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IMPROVING LISTENING AND SPEAKING SKILLS BY USING

ANIMATION VIDEOS AND DISCUSSION METHOD

Rizka Amalia
Master Program of English Education, Sriwijaya University, Palembang
Email: netzaidan@gmail.com

Abstract: Listening and speaking are the important skills that have to be mastered
by the students. By having these skills, the students can communicate with others
easily. There are many strategies that can be used to teach listening and speaking
skills. One of the strategies is by using animation videos. Many students of all
ages still like watching animation videos for they are interesting. Animation
videos can help the students more understand because they present visual context
aids that assist the students comprehend and improve their learning skills.
Animation videos can be integrated with discussion method. This paper aims at
providing required information about the advantages of animation videos and how
to use them in the teaching and learning English activity.

Keywords: Animation Videos, Discussion Method

INTRODUCTION in Moulic (2012, p. 2) states a new


English dictionary of historical
Listening and speaking are Principal defines listening with all-
the important skills that have to be inclusive parameters. Listening here is
mastered by the students. By having not only described as the term
these skills, the students can meaning hearing of sounds, it is also
communicate with others easily. taken as a word to mean „submission‟,
When someone doesn‟t have good „obedience‟, or „compliance‟ and
listening skill, then he will not suggest an „agreeing response‟.
understand what the others are Speaking is one way to communicate
talking about and finally he doesn‟t which ideas and though message
know how to respond to their talk. orally. To enable the students to
So, listening skill influences the communicate, we need to apply the
speaking skill. language in the real communication.
Listening is receiving According to Gert and Hans (2008,
language through the auditory p. 207), speaking is speech or
system. It involves receiving of the utterances with the purpose of having
sound waves, identifying the intention to be recognized by speaker
language (both the segmental and and the receiver processes the
supra-segmental elements), statements in order to recognize their
processing them into appropriate intentions. Wallace, Stariba &
understanding of the speaker‟s Walberg (2010, p. 12) state that
intentions and retaining the message children, adolescents, and adults
for future use (Moulic, 2012, p.2). sometimes fear the challenge of
Furthermore, Murry (1908) as cited sustained, formal speaking before the

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large group. There are many factors easily. It can be concluded that
that cause the students unwilling to animations can be used in teaching.
speak. The students do not have Meanwhile, discussion is an
confidence to speak because they do informal method, with a great deal of
not know what to say. Some others involvement and interaction (Davies,
might say that they are lack of words 1981, p. 41). Meanwhile, Smaldino,
to say in conversation or the topic of Lowther, & Russell (2005, p. 28)
the conversation is not interesting. state that discussion is a useful way
Richard and Renandya (2002, of assessing the knowledge, skills,
p. 4) point out that many of language and attitudes of a group of students
learners in the world study English in before finalizing instructional
order to develop proficiency in that objectives that involves the exchange
skill. Speaking is one of the of ideas and opinions among students
important subjects that should be or among students and the teacher.
taken and comprehended by the Discussions can be led by the teacher
students to enable them to by introducing questions to get
communicate with others orally. responses from the students.
Educational authorities and
educational technologists worldwide DISCUSSION
are encouraging schools at all levels The Definition of Listening Skill
to incorporate video and multimedia
into their teaching methods. Listening is receiving language
Multimedia provides a complex through the auditory system. It
multi-sensory experience in involves receiving of the sound waves,
exploring our world through the identifying the language (both the
presentation of information through segmental and supra-segmental
text, graphics, images, audio and elements), processing them into
video, and there is evidence to appropriate understanding of the
suggest that a mixture of words and speaker‟s intentions and retaining the
pictures increases the likelihood that message for future use (Moulic, 2012,
people can integrate a large amount p. 2). Furthermore, Murry (1908) as
of information (Gilakjani, 2012, p. cited in Moulic (2012, p. 2) states a
1). Animations are a form of new English dictionary of historical
dynamic representation that display Principal defines listening with all-
processes that change over time inclusive parameters. Listening here is
(Ainsworth, 2008, p. 1). According not only described as the term
to Heinich, Molenda, & Russell meaning hearing of sounds, it is also
(1982, p. 193) animation is a taken as a word to mean „submission‟,
technique in which the film maker „obedience‟, or „compliance‟ and
gives motion to otherwise inanimate
suggest an „agreeing response‟.
objects. According to Ainsworth
(2008, p. 2) one of the reasons
The Definition of Speaking Skill
animations are now found so widely
is that many people believe that Speaking is one way to communicate
animations can help learners come to which ideas and though message
understand complex ideas more orally. To enable the students to
communicate, we need to apply the

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language in the real communication. find it interesting to understand “real
According to Gert and Hans (2008, things”.
p. 207), speaking is speech or
utterances with the purpose of having The Disadvantages of Using
intention to be recognized by speaker Animation Videos
and the receiver processes the
statements in order to recognize their On the contrary to the
intentions. advantages mentioned above, Arsyad
(2011, p.50) also stated some
The Definition of Animation disadvantages of using video:
Videos 1. Particularly, using film and
video need much time and
There are several definitions money.
concerning animation videos. 2. When the film is being
Animations are a form of dynamic shown, the pictures are
representation that display processes moving continuously that
that change over time (Ainsworth, make some students cannot
2008, p. 1). According to Heinich, get the information from the
Molenda, & Russell (1982, p. 193) film.
animation is a technique in which the 3. Film and video sometimes do
film maker gives motion to otherwise not meet the need of the
inanimate objects. Video is learning goal, unless the film
becoming a more and more popular and video are designed and
tool in teaching English. Movies, produced specifically for
videos, and cartoons can be used in certain need.
listening activities in the EFL From the explanation above,
classroom. it can be concluded that using
animation video in the language
The Advantages of Using classroom has some advantages and
Animation Videos disadvantages too. It depends on how
the teacher uses it as the media in
The main advantage of using teaching. When the video is used
animation videos is that animations appropriately, by choosing the
can help learners come to understand suitable ones and use them at the
complex ideas more easily right time and the right place, the
(Ainsworth, 2008, p. 2). Moreover, video can give some contributions or
Oddone (2011, p.1) states that the advantages to the language learning.
advantages of using videos in the
language classroom are: 1). they The Definition of Discussion
provide instances of authentic Method
language and can be fully exploited
with the teacher‟s control. (2). Discussion is an informal method,
Videos give access to things, places, with a great deal of involvement and
people‟s behavior and events. (3). interaction (Davies, 1981, p. 41).
Authentic material usually proves to Meanwhile, Smaldino, Lowther, &
be particularly motivating as people Russell (2005, p. 28) state that

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discussion is a useful way of
assessing the knowledge, skills, and 2. The discussion method places a
attitudes of a group of students limitation on a number of people
before finalizing instructional who can effectively take part.
objectives that involves the exchange Normally, seven is optimal.
of ideas and opinions among students 3. The discussion method is a time
or among students and the teacher. consuming process. This is
Discussions can be led by the teacher especially, so if the group contains
by introducing questions to get people from diverse backgrounds.
responses from the students. 4. The discussion group can be
dominated by an autocratic leader.
The Advantages of Discussion Highly verbal or dominant
Method trainees can also dominate the
proceedings.
There are some advantages of From the advantages and
discussion method. Smaldino, disadvantages above, Davies (1981,
Lowther, & Russell (2005, p.29) p. 46) points out that the most
state that there some advantages of important thing that should be done
using discussion method: by the teacher before holding a
Interesting. Discussions are often discussion, she have to make good
more interesting for students than preparation and a clear focus for
sitting and listening to someone tell they are the twin keys of effective
them facts. Challenging. Students discussion.
can be challenged to think about the
topic and apply what they already Previous Related Studies
know. Inclusive. Discussion provides
opportunity for all students to speak, There are some studies
rather than only a few answering dealing with animation videos such
teacher questions. Opportunity for as, first, Ika Devi (p.1) investigated
new ideas. Students may bring new about the use of animation video to
ideas to the information presentation. improve the students‟ vocabulary
mastery. The research was conducted
at sixth grade students of MIN
The Disadvantages of Discussion Nglingge, Polanharjo. The writer
Method used a classroom action research.
On the contrary to the The result of the study showed that
advantages of using discussion animation video could improve the
method mentioned above, Davies students‟ vocabulary mastery.
(1981, p.46) mentions some Second, Oostendorp, Beijersbergen,
disadvantages of using discussion & Solaimani (2007, p.1-7) conducted
method as described as the a research about conditions for
following: learning from animations. The
1. The discussion method, unless research was conducted at 45 higher
properly prepared and organized, education students. The writer
soon degenerates into an aimless conducted an experiment research.
debate. The results of the study indicated that
combining the conditions of

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interactivity and focus does lead to expression should be shown when
improvement in learning from we say something in English
animations. especially. In the silent viewing, the
Third, Moulic (2012, p. 1) did video is played with the sound off
a research about animation films to and let the students guess what are
develop effective listening skill in the characters are talking about. This
the classroom. It was conducted at activity needs the students to
Technological University in 2012. remember the dialogues in the video.
The writer conducted an experiment In the sound on and vision off
study at the technical undergraduate activity, the students only can hear
learners. The results of the study the dialogue but unable to see the
showed positive result that was the action. This activity helps the
students‟ effective listening skill was students to improve their listening
improved by using animation films. skill. Then, in the repetition and role
play activity, a scene on video is
Techniques in Using Video replayed with certain pauses. When
the students have understood the
According to Cakir (2006, p. presentation, they are asked to act
69-70) there are some practical out the scene as much as they
techniques for video implication in remember. In the reproduction
the classroom: activity, the students are showed a
a. Active viewing section in the video and are asked to
b. Freeze framing retell what is happening. This
and prediction activity can improve the students‟
c. Silent viewing speaking skill. In dubbing activity,
d. Sound on and vision the students are asked to fill in the
off activity missing dialogues orally when the
e. Repetition and role video is being played with the sound
play off. And in follow-up activity, the
f. Reproduction activity teacher make a discussion with the
g. Dubbing activity students about the content of the
h. Follow-up activity video in order the students
In active viewing activity, the understand what is the video about.
teacher shows the video and let the By applying those techniques,
students watch it from the beginning will help the teachers enable to teach
to the end. This activity helps the English by using animation videos
teacher know how far the students‟ easily.
understanding of the video shown.
Then, in freeze framing and
CONCLUSION
prediction activity, while the video is
being played, the teacher stops the From the explanation above, it can
video which showing the pictures of be concluded that using animation
characters‟ body language, facial videos in the language classroom has
expression, emotions, reactions, and some advantages and disadvantages
responses. This activity helps the as well. It depends on how the
students understand about what teacher uses them as the media in

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teaching. When the videos are used Bengkulu, Indonesia.
appropriately, by choosing the International Journal of
suitable ones, using them at the right Humanities and Social
time and the right place, and Science, 2(20)
applying the practical techniques of
using videos, they can give some Heinich, R., Molenda, M., & Russell,
good contributions to the English J.D. (1982). Media and the
language learning. So, it is important new technologies of
for the teacher to consider some instruction. Canada, USA.
aspects before she uses a media in
teaching and learning process in Kusumaningsih. (2002). The
order she and the students can get Teaching of Writing at
advantages of using the media. Secondary School.
Banjarmasin: Departemen
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