Keterampilan Mendengarkan Menggunakan Video Animasi Kelas VIII SMP Negeri 23 Makassar" dan seluruh isinya benar-benar karya saya sendiri, bukan hasil plagiat. Tujuan penelitian ini adalah untuk meningkatkan keterampilan mendengarkan siswa kelas VIII SMP Negeri 23 Makassar dengan cara menggunakan video animasi Fakta ini menunjukkan bahwa kemampuan mendengarkan siswa meningkat dengan menggunakan video animasi kelas VIII-B di SMP Negeri 23 Makassar.
Keterampilan menyimak menggunakan video animasi pada siswa kelas VIII SMP Negeri 23 Makassar. di bawah bimbingan : Haliah Batau dan Muliati). Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan menyimak siswa melalui penggunaan video animasi di Kelas VIII SMPN 23 Makassar. Nilai rata-rata siswa menunjukkan bahwa keterampilan mendengarkan siswa meningkat dengan penggunaan video animasi di Kelas VIII-B SMP Negeri 23 Makassar.
INTRODUCTION
Background
When the researcher had PPL, surprisingly the researcher found that the students had their first listening exercise when the researcher gave them the listening exercise. Based on these problems, efforts should be made to help students have more enjoyment and success in developing listening comprehension. Therefore, the teacher needed an appropriate technique to stimulate students' motivation and interest in learning listening skills.
Based on the problem identified at SMP NEGERI 23 MAKASSAR, the researcher intended to improve students' listening skills through animation video. Therefore, this study was important for SMP NEGERI 23 MAKASSAR to improve students' listening skills in the teaching-learning process. Based on the background above, the author formulates a research question: how are students' listening skills using animation videos of class VIII students at SMP NEGERI 23 MAKASSAR.
Objective of the Research
Scope of the Research
Significance of the Research
Literature Review 1. The Nature of Listening
- Video in Language Teaching a. Definition of Animation Video
Selection means that listeners use only part of the incoming information when making sense of the input. It is a very complex process that draws on knowledge of the language code (language form) and cognitive processing skill (the skill process in the mind). It is the listener's response, not the source of the message, that defines appreciative listening.
The role of the teacher in the language classroom is that of a connector who creates the classroom. According to Pulverness, Spratt and Williams, the teacher's language used in the classroom should be appropriate for the function of the classroom and for the level and age of the students. Listening assessment is one of the least understood, least developed, yet most important areas of language testing and assessment.
One choice is discrete point testing in which language elements are isolated and may be suitable for diagnosing language-specific aspects of hearing (Gottlieb, 2006). The use of video in the English classroom has grown rapidly as a result of the increased emphasis on communication techniques.
Related Studies
A two-minute video can provide an hour of classroom work, or it can be used to introduce a series of activities for five minutes. Less advanced students may wish for something much shorter because their limited command of the language also limits their attention span. Furthermore, animation video applied in listening skill provides real situations, intonation and real pronunciation and allows students to be exposed to a real context, such as Van Duzer amp; Martinez (2002:90) reveals.
In addition, Ramal (2006) says that the use of animation video in the ESL classroom can motivate students because they can experience real feelings to achieve their understanding of the situation in the video. The research is focused on analyzing the impact that videos have on listening skills for a group of 5 first semester students in the TEFL program of a public university in Columbia.
Conceptual Framework
Framework English Skills
- Hypothesis
The conceptual framework explains that the researcher in teaching and learning processes for listening uses animation videos to help students improve their listening. The researcher focuses on improving students' recognition of animation videos, learning useful English language expressions, learning correct pronunciation, action, emotion and gesture, etc., which our students observe in animation video provides an important visual stimulus for language production and practice. It is therefore in this research, to use animation video to improve the eight grade students'.
The use of animated video can be used to improve the listening skills of Class VIII in SMP NEGERI 23 MAKASSAR”.
RESEARCH METHOD
Research Design
Subject of the Research
Instrument of the Research
Procedure of Data Collection
- Cycle l a. Planning
- Cycle II
The author analyzed the lack of listening of the students from the animation video, developed a plan of activities for the second cycle and looked for the problem solving for the weakness. The author created the lesson plan based on the result of reflection on the first cycle and prepared the animation videos. Based on the result in the first cycle, the author used animation video to improve students' listening.
The author reflected on the implementation of the second cycle and draws second conclusions about the use of animated video to improve.
Technique of Data Analysis
The results of the research consist of the description of the result data collected through listening.
Finding 1. Cycle I
Some of the students asked some questions to the writer after introducing themselves and the writer checked the attendance list. When the students performed their task, the writer observed their activities during the learning process. However, they were still confused when asked by the author to listen to the material.
Some students were passive while some were active in the lesson. In this cycle, the writer asked students about the use of animation videos in listening and most of them enjoyed participating in the activity, but there were some students who were not active in this activity. The writer continued the activity by asking them about the topic in the previous meeting.
It was seen by their enthusiastic in the learning process, they were serious in paying attention when the writer explained the material, some students asking questions and answering questions were increased, they really liked using animation videos. The writer decided to stop in this cycle because the writer concluded that there was improvement from the first cycle to the second cycle.
Discussion
After the writer implemented the animated videos in teaching listening, the writer took the data from each cycle. In this cycle, the writer gave the students a test with the video animation material. Table 4.1 above shows that students' achievement in listening using animated videos in cycle I was 2 students (6.7%) received very good classification, 6 students (20%) received good classification and 14 students (46, 6%) received a fair classification, and 8 students (26.7%) received a poor classification and none of the students received a very poor classification.
Table 4.2 above indicates that the students' listening performance using animated videos in cycle II was: 13 students (43.3%) very good, 14 students (46.7%) good, 3 students (10%) fair and none of the students received a poor or very poor rating. Source: SMP Negeri 23 Makassar 2017 Based on table 4.3 above, the meaning of the score between cycle I and cycle II are different.
Conclusion
Suggestion
The teachers needed some animation videos in teaching by explaining the steps to listen to the animation videos so that the students can understand more easily. Animation videos as an alternative method of learning process is a good way to be used to improve students' listening skills in the classroom. The teacher proposes to create the pleasant atmosphere in the teaching and learning process, so that among the students do not become difficult.
Pridobljeno 3. aprila 2017, http://www.articlesbase.com/languages articles/teaching-listening-as-an-english-language-skill-367095.html Van Duzer, C.
Instrument of the Research in cycle I
- Listen to the Animation videos and then answer the following question!
- Answer the following questions!
Her intelligence made a prince from the Kayangan kingdom fall in love with her and marry her. The king of the Kayangan kingdom discovered that the prince had married a commoner and not a princess. Dayang Sumbi was happy to see her, but she said that Tumang did not come with her.
Unable to control her emotions, Dayang Sumbi hit Sangkuriang's head with the weaving tools she was holding. But when Dayang Sumbi saw the scar on Sangkuriang's head, she realized that the person she was about to marry was her own son. To prevent the poison from taking place, Dayang Sumbi asked Sangkuriang to do the impossible.
Sangkuriang gathered all his power and he was able to build the dam and boat of Dayang Sumbi. Saying that the task was almost complete, she called the villagers to spread red love east of the city to make Sangkuriang believe that the sun had risen and that he had failed the task. The king of..found out that the prince had married a simple girl and not a princess.
Unable to control her emotion, Dayang Sumbi hit Sangkuriang's head with the... she was holding. In the midst of anger, she asked Sangkuriang to leave his house because her...the God had given her forever. When Dayang Sumbi saw the scar on Sangkuring's head, she realized that the person she would marry was her.
He kicked the dam and caused great flood and then he kicked the big boat and it landed upside down to create.
Instrument of the Research in cycle II
In the midst of anger, she asked Sangkuraing to leave his house because of her deep sadness that God gave her eternally. She asked him to build a dam on the Citarum river and build a big boat to cross the river. It hit the dam and caused great flood and then hit the big boat and it landed upside down to create Tangkuban Perahu mountain.
Unable to control her emotions, Dayang Sumbi hit Sangkuriang's head with ..she was holding a. She asked him to build a dam at Citarum and build a big boat to cross the river.
Student’s Task in Cycle I
Student;s Task in Cycle II
Lesson Plan
- TUJUAN PEMBELAJARAN
- MATERI PEMBELAJARAN
- KEGIATAN PENDAHULUAN 1. Salam dan tegur sapa
- PENILAIAN Teknik: tes tertulis
Students’ score in cycle II
Percentage Cycle I and Cycle II
Attendance List
Pictures
The Writer gave the answer sheet to the students
The Writer was writing steps to listen the animation video
The students were watching the animation video
The students were doing the task
