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Proposal Skripsi - Using Animation Videos to Improve Students’ Listening Skill

Proposal Skripsi - Using Animation Videos to Improve Students’ Listening Skill

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Published by: Eka L. Koncara on May 02, 2011
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(An Experiment Study at The Sixth Grade Students of SDN 1 Sempur )


By: NUNUY TASRIYAH 0718210132



A. BACKGROUND OF THE PROBLEM Everybody has learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society environment. Listening ability in English as foreign language also plays an important role in building communication skill. As we all know, communication is a part of human’s daily activities. Through communication by using language, we can share our ideas and througt with other people. In that way, a smooth interaction between people can take place. In line with the more sophisticated world, we are demanded to be able to communicate not only by using our mother tongue but also by using a foreign language, especially English which obviously more difficult to do since we have a limitation of knowledge about foreign language. On the other hand as an international language, English is used to communicate information, chiefly in science and technology. Thus, the government has sattled English as one of the compulsory subjects to study at school, from basic until highest. It is hoped that the students will be able to communicate in English. As the foreign language in our country, English is widely taught for the first time at primary school. The teaching at the level aims to give knowledge of the basic English to students and it will be developed when they are in the junior and senior high school.


Teaching listening is one of the duties that has to be conducted by teachers of English to improve the students’ listening ability in English. Listening is a skill that tends to get neglected for various reasons. Among other things are: 1. The feeling among language teachers that this skill is automatically acquired by the learner as he learns to speak the language. 2. Listening is not given serious attention the fact that incompetence in it is easy to hide through nodding and shaking of the head, which may give the impression of understanding even there is none. 3. Audio lingual courses give the impression that they are teaching listening when in fact teaching other skill. In KTSP, there are some competention standards and basic competentions which have to be reach by students in learning English. In the sixth grade of primary school, for listening skill, the students have to understand the simple instructions and informations by actions at arround context as competention standard. The basic competention is to understand the very simple oral stories. The indicators of the learning process of these competention standards and basic competentions are the students can answer the questions about the stories. It is also necessary to mention that listening is one of the items on some language tests is reason enough to be taught beside the enjoyable activities a learner may indulge in the target language – such as listening to the radio,


listening to the English song and watching some images – demand that the learner exercise this skill. In learning English sometimes the students are bored with certain teaching atmosphere. There are various techniques used for teaching language skills: Listening, Speaking, Writing and Reading. There are also various medias used for teaching English and improve their listening skill which could make the students feel interest to the learning process and enjoy it, such as pictures, sound of musics, animation videos, English songs, English movies, and also computers. Using animation videos as media in teaching English helps sensitivity to students’ skill of hearing. The influence of using animation videos is improving students’ listening skill. Many children like animation videos so much, and it could make the learning process easier. They will be interested and happy to learn English and using animation videos can improve their skill in listening. Concerning the facts above, it is expected that research on teaching listening can offer an alternative in providing the technique in teaching listening, motivating the students to learn English and can be useful for those who are interested in teaching listening. Listening is one of aspects in learning foreign language, including English. For many students, listening is a difficult skill to be improved. So that, teacher have to get right method and right media in improving students’ skill in listening. Animation videos is one of medias which is very good to be used to improve students’ listening skill. The influence of using animation videos is


improving students’ listening understanding. Many young students like animation videos, including at SDN Sempur–Purwakarta. To get accurate result about the effect of pictures to improve students’ listening skill, the writer has choosen the title “Using Animation Videos to Improve Students’ Listening Skill” (An Experiment Study at The Sixth Grade Students of SDN Sempur).

B. RESEARCH PROBLEM Research problem is question to find the solution or answer through research, which was formulated in a sentence a question, it is questionable. (Arikunto, 2006:61) To do the right research and make clearly whatever that appear in using animation videos as media to improve students’ listening skill. Here are three main problems, that had formulated as folows: 1. Can the use of animation videos as media increase students’ skill of English? 2. Can animation videos improve the students’ skill of English? 3. Is using animation videos in improving students’ listening skill significant?


C. AIM OF THE RESEARCH Considering the problems above, the study is oriented towards the following aims: 1. To find out the use of animation videos as media can increase students’ skill of English. 2. To find out animation videos can improve the students’ skill of English. 3. To find out using animation videos in improving students’ listening skill significant.

D. HYPOTHESIS Relating to Hatch and Fahradi in research and statistic design for applied liguistics, hypotesis is a tentative statement about the outcome of research. Based on the problem stated the writer puts forward the hypothesis is using animation videos can improve the students’ listening skill.

E. CLARIFICATION OF TERMS In this study, the writer would like to put forward the definition of words used in the study, as follows: 1. Animation videos is everything that is manifested visually into twodimensional life shape as a flow or a variety of thoughts which students could watch them on televisions, computers, or projectors. 2. Listening is conscious attention to the mesagge of what is said or read by other people.


F. SAMPLES AND POPULATION OF RESEARCH Population is all research subject. In Encyclopedia of Educational Evaluation tertulis: A population is a set (or collection) of all elements prossessing one or more attributes of ineterest. (Arikunto, 2006:130) A sample is a representative of the population which studied or to generalize research results to the population. (Arikunto, 2006:131) The population are fourty two students in the sixth grade of SDN Sempur Plered – Purwakarta in academic year 2010/2011. The samples are fourty two students which are choosen randomly from fourty students in the sixth grade of SDN Sempur Plered– Purwakarta in academic year 2010/2011. As Suharsimi Arikunto (2006:134) said that each subject in a homogeneous population have the same opportunity to be sampled.

G. KIND OF RESEARCH In order to achieve the aim of the research, the writer uses experimental method. Experimentation is the observation under artificial conditions in which these conditions are made and governed by the researcher. Thus, experimental research is research done by conducting research and manipulation of objects. (Hatimah, 2007:104) The aim of experimental research is to investigate the presence or absence of a causal relationship, how much causality, by giving certain treatment in the experimental group and provides control for comparison. (Hatimah, 2007:104)


H. DATA PROCESSING Instruments used is the pre-test and post-test. Pre-test aims to measure students' abilities before learning and testing process to find a level of validity and reliability of the instrument. While the post-test aims to measure student learning outcomes after the learning process. Validity is a measure that indicates the level of instrument validity. (Arikunto, 2006:169) Reliability shows an understanding that an instrument is reliable enough to be used as a means of collecting data because the instrument is already good. (Arikunto, 2006:178) For that, after testing data collected, the authors then calculate the level of validity and reliability of the instrument by using the Pearson formula:

rxy N ΣX ΣY

= Corellation coefficient = The number of samples = Total score odd items statement = Total score even items statement (Sudjana, 2005:368)

ΣXY = The number of multiplication of X and Y

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


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

Besides, experts are also involved to decide the validity and reliability of the instruments. All the research data collected, whether the value of pre-test and post-test from control and experiment group, then calculated and analyzed using t-test to get t-value, the correlation between x variable and y variable, with the following steps: Find out the mean (M) of each group: M = Where M is the means of the sample ∑X is the total amount of all the individual observation n is the samples Find out standard deviation (Sd) of each group. The formula for obtaining the standard deviation is: (∑X)2 ∑X2 N N–1 ∑X n (Sudjana, 2005:67)

Sd =

(Sudjana, 2005:93)


Where: Sd is standard deviation ∑X2 is the sum of the squared raw scores (∑X)2 is the sum of the raw scores squared N is number of the students With the standard error of the mean, a critical ratio is formed to find the deviation in standard error unit teams of the difference between the means. This ratio is called the ratio. In this research the writer took the formula as follows: M1 – M2 Sd12 Sd22 + N1 N2


(Sudjana, 2005:189)

Where: M1 is mean of experimental group M2 is mean of control group Sd1 is standard deviation of experimental group Sd2 is standard deviation of control group N1 is number of students of experimental group N2 is number of students of control group


I. RESEARCH PROSEDURE The prosedures of the research are: 1. Developing the research instrument 2. Selecting the sample from the population 3. Giving pre test 4. Treatment: pre-listening, while listening, and post-listening 5. Giving post test 6. Expert judgment 7. Calculating and analysing the test scores 8. The result of the test



Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Badan Nasional Standar Pendidikan. (2006). Kurikulum Tingkat Satuan Pendidikan Tngkat SD, MI, dan SD-LB. Jakarta: BNSP. Hatch, Evelyn and Hossein Farhady. (1982). Research Design and Statistic Bowley. ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc. Hatimah, Ihat., Susilana, Rudi., Nuraedi. (2007). Penelitian Pendidikan. Bandung: UPI Press. Sudjana. (2005). Metode Statistika. Bandung: Tarsito. Tim Penyusun Kamus Pusat Pembinaan dan Pengembangan Bahasa (1988). Kamus Besar Bahasa Indonesia. Jakarta: Depdikbud: Balai Pustaka.


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