gottlieb, 2006). Another choice for gauging the student's progress in listening is
performance-based assessment which is based on the communicative approach
(Cohen, 1994). There are several types of performance activities that may be used for
assessment during instruction. Activities that most students enjoy are sorting pictures
or matching pictures, words, and phrases based on oral descriptors, reenacting or role
playing scenes from a narrative text read aloud, and constructing and filling in
models, maps, and timelines from oral directions. Other performance activities for

16
assessment of listening, all of which are based on oral directions, are designing and
evaluating information on charts, graphs, and tables; or responding to oral commands
as well as sequencing illustrations from recording, film or video developed by the
student or teacher. Even though there is a tendency to think of assessing listening
skill as too time-consuming or to misunderstand its impact on language acquisition,
there are many strategies that can be used effectively for assessment.

2.2 Empirical Review

In order to show the strength of the present study, it is important to do
empirical review. The empirical review is provided to show the relevant studies that
have similarity with the present study. The relevant studies deal with teaching and
improving student’ reading comprehension by using Animation Video. The purpose
of them are to support the present study by considering the result and as consideration
whether or not the present study would be as successful as the relevant studies used
as this empirical review.
The first similar study belongs to Boris Ramadhika (2013), he conducted a
classroom action study entitled Improving Students’ Listening Skill Using Animation
Video for the Eighth Grade Students of SMP N 6 Magelang in Academic
Years2013/2014. The objective of this research is listening using animation video.
The researcher gets the data of this research from event, informant, and document.
The techniques of collecting data are the interview and observation, and document
analysis. The data are information related to the process of teaching-learning
listening. The result of this research shows that the goals of teaching using animation
video are to improve and develop students’ listening skill.
The second researcher was from Aditya Asmidana (2014) entitled The Use of
Animation Video in Improving Students Listening Comprehension (An Experiment
Study at the Ninth Grade Students of IX SMAN1 Sungai Ambawang in Academic
Years 2011-2012). The objective of this research is using animation videos to
improve listening skill atSMAN1 Sungai Ambawang. His research type is qualitative
research and collecting the data use observing the English class and interviews the

17
teacher. The methods of collecting data are observation, interview, and documents.
The result of this research shows that the goals of teaching using animation video are
to improve and develop students’ listening skill.
Based on the problem, researcher gave way to help the students got more
enjoyment and success in developing their listening skill. Video is one of teaching
techniques that will facilitate the students in develop listening skill. Based on the
problem, the writer intended to develop the students’ listening skill through video.
Therefore, this study was important for SMPN 4 Denpasar in order to develop the
students’ listening skill in the teaching-learning process.

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 CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This research will be conducted at SMPN 4 Denpasar especially the eighth
grade students. In this study, the researcher will choose VIII 4 as the subjects of the
study, which consist of 30 students, 12 males and 18 females. They will be select as
the subject of the research because after doing interview with the English teachers
which indicate that they have a crucial problem in listening skill. This class will be
choose because the students in this class did not have high motivation, still have
difficult to understood the speaker pronunciations, detail information, and bored with
certain teaching atmosphere. Therefore, the researcher decide to conduct an
appropriate teaching learning process through Animation Video needs to be carrying
out to solve the problem.

3.2 Research Design

Research design that use in this present study is classroom action research. As
it is known, this research design is use as a problem solving according to a problem
that will be solve by the researcher related to teaching and learning process. The
significance of the classroom action research design is to change learning behavior,
improve competency of the students, and develop the subjects’ knowledge. If there is
a problem in students’ learning or the way of students’ achieving their goals, the
teachers should solve the problem related to the teaching and learning process in the
class. In this study, an appropriate technique was used and combined with suitable
media. This classroom action research is concern on improving listening skill through
animation video of the eighth grade students of SMPN 4 Denpasar in academic year
2019/2020. There are some experts’ opinions about classroom action research to
support this research in this present study.
According to Ary et al., (2010:514) state that classroom action research is
process to improve education by incorporating change and involves educators

19
working together to improve their own practice. In other words, action research
means that persuasive and authoritative because it is done by and for educators.
Classroom action research is a good research design for the researcher to do their
research. Educators is the key in classroom action research because they will work in
cooperative system with the teacher to improve what is still lacking in teaching
learning process. Moreover, action research means collaborative and encourages
educators working and talking together in empowering relationships, including
educators as integral, participating members of the process.
Mcniff and Whitehead (2006:7) state “classroom action research has become
increasingly popular around the world as a form of professional learning”. It has been
particularly well developed in education, specifically in teaching and is now used
widely across the professions. Everyone can do an action research, so it is for
‘ordinary’ practitioners as well as principals, managers and administrators. Action
research can be a powerful and liberating form of professional enquiry because it
means that practitioners themselves investigate their own practice as they find ways
of living more fully in the direction of their educational values.
Dawson (2007:17) defines “classroom action research begins with a process
of communication and agreement between people who want to change something
together”. It means that there must be an agreement between the researcher and the
participant to solve a certain problem that occurred in within the community.
Working in cooperative will be very helpful for both researcher and participant to
develop the new ideas to change something to be better one. In addition, Dawson also
states that the researcher and the participants then move through four stages of
planning, acting, observing and reflecting. This process may happen several times
before everyone is happy that the changes have been implemented in the best possible
way. From those statement, it could be concluded that in classroom action research, it
could be divided into some cycles where the cycle consisted of planning, action,
observation and reflection.
A plan is developed for taking action or for gathering information and data in
order to observe or capture the experience or monitor the practice (Ary et al.,

20
2010:519). In this phase, planning defines as preparing the steps of the action needed
in collecting the data. The aim of planning is to minimize the problem that may
directly come from the researcher or the object of the study. What the researcher plan
is what the researcher do in action because planning is very important to do an action
research so it should be done as well as possible to get the better result in the end of
the study.
After planning is complete, the next step is action. Action refers to the
implementation of the researcher’s planning and collecting data. Data may be
collected from a variety of sources. By reflecting on the data – the information or
evidence you have before you – your understanding and insights about teaching
issues will get much deeper. Burns (2010:54) describes that “collecting data in action
research is always mixed in with the strategies or actions you put in place to change
or improve the situation you have decided to focus on”. Moreover, after the steps
which are constructed in the planning finish, the researcher will do action in teaching
learning process.
Observation is the activity to observe the classroom situation and to learn the
students’ behavior during the action process. Goodnough (2011:35) states that
“observing is a natural process, and much can be learned from recording observations
and making judgments about those observations”. Observations may involve
participant observation where the observer is part of the context, or it may involve
nonparticipant observation where the observer watches actions and interactions in a
classroom and is not involved in the activity. The purpose of doing observation is to
know the students’ problems and improvement during the action.
Burns (2010:8) states “in reflection teacher reflects on, evaluate and describe
the effects of the action in order to make sense of what has happened and to
understand the issue you have explored more clearly”. The researcher would like to
check the progressing after the action done. On the other hand, Ary et al., (2010:519)
emphasize that “the researcher reflects on and interprets the information and
communicates or reports it to others. A new understanding of the nature of the
problem is developed”. It means that reflection provides the opportunity to identify

21
the problem of the research much deeper as well as to identify the strengths and
weaknesses of the action.
In this classroom action study, the teaching learning process was divided into
some cycles where each cycles consisted of two sessions. Each cycle consisted of
four interrelated activities such as: planning, action, observation, and reflection.
Cycle I could become a continuing or iterative process, which recurs until the action
research achieves a satisfactory outcome; the study could be then stopped by the
researcher. The design of the classroom action research could be described as the
following chart:

3.3 Research Procedure

Based on the research design in this classroom action study, the teaching and
learning process was divided into two cycles and each cycle consisted of four
interconnected activities. Each cycle consisted of planning, action, observation and
reflection. In addition, it would be initiated by initial reflection in order to measure
the subjects’ listening skill to get the subjects’ pre-existing data of listening skill.
Therefore, this study would be described as follows:

22
3.3.1 Initial Reflection
Initial reflection was used as the evaluation of the subject’ ability in listening,
before doing teaching and learning process. The researcher was given chance to
interview the English teacher who taught the subjects in listening. In the preliminary
observation, the English teacher gave permission to the researcher to observe directly
the subjects. Then the researcher asked students to answer 20 questions based on the
given text in pre-test. The researcher needed to prove whether or not the information
that was obtained in line with the result of their pre-test which was administered in
the pre-cycle stage was carried out. Pre-test was intended to measure the subjects’
pre-existing ability in listening.

3.3.2 Planning
1. Using English during the teaching and learning process. During the actions, I
acted as the teacher in the class. The English language was used in the
teaching and learning process in order to make the students more familiar in
listening the English words. I used English for several functions such as to
greet students at the beginning, to ask for praying, to explain the materials, to
give feedback, and to end the lesson.
2. Using animation videos in the teaching and learning process. I used some
animation videos in every meeting to teach listening. They would see and
listen to the video in front of the class. The videos were displayed with an
LCD and two speakers. After that they would be given some exercises to
check their comprehension on the video.
3. Giving a handout as a brief guideline. Every students would get a handout
during the teaching and learning process. The handout would be distributed to
the students to help their learning. It would consist of explanations and
exercises.
4. Asking the students to bring a dictionary. The students would be asked to
bring a dictionary in order to help their learning. I would asked them to open
the dictionary whenever they found new words that they did not understand.

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 5. Brushing up the students with the previous material. I planned to brush up the
students with the previous materials at the beginning of the lesson for each
meetings with the hope to retain the students’ memory. The activity would be
in the form of asking and answering questions and giving conclusion at the
end of the meeting.
6. Giving the students a chance to answer in front of the class. I planned to
encourage the students to be aware of their answers. I would asked them to go
in front of the class to write their answer in the white board. The other
students had to check whether the answers were true or false. I would gave
them applause if their answers were true and let the other students to correct
the mistake if the answers were still false. At the same time, this activity
would encourage the students to have some courage to answer the question in
front of the class.

3.3.3 Action
The actions were focused on using animation videos to teach listening. In this
cycle, the collaborator and i had cooperation. While i implemented the actions, my
collaborator took notes at the back of the class to observe the teaching and learning
process. Sometimes she took some pictures of the teaching and learning process. The
first meeting used an animation video about offering accepting, and refusing
something with some explanations about a recount text in the form of animation
video. The students were also given some exercises to check their comprehension.
The second meeting was about an animation video about starting, extending, and
ending a conversation on a telephone. There was also an animation video about the
example of a recount text. The students also got some exercises about the topic. The
complete description was provided below.

3.3.4 Observation
After the lesson plans were agreed by both the teacher and researcher, the
actions would be implemented in the class. The teaching and learning process was

24
observed and recorded in the form of field notes and observation sheets. In this stage
the researcher also identified some problems found during the teaching and learning
process. During the teaching and learning process, the implementations were
observed by the teacher to give the researcher feedbacks on her teaching technique.
Based on the observations, notes, and records of the students’ responses in the action,
the research members discussed the implementation. Then, they evaluated the
implementation to improve the next action.

3.3.5 Reflection
Reflection is an important part in this research where the researcher as the
teacher can measure the progress of the subjects in listening skill using animation
video. Reflection is the activity after planning, action and observation. In this phase,
the researcher attempt to analyze the implementation of the strategy including both
the strength and weaknesses. The finding in each meeting and the result of each test
are considered as the input in order to improve the result of the next cycle. The
reflection will be administered at the end of each cycle. The result of reflection show
whether the suggest strategy in the teaching listening is satisfying or not in improve
the achievement of the subjects in listening skill especially in eighth grade students.

3.4 Research Instrument

Research instrument is a significant factor in this study. It is also the tool to
collect valid and reliable data that need for this classroom action research to gather
the data of the subjects’ achievement in improving listening skill. Burns (1999:17)
states that documents in action research are relevant to the research questions which
can included students written works, students records and profiles, course overview,
lesson plans, and classroom materials. The documents which the researcher used were
course grid, lesson plans, and classroom materials. The researcher used some
instruments to gain valid data. The instruments were the rubric of students listening
task result, pre-test and post-test, and questionnaire. He also used a hand-phone to
take photos and to record videos while the teaching and learning process in the class.

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The rubric were used to assess the students’ listening skills. The rubric was given to
the students after the researcher gave students the treatment. To gain the scores, he
used the rubric from iRubric.

Listening Rubric Assessment by iRubric

Poor Fair Good

1 pts 2 pts 3 pts
Listening Poor Fair Good
Process Student is having a Student is receiving Student is comprehending
hard time receiving, information, but is what is being said because
attending, and having a hard time they are receiving, attending,
assigning meaning to attending to it and and assigning meaning to what
words spoken. assigning meaning. they hear.
Listening Poor Fair Good
Types Student is struggling to Student is Student is fully engaged in
develop discriminative, demonstrating an listening in everything that's
aesthetic, efferent, and eagerness to listen, for being taught and said.
critical listening. he or she is
aesthetically and/or
efferently listening.
Remembering Poor Fair Good
Info. Student is struggling to Student uses strategies Student listens critically,
remember what was to enhance listening therefore is able to evaluate
said or taught because abilities, but lacks and comprehend all
of their lack of difference in efferent information.
listening strategies. and aesthetic listening.

This rubric assessment was designed to see if students were following the
listening process. This rubric would help the researcher to understand where students
were in terms of listening comprehension. This rubric focused on three aspects;
listening process, listening types, and remembering info. It was to show how the
students’ listening comprehension to the materials. Post-test and pre-test were used in
the reconnaissance and action phase to compare the students’ listening
comprehension before and after the treatments. Pretest was given to the students
before the researcher gave the treatment. After the researcher got the pre-test result,
he gave implementations to the students to improve their listening skills. After
several actions, then he gave the post-test to see how the students improved.
Moreover he used in-depth interview in the reconnaissance and reflection phase.
Questionnaire was used to get data about students’ responses to the implementation.

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3.5 Data Collection
There were two data that the researcher had taken. They were quantitative and
qualitative data. The quantitative data were taken from the students’ listening skills
scores from the exercises. This data were used to give a clear description of students’
listening skills improvement. Meanwhile the qualitative data were taken from
observations, tests and questionnaire. The observations were started since the
researcher had PLP, and focused on finding of the field problem. The students’
listening scores were also used as compliment to the qualitative data to know whether
there was an improvement or not during the teaching and learning process (actions).
Finally, the researcher will be administered questionnaire to the subjects in the end of
the cycle to quantify subjects’ responds toward the use of group investigation in
classroom. It will be support the data are obtained in the present classroom action
research.

3.6 Data Analysis

Most of the data will required to answer research problem under study will be
collected through administering pre-test, pos-test and questionnaire. It is important
toward the action research done in this present study. The final result of the data is the
most important thing awaited from a study. The data obtain for the present classroom
action study are analyze descriptively so as to reveal the extent of the subjects’
progress or increasing ability in listening skill. The most important data require to
answer the research question under study is collected through administering pre-test
and pos-test. In addition, to get the data researcher should be analyze. Moreover,
some additional supporting data are gathering through administering questionnaire at
the end of the last cycle to the subject under study.

1. The average score of the students’ test were analyzed descriptively by

using formula:

27
 ∑×
M= 𝑁

Where:

M= the Mean Score

∑×= the Sum of Total Score

N= the Total Number of the Subjects Under Study

2. The result of the questionnaire is taken to find out the percentage of the
subjects’ response of the technique apply based on the questionnaire
given. The questionnaire analyzed by using the following formula:

The responses on an item

Percentage= The responses on all items 𝑥100%

The last step was making conclusion. The conclusion was based on the
results of the students’ listening tasks.

3.7 Success Indicator

The success indicator of this research can see when the result of this research
shows significant improvement of listening skill using animation video. In addition,
based on the 2013 curriculum used in SMPN 4 Denpasar in which the minimum
passing grade that must be achieved by the students is 75. It means that all the
students in class VIII 4 of SMPN 4 Denpasar in academic year 2019/2020 at least
must get 75. Furthermore, the researcher wishes that all the subjects can pass the
lesson. As the result, the success indicator of the present study is based on the
minimum passing grade. The researcher is regarded successful if 80% from 24
students of the total 30 students can reach the minimum passing grade, the researcher
ends the study and the research is considered as successful.

28
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