CHAPTER I INTRODUCTION
A. Listening Ability For Junior High School Students
4. Steps of Listening Activities
Pre-listening activities usually have two primary goals: a). to help to activate students’ prior knowledge, build up their expectations for the coming information, and b). to provide the necessary context for the specific listening task.
The teacher could follow with a listening ability activity, such as two people having a conversation about their daily life. Students must answer true or false of questions based on the previous listening activity
2. While-listening Activities
While-listening activities usually have some of the following purposes: to focus students’
comprehension of the speaker’s language and ideas, to focus students’ attention on such things as the speaker’s organizational patterns, to encourage students’ critical reactions and personal responses to the speaker’s ideas and use of language
3. Post-listening Activities
Post-listening activities are important because they extend students’ listening ability. Post-listening activities are most effective when done immediately after the listening experience. Well- planned post-listening activities offer students opportunities to connect what they have heard to their own ideas and experiences, and encourage interpretive and critical listening and reflective
thinking. As well, post-listening activities provide opportunities for teachers to asses and check students’ comprehension and clarify their understanding.
5. Types of Listening Activity
In cultivating hit listening, it is very important to reveal various listening sports to the students. Brown (2000) describes listening activities as follows:
a. Reactive: This means that is requires significantly more processing. The position of listeners who are only “tape recorder” needs to be reduced. The easiest position that reactive listening can play in an interactive schoolroom is an exercise that involves a male or female paying attention to pronunciation.
b. Intensive: This means positioning oneself in the passages (phonemes, words, intonation, discourse
markers) in their qualifications that scholars are not bound by certain factors of spoken language. It consists of the bottom-up abilities that are essential at all skill levels.
c. Responsive: A considerable percentage of classroom listening activity consistsof rapid reduction of instructor language designed to elicit instantaneously answers.
d. Selective: The goal of being selective is not to find universal or ordinary meanings. But to be able to find important information in a potentially disruptive information field.
e. Extensive: The purpose of this extensive is to broaden the top-down global understanding of spoken language.
f. Interactive: This listening activity can be classified into the the five types above as students actively participate in discussions, role play, and other
pairs and group work. It must align with speaking skill (and possibly other skills) in authentic giving and receiving of communicative exchanges.
6. Principles in Teaching Listening
There are general principles for teaching listening.
They are as follows:
a. Listening lessons should have definite goals and must be shown clearly.
b. Listening lessons must be structured through careful systematic planning. Thus it can be shown that listening activities range from simple to complex; let students know what the activities to do and give instructions on “what to listen to, where to listen when to listen, and how to listen.”
c. The listening structure should be open to active students. That said, the student participants were most willing to submit their written responses to listening comprehension materials and direct
feedback on performance helped students stay interesting and motivated.
d. Listening lessons should provide for the ongoing need to remember and develop students’
concentration. This need must come from lessons.
Before students listen to the video that will be given, they are asked to do a writing task.
e. At the time listening should emphasize the working of conscious memory. Of the many purposes of listening, one of which is to maintain the immediate memory of learners to develop their memory span. Which means listening is accepted, receiving needsthinking, and thinking requires memory; there is no course of action to separate listening, thinking, and memory.
f. Listening lessons should be “teaching” not
“tested”. This means that the goals of testing student responses should be seen only as reaction,
as a way of help students to understand how their behavior and how they are go forward. There have to be no pass or fail view in making correction.
Based on the theories above, researcher can concluded that listening ability for junior high school students in this research context is a process of paying attention or hearing something to get information, and capture the content or message. In which it has some indicators, namely: a). Vocabulary, b). Speed of speech, and c).
Speaker’s accent, and d). Low motivation.
B. English Subtitled Cartoon Videos For Junior High School Students
1. Definition of English Subtitled Cartoon Videos Karakas and Saricoban (2019) stated that watching films with English subtitles could more easily understand the meaning of films in foreign languages.
With audio-visual media provide with English
subtitles, it can facilitate the level of students' ability to listen to English. Animated films with English subtitles can be the best media possible to use because they are not aware that they have learned English.
This means that their focus is not only on reading the subtitles but also on hearing how the next pronunciation is in the subtitles spoken by the native speakers in the film. English subtitled as the target language in cartoons for them to acquire other skills, such as vocabulary, listening, and reading. In the era of globalization, the world of education has followed the development of an increasingly modern era.
Education is required to be able to use technology.
One of them is by using the media. Here the author will use video media to improve students' listening skills. The use of videos will make students enjoy the learning process well.Learning a foreign language through video facilities to improve performance skills
in the target language, such as body language and facial language.
Ramal (2006) said through videos, direct feedback could be provided in addition to opportunities for monitoring and self-evaluation. In addition, English cartoons that have morals that are useful for education are not only interesting but also can motivate and encourage students to genius English subjects, especially in know inside out the ability to listen to native speakers. Based on the statement, it can be concluded that cartoon videos with English subtitled as audiovisual media are very fun to implement or aid in teaching listening ability. It can attract students’
attention, make it easy to achieve learning objectives, and lead students to learn more using language.
Students can recognize written language from what they hear. It can improve listening skills and reading skills as skills that are easy to understand. Therefore,
the use of cartoons with English subtitles in not only fun but also a good use for listening teaching strategies.
2. Advantages and Disadvantages Using Videos in Teaching
Usually, the application of cartoon videos in teaching listening is to assist students or teachers explain or understand the information in class easily.
In addition, the use English subtitled cartoon videos can make the material explained by the teacher more interesting so that students pay attention to what the teacher is teaching. Naturally, there are several advantages and disadvantages to using cartoon videos in teaching and learning activities. The following is a more in-depth explanation of the advantages and disadvantages of using cartoon videos.
1) Advantages
Cartoon videos are animated moving images and sounds that are beneficial in teaching and knowledge. According to Harmer (2001), the use of video in class looks like listening with moving pictures. He said that there was there are several advantages of using video in teaching and learning activities in the classroom. One of the benefits of using video is that students not just hear sounds, but moreover see images, such as general meanings and emotions conveyed through expressions, gestures, and other important cues in videos. The use of cartoon videos allows students to see a different atmosphere, not just in the classroom such as where they watch videos about types of food or travel elsewhere. When students use video cameras to build videos, they can design unforgettable and interesting things and
can develop their innovation in using media and multimedia. The last one is motivation. The real advantages of using videos in educational and learning activities, videos can increase student interest in learning. This can increase their interest in watching English subtitled cartoon videos.
2) Disadvantages
There are also some disadvantages or drawbacks in using must know cartoon videos. According to Harmer (2001), when someone wants to use video in class, they have to realize that The "nothing new"
syndrome is the first problem here. If we only use video which is a replica video from television, makes students less interested in the video. Therefore, it is necessary to provide video activities involving uniqueness and
interesting material to make students more enthusiastic. The second is called poor-quality tapes and discs. Poor quality cassettes and disks make students less involved in learning.
The last, if the video is enough it will result in students participating in their class falling asleep, unfocused and boring, or losing attentiveness in following the lesson, mostly if the video only contains text, not an engrossing media other than cartoons and moving images.
Based on the theories above, researcher can concluded that English subtitled cartoon videos for junior high school students in this research context is a strategy used for teaching English in the form of interesting and fun audio-visual. In which it has some indicators, namely:
a). Make it easy to listen English, b). Make students enjoy the learning process, and c). Invite positive values.
C. Previous Related Study
The first previous study by Li-wei Peng (2012) with the title "The Impact of DVD Films on EFL Learners Listening Comprehension", the results of his research indicated that there is hypothesis maybe in opposition to the results of this study. In this study, many students said that over a long period of time, subtitles could keep them from advancing their movie listening comprehensions skills. When students become familiar with subtitles, they may rely too much on printed information to understand the content and pay less attention to audio information which is another issue researchers should concern about for further research.
The second previous study is conducted by Ali Karakas and Arif Saricoban (2019) "The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students" , in this study, the researcher examines the relationship between watching
cartoons with subtitles and with out subtitles and their influence on vocabulary development to be investigated.
Researcher have found that no matter if students watch movies with subtitles or without subtitles, they can improve significantly in scores from pretest to posttest.
The students gains are considered to be the result of the contextual assistance of the cartoons. The actions, hand signals, and body language, as well as facial expressions can facilitate the understanding of the target verb when treated with subtitles.
The third previous study has read in the journal by Mustika Ratna Pratiwi (2010) with the titled "improving Pronunciation Ability Using Cartoon Films", the results of her study are teaching pronunciation using cartoon films is effective because it can improve the pronunciation abiliy and intrinsic motivation of the students as well. The students improvement on pronunciation ability is shown by the difference of the students mean scores between
before and after the actions. The mean score got improved from the pretest to the cycle 2 test. The difference between the researcher’s study and the study by Mustika Ratna Pratiwi lies in the dependent variable and the design method used, namely the researcher’s study focuses on listening ability and uses a quasi-exprimental method design, while the study by Mustika Ratna Pratiwi focuses on pronunciation and the design method used is collaborative action research.
D. Theoretical Framework
Giving Pre-Test
Treatment
Experimental Class
English subtitled cartoon videos
Control Class
Using conventional teaching method
Figure 2.1 Conceptual Framework E. Hypothesis of the Research
Based on the research problems above, the researcher states hypothesis of the research are :
H1there is a significant of use English Subtitled CartoonVideos toward students' listening ability at eight grade of SMPN 05 Bengkulu
H0 there is no a significant of use English Subtitled Cartoon Videos toward students' listening ability at eight grade of SMPN 05 Bengkulu
Giving Post-Test
Students’ Achievement in Listening Ability
CHAPTER III
RESEARCH METHODOLOGY A. Research Design
The design of this research is experimental research. The important one the thing about experimental research is that it makes changes between one variable and one more variable. The method used in this research is "quasi-experimental design: pretest-posttest design”.
The quasi-experimental method is to approach the conditions of all relevant variables and are involved in the experiment. The sample design is not done individually but in groups. Both groups have the same characteristics and background knowledge, so that both groups are accepted as samples in this study. Both groups were also given Pretest and Posttest of the same test. The researcher gave prequestioning to the experimental group, while the control group was taught conventionally. The results of
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the pretest and posttest scores were also used to determine whether there was a significant difference between pre- questioning and students' listening ability achievement.
In this study, there were two groups of classes, namely the experimental class, the class that used English subtitled Cartoon Videos in the learning process, and the control class that used conventional techniques. Then two classes were chosen as the experimental and control groups, in which these two groups had the same characteristics and background knowledge. Both groups were specified a pre test. From the results of the pre test, the researcher knew that the two samples were not different. So that both groups were accepted as samples in this study. The treatment in the experimental group was given by the researchers using English Subtitle Video Cartoons, to see the influence in students' listening abilities and the control group which was quite in conventional techniques.
Table 3.1 The design of quasi experimental
Class Pretest Treatment Posttest
A X1 T X2
B X3 - X4
Note :
A : Experiment group
B : Control group
X1 : Pretest experiment group
X2 : Posttest experiment group
X3 : Pretest control group
X4 : Posttest control group
T : Treatment
B. Population and Sample 1. The Population
According to Ary (2006),the population is definite as all student from any well-defined class of people, events or objects. Population is defined as a group of individuals who have the same or different characteristics in the same scope. The population of this research is the eight grade students of SMPN 05 Bengkulu the academic year of 2021/2022. The total population is 10 classes and each class is filled with 30 until 36 students.
There are class 8A until 8J.
2. The Sample
According to Arikunto (2000), the sample is part of the population being studied. The sample is part of the population that is representative of number of population to be investigated and must reflect the characteristics of the population. The
technique of sampling in this research is Cluster- Sampling. According to Hadi (2004) cluster- sampling is sampling in which groups, not individuals are choosen. Because the researcher does not have the authority to choose a population at random, all the selected classes have the same characteristics, such as scores or abilities.
Homogeneous sampling can be used specifically to conduct focus classes because individuals here are generally more comfortable with sharing their thoughts and ideas with other individuals who they consider similar to them.
The sample of this research are two class of the eight grade of SMPN 5 Bengkulu. The researcher choose class VIII A and VIII B. Total of students on class VIII A are 30 students and VIII B are 30 students.
Table 3.2 The research sample
No. Class Total of students
1 VIII A 30
2 VIII B 30
Total 60 students
C. Instruments of the Research 1. Listening Test
The first instrument is a listening test which is given to assess students' listening ability.
First, the listening test given at the beginning of the meeting served as a pretest and the second as a posttest at the end of the meeting. The form of the test is a listening test in the form of watching a cartoon video with English subtitles, after which students must summarize or tell what they know about the topic in the video. From this form, researchers can get a certain direct learning score.
There are five aspects of assessment in listening.
They are vocabulary, pronunciation, grammar, compression and fluency.
The pretest and posttest in the form of multiple choice of 20 questions each with one correct answer and three distracting answers.
Students do pretest and posttest within 2x40 minutes. In the listening test activity, the researcher used several topics, namely, knowing the main idea in the cartoon video, know the characters in the cartoon video, knowing the setting of place and time in the cartoon video, and identifying the events in the cartoon video that was listened to.
In choosing a cartoon video that are shown to students, of course the researcher adjust the English subject at SMP 5 Kota Bengkulu with the subject “understanding the social function, text structure, and linguistic elements of narrative text
in the form of a fable according to the context of its use”. Besides that, the reason researcher choose the cartoon video was that the English used was easy for students to understand, the dialogue used was according to age, students ability, and students intelligence. From the cartoon videos taken, they contain character values to care for others, be diligent, brave, help each other, and never give up. These character values are relevant to the learning of narrative text in the form of fable.The cartoon comes from the English Fairy Tales YouTube channel with YouTube link https://youtube.com/c/EnglishFairyTales.The channel is a YouTube channel that broadcasts fairy tales that are popular in the world. This channel has 3.02 million subscribes.
Then researcher took the total score from the listening test. The classification of students score is as follow:
Table 3.3 Classifications of students score
Score Ranges
80 – 100 Excellent
70 – 79 Very good
60 – 69 Good
50 – 59 Low
<49 Fail
(Arikunto, 2010)
2. Validity and Reliability Test
After the listening test is made, then the validity and reliability tests are carried out. The validity test is carried out to check even if the test measures what it is intentional to measure. While the Reliability test was carried out to find out how representative, how consistent, and how replicable the measurements. The method used to test the
validity of using Pearson Correlation, which is said to be valid if the total value of Pearson Correlation is significant at less than 0.05.
Reliability shows the consistency of a measuring instrument in measuring the same symptoms (Sugiyono, 2011) in several times the implementation of the Cronbach Alpha measurement technique. Where the measuring instrument is said to be reliable if the Cronbach Alpha value is > 0,50 and invalid if the Cronbach Alpha < 50. The data analyzed by using SPSS 16.
Table 3.4 Reliability classification
Range Classification 0.800 – 1.000 Very high
0.600 – 0.800 High
0.400 – 0.600 Enough
0.200 – 0.400 Low
0.000 – 0.200 Very low