THE EFFECTIVENESS OF FILM ANIMATION IN INCREASING LISTENING SKILL AT EIGHTH GRADE OF MTS NEGERI 1
LOMBOK TIMUR IN ACADEMIC YEAR 2021/2022
By
Nur Fajri Haromaini NIM 170107109
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2023
ii
THE EFFECTIVENESS OF FILM ANIMATION IN INCREASING LISTENING SKILL AT EIGHTH GRADE OF MTS NEGERI 1
LOMBOK TIMUR IN ACADEMIC YEAR 2021/2022
Thesis of Sarjana
Presented as Partial Requirements at Mataram State Islamic University for The Attainment of The Sarjana Degree in Study Program of
English Language Education
By
Nur Fajri Haromaini NIM 170107109
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2023
vii MOTTO
“Be Kind and Be Useful to Everyone”
viii DEDICATION
This thesis is sincerely dedicated to :
“My beloved mother, Jannatu Uzlifah who always love, pray, support, and give me some advices to keep spirit in every single day that I have and many thanks for the effort in making my education run well until now. My beloved Father, M. Ali Fahmi who is already in heaven, I love him so much. My beloved brother and sisters who understands my condition, and always support my education, I love them so much.
ix
ACKNOWLADGEMENT
Praised to be Allah SWT, who ask to the right direction and give the researcher guidance, mercies and blessing. So the researcher can accomplish this thesis smoothly. Pace be upon the last messenger of Allah, the best mankind in the world, the chosen creature, who direct his people to heir good with wisdom, expertise, and good advice. Namely our leader Muhammad SAW along with his companion and the people who follow him well until the day of judgment.
In arranging this thesis, I get a lot of helps and encouragement. I realize that, this paper willbe not accomplished without any helping from various side.
Therefore, I say my great thanks to all sides.
1. The advisors, Prof. Dr. H. Muhammad, M.Pd., M.S, as the first advisor and Hery Rahmat, S. Pd, M. Hum, as the second the advisor who already gave time, guided and advised patiently during the arrangement of this final project.
2. Dr. Ika Rama Suhendra, M.Pd, the head of Study Program of English Language Education, Faculty of Education and Teacher Training State Islamic University (UIN) of Mataram.
3. Dr. Jumarim, M. H. I, as the Dean of Teacher Training and Education Faculty State Islamic University (UIN) of Mataram.
4. Prof. Dr. H. Masnun Thahir, M.Ag as the rector of the State Islamic University (UIN) of Mataram
5. All of my lecturers in study program of English Language Education State Islamic University (UIN) of Mataram, thanks for teaching and giving me a lot of worth knowledge to me along of my study at this University.
6. H. Lalu Sundana, B. Ed, as the principal of MTs Negeri 1 Lombok Timur has given permission to conduct research.
7. All of the teachers and staff of MTs Negeri 1 Lombok Timur
8. The students of VIII MTs Negeri 1 Lombok Timur who are willing to help the researcher in completing the research.
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Finally, the researcher realizes that this thesis might still need some improvements. Therefore, the researcher hopes this thesis will be useful for all readers.
Mataram, Desember 2022 The researcher
Nur Fajri Haromaini
xi
TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APPROVAL SHEET ... iii
ADVISORS’ OFFICIAL NOTE ... iv
STATEMENT OF THE THESIS AUTHENTICITY ... v
THESIS RATIFICATION ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGMENTS ... ix
TABLE OF CONTENT ... xi
LIST OF TABLES ... xiii
LIST OF APPENDICES... xiv
ABSTRACT ... xv
CHAPTER I INTRODUCTION ... 1
A. Background of Research ... 1
B. The Statement of Problemand Research Limitation ... 4
C. The Objective and Significance of Research ... 5
D. Definitions of Key Terms... 5
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS ... 7
A. Review of Previous Research... 7
B. Theoretical Bases ... 10
1. Listening ... 10
2. Film Animation ... 17
C. Research Hypothesis ... 22
CHAPTER III RESEARCH METHOD ... 24
A. Approach and Type of Research ... 24
B. Population and Sample ... 26
1. Population ... 26
xii
2. Sample ... 26
C. Setting and Time of Research ... 28
D. Variable of Research ... 28
E. Design of Research ... 29
F. Instrument of Research ... 31
G. Procedure of Data Collection ... 33
H. Technique of Data Analysis ... 34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 38
A. Research Finding ... 38
1. Data Description ... 42
2. Data Analysis ... 50
B. Discussion ... 54
CHAPTER V CONCLUSION AND SUGGESTION ... 58
A. Conclusion... 58
B. Suggestion ... 58
REFERENCES ... 60
APPENDICES ... 63
xiii
LIST OF TABLES
Table 3.1 Total of Population... 26
Table 3.2 Level of Student’s Score ... 32
Table 4.1 Students’ Pre-test Score of Control Group ... 38
Table 4.2 Descriptive of Pre-Test at Control Group ... 40
Table 4.3 Students’ Pre-test Score of Experiment Group ... 40
Table 4.4 Descriptive of Pre-Test at Experiment Group... 42
Table 4.5 Data Description of Pre-test ... 42
Table 4.6 Students’ Post-test Score of Control Group ... 43
Table 4.7 Descriptive of Post-Test at Control Group ... 44
Table 4.8 Students’ Post-test Score of Experiment Group ... 45
Table 4.9 Descriptive of Post Test at Experiment Group ... 46
Table 4.10 Data Description of Post-test ... 47
Table 4.11 Calculated Table of Control Group ... 48
Table 4.12 Calculated Table of Experiment Group ... 49
Table 4.12 Data Description of Calculated Tables ... 50
Table 4.13 Test of Normality at Control Group ... 51
Table 4.14 Test of Normality at Experiment Group ... 51
Table 4.15 Test of Homogeneity at Control Group ... 52
Table 4.16 Test of Homogeneity at Experiment Group ... 52
Table 4.17 Test Results Independent Samples Test ... 53
xiv
LIST OF APPENDICES
Apendix 1. Listening Test of Pre-test ... 64
Apendix 2. Key Answer Listening Test of Pre-test ... 65
Apendix 3. Listening Test of Post-test ... 66
Apendix 4. Key Answer Listening Test of Post-test ... 67
Apendix 5. Lesson Plan Class Experiment ... 68
Apendix 6. Lesson Plan Class Control ... 74
Apendix 7. Individual Student Pre-test Scores in The Control Class ... 80
Apendix 8. Individual Student Post-test Scores in The Control Class ... 82
Apendix 9. Individual Student Pre-test Scores in The Experiment Class ... 84
Apendix 10. Individual Student Post-test Scores in The Experiment Class .... 86
Apendix 11. Data Deskriptive ... 88
Apendix 12. Tabel Nilai t ... 94
Apendix 13. Name of Students ... 95
Apendix 14. Dokumentations... 97
xv
THE EFFECTIVENESS OF FILM ANIMATION IN INCREASING LISTENING SKILL AT EIGHTH GRADE OF MTS NEGERI 1
LOMBOK TIMUR IN ACADEMIC YEAR 2021/2022 By:
Nur Fajri Haromaini NIM 170107109
ABSTRACT
This study aims to improve students' listening skills through the use of animated films in teaching listening to class VIII MTsN 1 East Lombok. This research is a quantitative study with a non-equivalent control group design. The population of this study were students of class VIII MTs Negeri 1 East Lombok Academic Year 2021/2022, which consisted of 10 classes VIII A - VIII J with a total of 334 students and the sample for this study was VIII B consisting of 34 students as the control class and VIII D, totaling 34 students as an experimental class. The technique used in sampling is cluster random sampling technique. The instrument used to collect data was a form of completeness and suitability test totaling 20 questions. The results showed that there was a significant difference in students' listening scores. In the experimental group, the average pre-test score was 37.794 and the average post-test score was 74.411. Whereas for the control group the average pretest score was 38.676 and the posttest average score was 66.764. To find out whether the difference is statistically significant or not, the t-test formula is used. Based on calculations, the t-test (2.688) is higher than the t-table (2.652).
Therefore, students who were taught using animated film videos performed better than students who were taught using audio from animated films. It can be concluded that the use of video animation films has a significant effect on improving the listening skills of class VIII MTs Negeri 1 East Lombok.
Keywords: Film Animation, Listening Skill.
xvi
EFEKTIVITAS FILM ANIMASI DALAM MENINGKATKAN KETERAMPILAN MENDENGARKAN KELAS VIII MTS NEGERI 1
LOMBOK TIMUR TAHUN PELAJARAN 2021/2022 By:
Nur Fajri Haromaini NIM 170107109
ABSTRAK
Penelitian ini bertujuan untuk meningkatkan keterampilan menyimak siswa melalui penggunaan film animasi dalam pembelajaran menyimak pada siswa kelas VIII MTsN 1 Lombok Timur. Penelitian ini adalah penelitian kuantitatif dengan desain penelitian Non-Equivalent Control Group Design. Populasi penelitian ini adalah siswa kelas VIII MTs Negeri 1 Lombok Timur Tahun Ajaran 2021/2022, yang terdiri dari 10 kelas kelas VIII A - VIII J yang berjumlah 334 siswa dan sampel penelitian ini adalah VIII B yang terdiri dari 34 siswa sebagai kelas control dan VIII D yang berjumlah 34 siswa sebagai kelas experiment. Teknik yang digunakan dalam pengambilan sampelnya adalah teknik cluster random sampling. Instrumen digunakan untuk mengumpulkan data adalah bentuk tes kelengkapan dan kecocokan berjumlah 20 pertanyaan. Hasil penelitian menunjukkan bahwa perbedaan yang signifikan pada skor menyimak siswa, pada kelompok eksperimen rata-rata skor pre-tes adalah 37,794 dan skor rata-rata post- tes adalah 74,411. Sedangkan untuk kelompok kontrol nilai rata-rata pre-tes adalah 38,676 dan nilai rata-rata post-tes adalah 66,764. Untuk mengetahui apakah perbedaan tersebut signifikan secara statistik atau tidak, digunakan rumus uji-t. Berdasarkan perhitungan, t-test (2,688) lebih tinggi dari t-tabel (2,652). Oleh karena itu, siswa yang diajar menggunakan video film animasi tampil lebih baik daripada siswa yang diajar menggunakan audio dari film animasi. Dapat disimpulkan bahwa penggunaan video animasi film berpengaruh signifikan terhadap peningkatan keterampilan menyimak siswa kelas VIII MTs Negeri 1 Lombok Timur.
Kata Kunci: Film Animasi, Keterampilan Mendengarkan.
xvii
ةنماثلا ةئفلل عامتسلاا ةراهم نيسحت يف ةكرحتملا موسرلا مليف ةيلاعف MTS
NEGERI 1
LOMBOK TIMUR
٢٠٢١ / ٢٠٢٢
ا ةنسلا
:ةطساوب
Nur Fajri Haromaini ١٧٠١٠٧١٠٩:مين
ةرصتخم ةذبن
للاخ نم بلاطلا ىدل عامتسلاا تاراهم نيسحت ىلإ ةساردلا هذه فدهت نماثلا لصفلا ىلإ عامتسلاا سيردت يف ةكرحتملا موسرلا ملافأ مادختسا Lombok Timur 1 MTsN
ميمصتب ةيمك ةسارد نع ةرابع ثحبلا اذه .
فصلا بلاط نم ةساردلا هذه عمتجم ناك .ةئفاكتم ريغ ةطباض ةعومجم نماثلا Lombok Timur 1 MTsN
يميداكلأا ماعلا ٢٠٢١
/ ٢٠٢٢ ،
نم نوكتي يذلاو ١٠
لوصف VIII A - VIII J
يلامجإب 334
ةنيعو اًبلاط
تناك ةساردلا هذه VIII B
نم ةنوكملا 34
، د ةنماثلاو ةطباضلا ةئفلاك .اًبلاط
يلامجإب 34
ةينقت يه تانيعلا ذخأ يف ةمدختسملا ةينقتلا .يبيرجت فصك اًبلاط
بلا عمجل ةمدختسملا ةادلأا تناك .ةيئاوشعلا ةيدوقنعلا تانيعلا ذخأ نم ًلاكش تاناي
يلامجإب ةمءلاملاو لامتكلاا رابتخا لاكشأ ٢٠
دوجو جئاتنلا ترهظأو .ًلااؤس
طسوتم غلب ثيح ، بلاطلا ىدل عامتسلاا تاجرد يف يونعم قرف تاجرد
ةيبيرجتلا ةعومجملا يف عامتسلاا 37.794
طسوتمو ، رابتخلاا دعب ام ةملاع
74.411 طسوتم ناك نيح يف .
لاا تاجرد ةطباضلا ةعومجملل يلبقلا رابتخ
38.676 طسوتم ناكو
يدعبلا رابتخلاا ةجيتن 66.764
ناك اذإ ام ةفرعمل .
رابتخا ةغيص مادختسا متي ، لا مأ ةيئاصحإ ةللاد اذ فلاتخلاا ىلع ًءانب . t
رابتخا نوكي ، تاباسحلا t (2.688)
لودج نم ىلعأ t (2.652)
ناك ، كلذل .
نيذلا بلاطلا ءادأ نم لضفأ ةكرحتملا موسرلا ملافأ مادختساب مهميلعت مت
نكمي .ةكرحتملا موسرلا ملافأ نم توصلا مادختساب مهميلعت مت نيذلا بلاطلا نيسحت ىلع ريبك ريثأت هل ويديفلاب ةكرحتملا موسرلا ملافأ مادختسا نأ جاتنتسلاا . ةنماثلا ةئفلل عامتسلاا تاراهم
اهم ، ةكرحتم موسر ملافأ عامتسلاا تار
ةلادلا تاملكلا :
1 CHAPTER I INTRODUCTION
A. Background of Research
Learning English has become a very important thing to learn. As an international language, English plays an important role in almost all aspects of life. English has become a mandatory foreign language in Indonesia, it is a link for all people in all countries. Therefore, this has become an international language and has become a compulsory subject in every school, starting from the elementary school level to the university level. Hardjono Rayner, argues that English is an international language so it is the language most widely used throughout the world. We can see the position of English as an international language with English speakers spread over five continents.
English is not only used by native speakers, but is used by the world community, especially those who tend to be modern. This is also due to the existence of various advantages in English, among others namely in the wealth of its idioms (special expressions), which are more varied and always developing than other European languages.1
There are four main skills in English, namely: speaking, listening, reading and writing. These four main skills have different morality. In this proposal I only focus on discussing listening skill. Listening is assuming important thing in many language contexts. It is important in the language
1Hardjono Rayner,“Pemanfaatan Video Sebagai Media Latihan dalam Pembelejaran Bahasa Inggris” Jurnal Akrab Juara, Vol.3, No.4, November 2018, pp. 107.
2
classroom because can provide contribution for learners. If learners cannot understand the process of listening at the right level, the simple learning cannot begin well. In listening, learners are hoped can interact to achieve understanding with accessing the second language speakers. To build their ability in listening can use the exercise that can draw learners attention and understanding not only in vocabulary but also in grammar, and new interaction patterns in language.
In this case, learning to listen makes some students still lack in grasping what has been heard. when listening they must have concentration and focus on the material provided. if they don't listen carefully or become unfocused on the speaker or think about other things when listening is wrong, because listening is a planned way to listen and respond to others and pay attention to the speaker.
Efforts to improve student achievement and ability in terms of listening required creative teachers to make learning better and more enjoyable. Classroom learning needs to be planned and prepared with interesting methods so that the interaction between the teacher and students can run optimally as expected. However, in 8th grade students in Junior MTsN 1 Lombok Timur in listening learning is less implemented and rarely given training and of course this requires special attention to improve students' ability to hear expressions in English.2
2Sami’in, Wawancara, MTsN 1 Lombok Timur, 9 September 2021
3
One of the media in listening class is movie. Many people like watching movies. Hornby states that movies are cinema or films which allow people to see the stories in the moving pictures.3 People can see and listen to what happens in the movies in order to entertain the viewers. The movie consists of characters, sets of time, place, and problem of story.
According to Sulistyanto stated video is important tool for students’
life in the classroom.4 Teaching students with the help of video or film animation can improve students' understanding in listening. film animation can make students more focused in terms of listening and not get bored easily, with that help will be able to give their enthusiasm in understanding listening well. According to Johnston, the setting, action, emotions, gestures, etc, that students can observe in a video; provide an important visual stimulus for language production and practice.5 In learning English as foreign language, the use of media is very important. King states, DVD feature film in the EFL classroom is the best way to stimulate students English knowledge for such teaching videos are intended to keep students busy by eliciting specific responses or answers from what they watch; this done in ways that require students to analyze numerous details of language consciously, rather
3Lusi Marleni, “Improving Students Listening Comprehension of Narratives by Using Movies as Media at Grade XI IPA 5 of SMAN 2 Bengkinang”, Jurnal Paudtembusai, Vol.1, No.1, 2015, pp. 23.
4Astri Nur Utari and Vina Nurviyani “The Implementation of Video in Teaching Listening”, Journal of English Pedagogy Linguistics Literature and Teaching, Vol.6, No.1, July 2018, pp. 4.
5Vika Andria, “Teaching Listening Using Video Technique on The Tenth Grade’s Students at SMAN 7 Kediri”, Journal Simki-Pedagogia, Vol.1, No.12, November, 2017, pp. 35.
4
than absorbs language and get the general gist of what is said.6 Choosing film that isage andculturalappropriate and suitable for both genres is also important. Romances, romantic comedies, and less violent action movies withrelatively simple plots are also good choices for college students.
Based on the background above, the researcher intends to conduct research on knowing the ability of students to learn listening through film animation. As the title of this research “The Effectiveness of Film Animation in Increasing Listening Skill At Eighth Grade of MTS Negeri 1 Lombok Timur in Academic Year 2021/2022”.
B. The Statement of Problemand Research Limitation 1. Statement Problem
Acording to the background stated above, the problem of study can be identified as follows: Does the use film animations significantly increase students’ listening skill at the eighth grade students of MTsN 1 Lombok Timur?
2. Research Limitation
Research limitations are design or methodological characteristics that influence the interpretation of the findings of the study. The limitation of the study is the limitations of time, energy, and theory, so this study limited to several variables that only focus on the effectiveness The efectiveness of film animation in increasing listening skill at Eighth grade of MTs Negeri 1 Lombok Timur in academic year 2021/2022.
6King J, “Using DVD Feature Films in the EFL Classroom”, Research Article,Desember 2002, edhttps://www.ingentaconnect.com/content/routledg/call/2002, Accessed on January 10, 2022, 10:48.
5
C. The Objective and Significance of Research 1. The Objective of Research
Objective of this study is to increase the use of film animation in teaching listening for the eighth grade students of MTsN 1 Lombok Timur.
2. The Significance of Research
The result of the study is expected to give both theoretical and practical benefits as follows:
a. Theoretically
The result of the study may give more information about increasing students’ listening skill using animation video. The results of this study are expected to be useful for teachers to be able to increase students' interest in learning listening.
b. Practically
For the eighth grade students of MTsN 1 Lombok Timur, it would be an effort for them to improve their listening skill using animation film.For the teacher, the research findings could be used to improve the success of teaching learning process in listening skill.For the researcher, hopefully can give contribution to teach English by using animation film, especially in listening.
D. Definitions of Key Terms 1. Film Animation
Film animation is kind of film which involves sound, recording a series drawing or manipulating in animate object one frame in one time.
6
When projected, the sequences of frames take on the solution of motion. It uses computer graphic in creating animated image. Itteaches students about history, science, human behavior and any other subjects.7
Film animation is one of the medias which are very good to be used to increasing students' listening skill. It could help sensitivity to students' sense of hearing. The film animation affects students' listening skill because they can get involved, they feel the situation happen in the movie, and they can learn the language contextually.
2. Listening Skill
Underwood simply defines listening as an activity that focuses on understanding the meaning of what is being heard. Listening skills in learning English require students to be able to identify accents, know how to pronounce vocabulary, grammar rules, and understand vocabulary meaning.8 Therefore listening skill is not a simple skill because it requires focus, concentration and the ability to elaborate information so as to obtain food. In other words, listening is an active process that involves the mind.
7Siddhartha Sharma, “Use of Animation Films for Young Learners to Teach English” An International Refereed English e-Journal, Vol. 4, No. 4, Desember 2018, pp. 306.
8Hidayati, “Improving Listening Skill of Grade VIII Students at SMP Negeri 2 Galang Through Pop Song” Jurnal Madako Education, Vol.5, No.2, Desember 2019, pp. 349.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPOTHESIS
A. Review of Previous Research
There are some previous researches which relate to this research. The first is the research by Dian Fitriani about The Use of Audio Lingual Method and Podcast Media to Improve listening skills of the Eighth Grade Students of SMP Islam Sudirman 1 Bancak In The Academic Year 2021/2022. The research method used in this study is a quantitative method with the type of pre-experimental research and pre-test and post-test designs. This research aims to determine the ability of students' listening skills before and after the use of audio lingual methods and podcast media and to determine the extent to which the effectiveness of using audio lingual methods and podcast media can improve students' listening skills. The results showed that there was a difference between the pre-test and post-test mean scores and the average score increased by 18,182 from the pre-test average score of 51.363 to 69.545 in the post-test average score. Then the results of the T-test are 4.43 and the score of df = 21, then the table with a significance of 5% is 1.721. So that T test is higher than T table (4.43>1.721). So it can be concluded that the use of Audio Lingual Method and Podcast Media can improve students' listening skills. The difference between previous research and current research is that previous research focused on strategies for using audio and podcast media, as well as the level of differences in audio and podcast media in improving
8
students' listening skills. Meanwhile, the current research focuses on strategies for using animated films as a learning media to improve students' listening skills.9
The second research is about Using Advertisement In English Language Teaching To Increase Listening Comprehension Skill at Junior High School 3 Bontomarannu by Nur Fitri Al Fiana. The research method used in this study is a quantitative method with the type of pre-experimental research and pre-test and post-test designs. This research aimed at finding out the increase of students’ listening skill In terms of accuracy of the answer by using Advertisement. The result showed that advertisement was effective to increase students’ listening skill. It was supported by the students mean score in pre-test was 45.00 and it was increase to be 84.09 in post-test and the value of t-test was higher rather than the value of t-table (6.919>1.720).10 Therefore, the alternative hypothesis was accepted and the null hypothesis was rejected. Based on the result analysis, the researcher concluded that advertisement increase students’ listening skill.
The difference between previous research and current research is that previous research focused on strategies for using advertising media in improving students' listening skills in terms of answer accuracy by using
9Dian Fitriani, “The Use of Audio Lingual Method and Podcast Media to Improve Listening Skills of The Eighth Grade Students of SMP Islam Sudirman 1 Bancak In The Academic Year 2020/2021”, (Thesis, IAIN Salatiga, Salatiga, 2021), pp. 11.
10Nur Fitri Al Fiana, “Using Advertisement in English Language Teaching To Increase Listening Comprehension Skill At Junior High School 3 Bontomarannu”, (Thesis, FKIP Universitas Muhammadiyah Makasar, Makasar, 2017), pp. 1
9
advertisements. Meanwhile, the current research focuses on strategies for using animated films as a learning media to improve students' listening skills.
The third research is about The Use of Storytelling Technique to Improve Students’ Listening Skill by Lorita Fitri Nurcahyani. The research method used in this research is classroom action research. The aim of the study is to describe about teaching listening skill through storytelling improve listening skill at the second year students of one of school in the academic year 2017/2018. The results of this study indicate that the listening learning process using storytelling is to improve students' listening skills. The mean score of pre-test was 48, 40 to 65 in post-test in cycle I and pre-test in 65, 86 to 80.4 in post-test in cycle two. Student scores are getting better in each cycle. He pointed out that students' listening skills improved. Therefore, it is better for students to study English carefully through practice and experience, and be active and creative in learning English.
The difference between previous research and current research is that previous research used in classroom action research with a focus on strategies for using stories in improving students' listening skills. Meanwhile, the current research uses quantitative research with a research focus on strategies for using animated films as a learning media to improve students' listening skills.11
11Lorita Fitri Nurcahyani, “The Use of Storytelling Technique to Improve Students’
Listening Skill”, (Thesis, IKIP PGRI Bojonegoro, Bojonegoro, 2018), pp. 1.
10 B. Theoretical Bases
In scientific research, researcher provide several theories that will be explained in order to support this research. Some theories will be explained as follows:
1. Listening
a. Definition of Listening
Listening is the first skill and basic ability in learning a new language that beginners have to learn. It is a receptive skill meaning that the language learning beginners receive new words from what they have heard or listened to. The ability to receive will affect the ability to produce. If they are good at listening; as a result, they will understand and even have a good competency in productive skills namely speaking and writing.12
According to Brown listening is a spoken or written response from the student that indicates correct (or incorrect) auditory processing.13 In order to become better listeners, the learners must think actively when they are listening. Listening is involved in many language-learning activities, both inside and outside the language classroom. The improvement in listening will provide a basis for the development of other language skills. This is in accordance with the opinion of a Nation and Newton which states that “Listening is the
12Nurmala Hendrawaty, “Listening and Speaking”, Journal Loquen English Studies, Vol.
12, No. 1, January 2019, pp. 57.
13H Douglas Brown, Language Assessment Principles and Classroom Practice, (San Francisco: Longman, 2004), pp. 118.
11
natural beginning to speak; the early stages of language development in one's first language (and in the natural acquisition of other languages) depend on listening.14 In addition, according to Sadiku, listening is another need in language. The more efficient you are at being a listener, the most successful and satisfied you will be. Listening is not just hearing: it is a state of acceptance that allows understanding of what is being heard and gives the listener full partnership in the communication process.15
Based on several definitions above, it can be concluded that listening is one of the abilities of every human being who can be seen directly, but not all people in the world can listen to English except those who are indeed their native speaker or first language in English or involved in many language-learning activities, both inside and outside the language classroom and about listening skills are the ability to actively understand the information provided by the speaker, and display interest in the topic discussed. It can also include providing the speaker feedback, such as the asking of pertinent questions; so the speaker knows the message is being understood. People will spend most of their communication time listening because listening is very important in communicating.
14Nation and J. Newton, Teaching ESL/EFL Listening and Speaking (New York:
Routledge, 2009), pp. 37.
15Lorena Manaj Sadiku, The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour, (European: Journal of Language and Literature Studies, 2015), pp. 31.
12 b. Types of Listening
According to John. Kline listening is divided into 5 types, namely as follows:16
1) Informative listeningis the situation where the listener’s primary concern is to understand the message. Listeners are successful insofar as the meaning they assign to messages is as close as possible to that which the sender intended.
2) Relationship listeningis either to help an individual or to improve the relationship between people.
3) Appreciative listening includes listening to music for enjoyment, to speakers because you like their style, to your choices in theater, television, radio, or film. It is the response of the listener, not thesource of the message, which defines appreciative listening. That which provides appreciative listening for one person may provide something else for another.
4) Critical listening is the ability to listen critically. The subject of critical listening deserves much more attention than we can afford.
5) Discriminative listeningis the ability to discriminate among the different sounds. It may be the most important type, for it is basic to the other four. By being sensitive to changes in the speaker’s rate, volume, force, pitch, and emphasis, the informative listener can detect even nuances of difference in meaning.
16John A. Kline, Listening Effectively Achieving High Standards in Comunication, (Alabama: Air University Press, 2003), pp. 57.
13
Devito differentiates three kinds of listening in which people are affected:
1) Appreciative listening is listening for the purpose of entertainment and enjoyment is known as appreciative listening. Appreciative listening skills involve listening to information as well as emotions, and applying what we listen to our own experiences.
2) Informative listening is listening to acquire information and understand ideas is referred to as Informative listening. Identify the key points, apply ideas/arguments to you Experiences, then paraphrase and put them into your own words are all Informative listening skills that must be practiced.
3) Emphatic listening is having listened intently to another person's thoughts is known as emphatic listening. Avoid negative responses and aspire to be a good emphatic the listener is two emphatic listening skills that should be learned. There are three kinds of emphatic listening, namely: identify the emotions, listen to the story, and left the person talk through their problems.17
The researcher concluded that there are various styles of listening based onthe statements above. Since the two experts have contrasting views on the various forms of listening, this is not a problem. They differentiated the different styles of listening because they know that different circumstances would necessitate different
17Devito, Joseph A, The Interpersonal Communication Book, (United States: Pearson Education, 2013), pp. 45.
14
types of listening. It is important for us to consider the various styles of listening so that we can decide what situations we are in and what types of listening should be used. Different situations involve different types of listening. It is important that we learn about the different styles of listening so that we can recognize when we are in which circumstances and which types of listening should be used.
c. The Difficulties in Listening
Underwood states that students may face a variety of difficulties while learning to listen, they are:
1) Lack of Control Over the Speed at Which Speakers Speak.
The majority of students are unable to listen to English because they are unable to monitor how fast a speaker speaks. They also have impression that the words dissolve before they can pick them out. This sometimes results in students learning to listen unable to keep up. They are so distracted with translating the significance of one section of what they hear so they ignore the next.
2) Not Being Able to Get Things Repeated
Another problem of monitoring what the speaker says is that the listener isn't always able to get the speaker to repeat an utterance.
When speaking with a native speaker, for example, asking him or her to repeat what they have said is difficult.
15 3) The listener’s Limited Vocabulary
Choice of vocabulary is depending on the speaker. When people are listening to a foreign language, an unfamiliar word may cause them to pause and consider the meaning of the word, causing them to miss the next part of the speech.
4) Failure to Recognize the “Signals”
A speaker could indicate that he or she is going from one stage to another in a variety of ways. These signs are not always clear to those who listeningto a foreign language and can be easily dismissed.
5) Problems of Interpretation
Interpretation problems may arise when students unfamiliar with the context and also have difficult time understanding the words.
6) Inability to Concentrate
In listening practice, inability to focus is a huge issue, as even the smallest lapse in judgement will significantly affect comprehension.
7) Established Learning Habits
Since we do not teach our students the real situation, an established learning habit is not a good way to develop our students' listening capacity.18
18Underwood, M, Teaching Listening, (New York: Longman, 1989), pp. 51.
16
According to Richards, common listening problems are as follows:
a) Speaker speaks too fast.
b) Listeners listen word for word.
c) Listeners lack of cultural or background knowledge.
d) Speakers use too many unfamiliar words
e) Listening takes too much effort and concentration.
f) Recordings are not always clear and are difficult to follow.
g) Speakers’ accents are unfamiliar.
h) Tasks are too difficult.
i) They cannot tell the difference between the different voices.
j) Listeners cannot recognize words they know when they hear them.19
From the clarification above, the author can conclude that there are many problems that we are going confront in listening activity. The issues are different from the simple one until the most difficult, particularly when we learn to listen for foreign language.
But it isn't a prevention for us to memorize listening ability. We must keep in mind that listening ability is exceptionally critical since most of our time we spend for listening activity.
19Richards, J. C, Teaching Listening and Speaking, (Cambridge, England: Cambridge University Press, 2008), pp. 67.
17 d. The Teaching of Listening`
Brown suggest strategies or procedures in implementing animation video in teaching listening skill in classroom.20 The steps are divided into two main categories as follows:
1) Bottom-up. It is a text based. It means that the listener relies on the langue that comes from the message such as the combination of sounds, word, or even grammar that can create the meaning. The bottom-up strategies itself include some activities such as listening for specific details, recognizing cognates, and recognizing word order patterns.
2) Top-down. It is a listener based. It means that the listener start from the background knowledge of the topic, the situation or the context, type of text, and the language. The background knowledge activities can help the listener for interpreting what they hear and anticipating what will be happened for the next section. The top down activities include some sub activities such as listening for the main idea, predicting, drawing inferences, and summarizing.
2. Film Animation
a. Definition of Film Animation
Animation film are distinguished from live-action ones by unusual kinds of work that are done at production stages.21 Animation
20H Douglas Brown, Language…, pp. 110.
21Brown, S, Teaching Listening, (New York. Cambridge University Press, 2006), pp. 50.
18
films do not do continuously filming outdoor action in the real time, but they create series of images by shooting one frame at a time.
According to Lynne, the students' interest is one of the main Factors to achieve the goal of teaching and learning English. For that reason, Animation movie is a medium that can be used to increase students' motivation in Learning listening because the students can hear the voice, but they will see the Situations that happen in the story and then they will be more interested and Motivated in using animation movie in the class.22
Animation film is kind of film which involves sound, recording a series drawing or manipulating in animate object one frame in one time. When projected, the sequences of frames take on the solution of motion. It uses computer graphic in creating animated image. It teaches students about history, science, human behavior and any other subjects.23 Animation movie is one of the medias which are very good to be used to improve students' listening skill. It could help sensitivity to students' sense of hearing. The animation movie affects students' listening skill because they can get involved, they feel the situation happen in the movie, and they can learn the language contextually. In conclusion, video animation is described cartoon, films, images,
22Lynne, C, Teaching Language to Young Learners, (Manchester: Cambridge University Press, 2001), pp. 57.
23Harmer J, The Practice of English language Teaching, (Birmingham: Editorial Logman,2001), pp. 282.
19
puppets, Etc. That are photographed and shown in a way that makes them move and appear to be alive.
b. The Advantages of Using Film Animation
Animation videos are animated moving picture that is very useful in teaching learning process. According to Woolfitt Animation Video is defined here as digitally recorded content that has sound and motion that can be stored or delivered live, and can be streamed to a variety of devices. It may or may not have the lecturer visible and can include an animated film, or a demonstration.24 He stated there are some advantages in using videos animation in teaching learning activities in the classroom:
1) Learners not only hear the sound, but they can also see the pictures, for example, the general meaning and mood are delivered through the expression, gesture, and also the other vital clues in the videos.
2) The use of videos can make the student look the other situation, not only in the classroom, for example they watch a video about kinds of food in other countries. When students use a video camera to make a video, they can create something memorable and enjoyable, and it can stimulate their creativity in using media and multimedia.
3) The last is motivation. The real advantage by using video in teaching learning activities is that videos can make students more interest in
24Zac Woolfitt, The Effective Use of Video In Higher Education, (Inholland: University of Applied Sciences, 2015), pp. 4.
20
learning. It can increase the level of their interest when they watch videos.
c. The Disadvantages of Using Film Animation
There are also some weaknesses or disadvantages in using animation videos that must be known by teachers. According to Harmer, when someone want to use videos in the classroom, they have to be aware of some problems within.25
1) Poor quality tapes and disks. The poor quality tapes and disk make the students not really engaged in following the study.
2) When we decide to choose the videos, we have to judge about the quality of tapes and disk or material in using videos.
3) If the video is too long, it will cause students who take the class to sleep and get bored or even lose concentration in following the material, especially if the video only contains text that is full of uninteresting media. Cartoons, moving pictures, and so on. To overcome this, the teacher must choose an animated video whose duration is not too long, but is interesting to watch and does not make students bored.
Anticipating the shortcomings of using animated film videos is that students must understand the dialogue in the animated film video and know the context that is discussed in the animated film video. In addition, students must also focus more on watching animated film
25Harmer, J, The Practice…, pp. 233.
21
videos and teachers must prepare good and interesting quality animated film videos so that students do not feel bored when watching animated film videos.
d. Teaching Listening Using Film Animation
Cakir Clearly suggests in using animation videos, teacher should follow some practical techniques in the classroom as follows:26 1) Active Viewing
In active viewing activity, the teacher shows the video and let the students watch it from the beginning to the end. This activity helps the teacher know how far the students’ understanding of the video shown.
2) Freeze Framing and Prediction
In this activity, teacher stops the video which showing the pictures of characters’ body language, facial expression, emotions, reactions, and responses. This activity helps the students understand about what expression should be shown when we say something in English especially.
3) Silent Viewing
In the silent viewing, the video is played with the sound off and let the students guess what are the characters are talking about in
26Cakir Clearly, “The Use of Video as An Audio-Visual Material in Foreign Language Teaching Classroom”, The Turkish Online Journal of Educational Technolog, Vol. 2, No. 1, September, 2006, pp. 91-93.
22
the video. Through this activity, students are supposed to remember the dialogues in the video.
e. The Assessing of Listening
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. Assessment refers to a systematic approach to collect information and make inference about students’
ability which can be done by namely summative and formative assessments.27
According to Brown there are two kinds of listening assessment, namely summative and formative assessments.28 Summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Furthermore, formative assessment is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and students to improve their learning. In addition, most of our classroom assessment is formative assessment because it helps in evaluating students in the process of "forming" their competencies and skills with the goal of helping them to continue that growth process.
C. Research Hypothesis
According to Suharsimi Arikunto, the hypothesis is a temporary answer to the problem. While the hypothesis is defined as a temporary answer
27Richards, J. C, Teaching …, pp. 57.
28Brown, S, Teaching …, pp. 62.
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to the research problem until it is proven through the collected data.29 Sugiyono explained that the hypothesis is a temporary answer to the formulation of the research problem, in which the formulation of the problem has been stated in the form of a question. The hypothesis is called provisional because the answers given are only based on the theory.30
Based on the quote above, it can be concluded that the hypothesis is a temporary answer to the formulation of the problem which is a provisional assumption for research whose truth must be proven and tested empirically.
In this case the researcher proposes two hypotheses to be able to answer questions about this research, including the following:
1. Null hypothesis (Ho): The use of film animations does not significantly increase students’ listening skill at the eighth grade students of MTsN 1 Lombok Timur in academic year 2021/2022.
2. Alternative hypothesis (Ha): The use of film animations significantly increases students’ listening skill at the eighth grade students of MTsN 1 Lombok Timur in academic year 2021/2022.
29Suharsimi Arikunto, Metode Penelitian, (Jakarta: Rineka Cipta, 2006), pp.71
30Sugiyono. Metode Penelitian Kuantitatif, Kualitatif, dan R&D, (Bandung: Penerbit Alfabeta, 2019), pp. 39.
24 CHAPTER III RESEARCH METHOD
A. Approach and Type of Research
The approach in this study uses a quantitative approach. Research that uses a quantitative approach relies on collecting data in the form of measurement results, therefore in this study statistics play an important role as a tool for analyzing problem answers.
According to Suharsimi Arikunto, the quantitative approach is an approach that is demanded to use numbers, starting from data collection, interpretation of the data, and the appearance of the results.31
Meanwhile, according to Puguh Suharso said that the quantitative approach is one type of research activity whose specifications are systematic, planned, and clearly structured from the beginning to the making of research designs, both about research objectives, research subjects, research objects, data samples, data sources, and methodology (from data collection to data analysis).32
Based on the expert opinion above, the researcher can conclude that the quantitative approach is a systematic, planned, clearly structured research approach from the beginning to the end, and the data is in the form of numbers which are analyzed using statistical analysis. In this study, the
31Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: Rineka Cipta, 2006), pp. 12
32Puguh Suharso, Metode Penelitian Kuantitatif Untuk Bisnis, (Jakarta: Permata Puri Media, 2009), pp. 3
25
researcher used a quantitative approach because the data to be obtained were in the form of data on the use of animated films and data on student abilities in the form of numbers, then analyzed using statistical analysis.
The type of this research is experimental research. In general, experimental research is defined as research that Carried out by conducting experiments or giving treatment on an object or change under study. This treatment is intended to reveal the possibility of a cause-and-effect relationship between researched changes.
According to Sugiyono "This type of experimental research is a research method used to find the effect of certain treatments on others under controlled conditions".33 Meanwhile, according to Suharsimi Arikunto, says that. This type of experimental research is a way to find a causal relationship (causal relationship) between two factors that are deliberately caused by researcher by eliminating or reducing or setting aside other disturbing factors.34
Based on the opinion above, the researcher can conclude that the type of experimental research is the type of research that is used to reveal whether or not there is an effect of the variables that have been selected for research.
In this study, researcher conducted a study regarding the use of animated films to improve listening skills in the Eighth Grade of MTs Negeri 1 Lombok Timur for the 2021/2022 Academic Year.
33Sugiyono. Metode…, pp. 5.
34Suharsimi Arikunto, Metode …, pp. 45.
26 B. Population and Sample
In research, populations and samples are often used. Population or universe is the whole subject under study, good in the form of people, objects, events, values and things that happen. While the sample is part of the population to be investigated or it can also be said that the sample is a population in the form of mini (miniature population).35
1. Population
The population in this study students in grades VIII A to VIII J MTs Negeri 1 Lombok Timur, for the academic year 2021/2022, which was a total of 334 students.
Table 3.1 Total of Population
No Classes M F Total
1 VIII A 14 20 34
2 VIII B 14 20 34
3 VIII C 14 20 34
4 VIII D 14 20 34
5 VIII E 14 20 34
6 VIII F 14 20 34
7 VIII G 12 22 34
8 VIII H 12 20 32
9 VIII I 12 20 32
10 VIII J 12 20 32
Total 334
2. Sample
The sampling techniques to be used include probability sampling, which is a sampling technique that provide equal opportunities for each
35Zainal Arifin, Penelitian Pendidikan: Metode dan Paradigma Baru, (Bandung:
PT.Remaja Rosdakarya, 2014), pp. 88.
27
element (member) population to be selected as a member of the sample.36 In this case, the researcher determined the sample size using the Slovin technique, with the following formula:
𝑛 = 𝑁
1 + 𝑁𝑒2 Notes:
n : Sample
N : Total population e :Estimated error rate.37
It is known that the population is 334 students. However, in this study, researcher only took a population of 83 students. This is done because the number of class VIII population is more than 100 people.
According to Suharsimi Arikunto, if the population is more than 100, 10- 15% or 15-25% can be taken.38 Based on the definition above, it can be said that the sum of the population in this study is 334 x 25% = 83,5 so that it becomes 83 people, from the population then entered in the above formula:
𝑛 = 83
1 + 83 (0.05)2 = 68,73
So the sample taken in this study was among 68 students from class VIII at MTs Negeri 1 Lombok Timur, for the academic year 2021/2022.
36Masrukhin, Metodologi Penelitian Kuantitatif, (Kudus: Buku Daros STAIN Kudus, 2009), pp. 7.
37Syofian Siregar, Statistika Deskriptif untuk Penelitian: Dilengkapi Perhitungan Manual dan Aplikasi SPSS Versi 17, (Jakarta: Rajawali Pers, 2014), pp. 149.
38Suharsimi Arikunto, Metode…, pp. 173.
28
In this research, the researcher determined the sample using random sampling technique because the researcher could not choose all of class for the sample. The researcher used lottery method to determine the sample because it was more efficient to the students. Lottery method to determine the sample since it was more effective and efficient.
The researcher wrote 10 classes on small paper then rolled up the small paper and put it in a box. Finally, the writer chooses a random roll and the roll is taken as a sample. Then the researcher got class VIII B with 34 students as control and class VIII D as many as 34 students as an experimental class as the research sample.
C. Setting and Time of Research 1. Setting of Place
This research will take place at MTs Negeri 1 Lombok Timur. It is located in Jl. Selaparang Gelang, Dasan Lekong, Sukamulia, Lombok Timur, Nusa Tenggara Barat. The researcher choose as the research location, because of facilities that support and measure the listening skills of eighth grade students at MTs 1 Lombok Timur.
2. Setting of Time
This research will be conducted on the eighth grade in academic year 2021/2022. This research begin from November 2022.
D. Variable of Research
This research has two variables, namely dependent and independent variables. A dependent variable is one that is determined by the values of
29
other variables or the independent variable's value while an independent variable is a variable that causes the emergence or change of the dependent variable. Thus, the independent variable in this research is “Film animation”
or it can be called as the variable X, and the dependent variable is “Increase listening skill” or variable Y.
E. Design of Research
The experimental research that will be used is quasi-experiment. The form of a quasi-experimental design is a development from true experimental design that is difficult to implement. This design has a control group, but is not fully functional for control for external variables that affect implementation experiment.39 As for the quasi-experimental research design which the researcher will use is a non-equivalent control group design. With this design, both the experimental group and the the controls are compared, even though the group is selected and placed without going through randomization. The two existing groups are given pretest, then given treatment and finally given posttest.40 The following is an overview of the experimental research design that will held:
Figure 3.1 Research Design Non-Equivalent Control Group Design
39Sugiyono. Metode…, pp. 120.
40Emzir, Metodologi Penelitian Pendidikan: Kuantitatif dan Kualitatif, (Jakarta: PT Rajagrafindo Persada, 2012), pp. 102.
30 Notes:
O1 : The pretest value of the experimental group, namely the initial value of the experimental group's English listening ability, hereinafter referred to as X1
O3 : The pretest value of the control group, namely the initial value of the control group's English listening ability, hereinafter referred to as X3
O2 : The posttest value of the experimental group, namely the value of the experimental group's English listening ability after the use of animated film media, hereinafter referred to as X2
O4 : The control group's posttest value, namely the control group's ability to listen to English after using audio media from animated films, hereinafter referred to as X4
X : Treatment or treatment in the form of learning with Using animated film media for the experimental class and audio media from animated films for the controller class.
This study aims to test whether the use of animated films has a significant effect on improving listening skills in class VIII MTs Negeri 1 Lombok Timur rather than using audio from animated films. Students' listening skills. Previously, the researcher held a pretest of listening skills and will hold a posttest after the treatment (animated film media) is applied. The primary data obtained from the field in the form of students' listening skills test scores in the form of numbers that are quantitative in nature.
31 F. Instrument of Research
In this research, the instruments of research that the researcher will apply to collect the data area listeningtest and document.
1. Test
The test is a tool to make measurements, namely to collect information about an object. According to Widoyoko, the test is one way to estimate a person's ability indirectly, namely through a person's response to a stimulus or question.41 According to Sukardi, tests can be divided into 3 types of display from the form of student answers, namely written tests, oral tests and action tests.42 This study will use a written test to collect data about students' listening skills. The form of the written test used is an objective test with the type of complementing and matching.
According to Zainal Arifin, a complete test is an incomplete statement that asks students to complete it with one or two correct words.
Answers can be in the form of words, numbers, sentences, symbols and answers can only be judged true or false.43 Meanwhile, according to Suharsimi Arikunto, the test with the type of matchmaking (fitting or matching) is a form of a test consisting of two parallel columns, one column consisting of information or statements, while the other column consists of answers to statements contained in the other column.44
41Eko Putro Widoyoko, Evaluasi Program Pembelajaran, (Yogyakarta: Pustaka Pelajar, 2010), pp. 45
42Sukardi, Evaluasi Pendidikan Prinsip dan Operasionalnya, (Jakarta Timur: Bumi Aksara, 2008), pp. 93.
43Zainal Arifin, Penelitian Pendidikan…, pp. 180.
44Suharsimi Arikunto, Metode…, pp. 187.
32
Based on the description of the explanation related to the research instrument, namely the test, in this study the form of the test that will be used to determine students' listening skills through animated films is a form of complete and match test. As for each number of questions from the test completed as many as 15 questions, while the form of the test matched as many as 5 questions. So that the number of questions contained in both forms of the test is 20 questions.
The procedure for giving the test in this study, both the controller class and the experimental class both used audio-visual media from animated film videos. Next, the researcher told the students to watch and pay attention to the animated film video that was played by the researcher in front of the class 3 times in a row. Then the researcher, distributed questions related to the students' listening ability test to be answered.
To find out the score of the students’ pretest or posttest, the researcher will use the formula:45
Score =
Correct AnswerTotal Items
𝑥 100
Table 3.2
Level of Student’s Score
Score Level
86-100 Excellent
81-85 Good
77-80 Average
65-76 Low
45Eko Putro Widoyoko, Evaluasi…, pp. 55
33 2. Documentation
A document is any written material or film. Documentation in This research is photos and recordings.46 In this study, documentation guidelines were used as a research instrument to obtain data regarding the current state of teaching and learning activities, syllabus, lesson plans, number of teachers, number of students, vision and mission, organizational structure, history of its establishment, geographical location of MTs Negeri 1 Lombok Timur, and others. etc.
G. Procedure of Data Collection
The data collection technique referred to in this study are the methods used to collect data. Something research in order to obtain reliable data, the researcher used several data collection techniques that relevant to the problem under study. Data collection technique used in this study area:
1. Test
The test is a measurement technique in which there are various questions, statements, or a series of tasks that must be done or answered by the respondent.47 One form of test that is widely used in research is the objective test or often called the dichotomous test (dichotomously scored item) because the answer is between true or false and the score is between 1 or 0. 48 If the student's answer is correct, it is given a score of 1 and vice versa if the student's answer is wrong, it is given a score of 0. It is called an objective test because the assessment is objective.
46Suharsimi Arikunto, Metode Penelitian…, pp. 169.
47Zainal Arifin, Penelitian Pendidikan: Metode dan Paradigma Baru…, pp. 195.
48 Eko Putro Widoyoko, Evaluasi Program Pembelajaran…, pp. 75.
