THE INFLUENCE OF ENGLISH SUBTITLED CARTOON VIDEOS IN TEACHING LISTENING
ABILITY
(A Quasi-Experimental at Eight Grade of SMPN 05 Bengkulu in Academic Year 2021/2022)
THESIS
Submitted as a partial requirements for the degree of Sarjana Pendidikan
(S.Pd) in English Education Study Program Tarbiyah and Tadris Faculty
UIN Fatmawati Sukarno Bengkulu
By:
ZETRY AGUSTIN SRN.1811230026
ENGLISH EDUCATION STUDY PROGRAM DEPARTEMENT OF TADRIS
FACULTY OF TARBIYAH AND TADRIS UIN FATMAWATI SUKARNO BENGKULU
2021/2022
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord Of the Universe, master of the day of Judgment, God all mighty, for all blessings and mercies so the researcher was able to finish this Thesis entitled “The Influence Of English Subtitled Cartoon Videos In Teaching Listening Ability”. Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution. The researcher is sure this thesis proposal would not be complete without the helps, supports and
suggestions from several sides. Thus, the researcher would like to express her deepest thanks to all of those who had helped,
supported, and suggested during the process of writing this thesis proposal. This goes to:
1. Prof. Dr. H. Zulkarnain, M. Pd as the rector of UIN Fatmawati Sukarno Bengkulu
2. Dr. Mus Mulyadi, M.Pd as the Dean of Faculty Tarbiyah and Tadris UIN Fatmawati Sukarno Bengkulu
3. Risnawani, M.Pd as the Head to Tadris Departement of UIN Fatmawati Sukarno Bengkulu
4. Feny Martina, M.Pd as the head of Program Study English Education
5. Dr. H. Ali Akbarjono, M.Pd as the first advisor for his guidance, precious, advices, and motivation for the researcher
6. Valisneria Utami, M.Ed as the second advisor for her precious advices, corrections and help to revise the mistake during the entire process of writing this thesis
The researcher realizes that her study was still far from being perfect. So, the researcher expected suggestions and comments from all of the readers or others researcher who want to learn about this study. May Allah the most almighty always
bless all of us
Bengkulu, August 2022 The researcher
Zetry Agustin NIM.1811230026
ABSTRACT
Zetry Agustin (2022): The Influence of English Subtitled Cartoon Videos In Teaching Listening Ability (A Quasi-experimental at Eight Grade of SMP 5 Bengkulu in Academic Year 2021/2022)
Advisor I: Dr. H. Ali Akbarjono, M.Pd Advisor II: Valisneria Utami, M.Ed
The purpose of this research was to find out whether there is significant difference of students’ listening ability taught by using English subtitled cartoon videos and without taught at SMP 5 Bengkulu. The design of this research was an experimental research, which used quasi-experimental research. The subject of the research was the eight grade students SMP 5 Bengkulu. The researcher used cluster random sampling as a sampling technique and took two classes as the sample. Class VIII A as the experimental class which consist of 30 students and VIII B as the control class which consist of 30 students. The instrument of this research is a test. The data of research were collected by two kinds of test, pre-test and post-test. Pre-test was used to determine the students’ listening ability before getting the treatment and post-test was used to determine the students’ listening ability after getting treatment. In analyzing the data, researcher adopted independent and paired sample T-test formula by using SPSS version 16. Based on the analysis of t-test formula, the sig. value is 0.000. It could be stated that 0.000<0.05. It means that null hypothesis (Ho) is rejected, while alternative hypothesis (H1) is
accepted. The writer concluded that there is significant effect of using English subtitled cartoon videos to students’ listening ability at SMP 5 Bengkulu.
Key words: Listening Ability, English Subtitled Cartoon Videos
ABSTRAK
Zetry Agustin (2022): The Influence of English Subtitled Cartoon Videos In Teaching Listening Ability (A Quasi-experimental at Eight Grade of SMP 5 Bengkulu in Academic Year 2021/2022)
Pembimbing I: Dr. H. Ali Akbarjono, M.Pd Pembimbing II: Valisneria Utami, M.Ed
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada atau tidak pengaruh yang signifikan pada kemampuan mendengar terhadap siswa yang diajarkan dengan menggunakan video kartun subtitle bahasa inggris dengan yang tidak diajarkan di SMP 5 Bengkulu. Adapun jenis penelitiannya adalah quasi- experiment. Populasi dari penelitian ini adalah siswa kelas delapan di SMP 5 Bengkulu. Peneliti menggunakan cluster random sampling dengan mengambil dua kelas sebagai sampel.
Kelas VIII A yang terdiri dari 30 siswa sebagai kelas eksperimen dan kelas VIII B yang terdiri dari 30 siswa sebagai kelas control.
Instrument dalam penelitian ini adalah tes yang tediri dari pre-test dan post-test. Data penelitian ini diambil dari siswa dalam kemampuan mendengar yang dikumpulkan dengan dua tes, yaitu pre-test dan pos-test. Pre-test digunakan untuk menentukan kemampuan mendengarkan siswa sebelum mendapatkan perlakuan dan post-test digunakan untuk menentukan kemampuan mendengarkan siswa setelah perlakuan. Dalam menganalisa data, peneliti menggunakan rumus dari independent dan paired sample T-test menggunakan SPSS versi 16.
Berdasarkan analisis t-test, nilai sig. adalah 0.000. Hal ini dapat disimpulkan bahwa 0.000<0.05 yang berarti nul hipotesis (Ho)
ditolak dan alternative hipotesis (H1) diterima. Peneliti menyimpulkan bahwa ada pengaruh yang signifikan dalam menggunakan video kartun subtitle bahasa inggris terhadap kemampuan mendengar siswa SMP 5 Bengkulu.
Kata Kunci: Kemampuan mendengarkan, video kartun subtitle bahasa inggris
TABLE OF CONTENTS
COVER ... i
ADVISORS SHEET ... ii
RATIFICATION ... iii
MOTTO ... iv
DEDICATIONS ... v
PRONOUNCEMENT ... vii
ACKNOWLEDGEMENT ... viii
ABTRACT ... xi
ABTRAK ... xiii
TABLE OF CONTENTS ... xv
LIST OF TABLES ... xviii
LIST OF FIGURES ... xix
CHAPTER I INTRODUCTION A. Background of Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Problem ... 6
D. Formulation of the Problem ... 7
E. Objectives of the Study ... 7
F. Significant of the Research ... 7
G. Definition of the Key Terms ... 9
CHAPTER II LITERATURE RIVIEW
A. Listening Ability For Junior High School Students ... 10
1. Definition of Listening ... 10
2. Listening Process ... 12
3. Aspect of Listening ... 15
4. Steps of Listening Activities... 19
5. Types of Listening Activities ... 21
6. Principles In Teaching Listening ... 23
B. English Subtitled Cartoon Videos For Junior High School Students ... 25
1. Definition of English Subtitled Cartoon Videos... 25
2. Advantages and Disadvantages Using Video in Teaching ... 28
C. Previous Related Study ... 32
D. Theoretical Framework ... 34
E. Hypothesis of the Research ... 35
CHAPTER III RESEARCH METHODOLOGY A. Research Design ... 36
B. Population and Sample ... 39
C. Instruments of the Research ... 41
D. Technique of the Collecting Data ... 46
E. Technique of Analyzing the Data ... 49
F. Research Procedure ... 52
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ... 54 B. Discussion ... 80 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 84 B. Suggestion ... 85 REFERENCES
APPENDICES
LIST OF TABLE
Table 3.1 The design of quasi-experimental ... 38
Table 3.2 The research sample ... 41
Table 3.3 Classification of students score ... 44
Table 3.4 Reliability classification ... 45
Table 4.1 The students score of experimental class ... 55
Table 4.2 The score distribution in experimental class ... 58
Table 4.3 The students score of control class ... 59
Table 4.4 The score distribution in control class ... 62
Table 4.5 The normality test of pre-test experimental class63 Table 4.6 The normality test of pre-test control class ... 66
Table 4.7 The normality test of post-test experimental class68 Table 4.8 The normality test of post-test control class ... 70
Table 4.9 The homogeneity of variances test in pre-test .... 72
Table 4.10 The homogeneity of variances test in post-test ... 73
Table 4.11 Descriptive statistic ... 74
Table 4.12 Paired sample t-test experimental class ... 75
Table 4.13 Paired sample t-test control class ... 77
Table 4.14 Independent sample t-test... 78
LIST OF FIGURE Figure 1 Total score of students pre-test and post-test in
experimental class ... 57 Figure 2 Total score of students pre-test and post-test in control
class ... 61 Figure 3 The graph of the students pre-test in experimental
class ... 65 Figure 4 The graph of the students pre-test in control class67 Figure 5 The graph of the students post-test in experimental
class ... 69 Figure 6 The graph of the students post-test in control class 71
CHAPTER I INTRODUCTION A. Background of Study
Listening plays a significant role in the acquisition of the English language. Listening is the major element in language learning and teaching because in the classroom learners do more listening than speaking (Brown, 2001).
Withingeneral, listening thinks of as an uncomplicated process and easy skill to master because it only takes a short time to learn compared to other skills, namely speaking, writing, and reading. The activity of listening in the mother tongue is one of the factors that hold up this concept because the process of listening in the mother tongue looks undemanding and short. Actually, that perception is not true, because a complex cognitive process needs a lot of effort particularly in the second and foreign learning process (Ghasemboland & Nafissi, 2012).
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In the process of listening, most people must have difficulty listening to a foreign language. For example, listening to sounds that are different from everyday sounds, tone of voice, speed of speech, understanding of vocabulary, and accents (Hinthao Y, 2007). In other words, the speech rate of a native speaker is too fast as a result the listener cannot predict what the native speaker will do next. Because listeners will be left behind and just skip the important parts. Second, recognizing vocabulary in listening skills is the next problem that listeners find when listening (Renandya & Farrell, 2011). The limited vocabulary of the listeners makes listeners unable to understand what is conveyed by native speakers and can even make them frustrated.
Nunan (2015) argues that there are four factors that influence the difficulty of the listening process, namely first, which is related to the speaker's accent, the number of people who speak, and how fast or slow they
speak. Second, the listener, and the listener's response.
Third, content, grammar, and vocabulary. And the last is the support factor, meaning if there are pictures, diagrams, or other tools that support the listening process during the listening process. From the problems faced in the process of students' listening ability, the researcher suggests that the learning media that can be used is English Subtitled Cartoon Videos.
The use of Audio-Visual, the application of video in the classroom, and the advantages of showing animated cartoons with English subtitles have a great effect and are very motivating for students (Fast, 2010). Animated films can create a deep impression on the teacher or student because the sound and motion displayed are depictions that are in accordance with the material presented.The cartoon is a substitute for the natural surroundings and even shows objects that normally can not be viewed in addition to pushing and improving motivation, cartoon
themed education with English subtitles contains positive values that can invite thinking and discussion in a group of students.
Karakas & Saricoban (2019) argue that watching movies with English subtitles is perhaps easier to acquire the explanation of foreign language movies. Visual media that is completed with English Subtitled can make it easy for the understanding level of students in their English listening. Animated films with English subtitles can be a media that they do not realize that they are learning to listen to in English. This means that their focus inclusionon reading the subtitle they also hear how to pronounce the next contained in the subtitle pronounced by native speakers that exists in the film. English subtitled as the target language in the film to inspire them in other skills, such as vocabulary, listening, and reading.
Based on pre-observations conducted at SMPN 05 Kota Bengkulu, Which has 10 classes for eight grade and
each class is filled with 35-36 students. The researcher interviewed one of the students, her named is Agesti Fitriani. Agesti said students here have limited vocabulary, have low motivation and the learning media used were still less effective. Also students do not understand the speaker’s accent. The reason the researcher conducted research at the school was during Magang III period, the researcher was assigned to the school.
Researcher found many problems found in English Subject. Therefore, based on the background above, the researcher is concerned be in control of a research entitled
"The Influence Of English Subtitled Cartoon Videos In Teaching Listening Ability".
B. Identification of The Problems
Based on the result at background of study, the researcher identified several problems, namely:
1. The students have limited vocabulary 2. The speech of native speaker’s is too fast
3. Students do not understand the speaker’s accent 4. The students have low motivation to study
listening ability
5. English subtitled cartoon videos make it easy to listen English
6. Students can enjoy the learning process
7. English subtitled cartoon viedos can invite positive values in a group students
C. Limitation of The Problem
To avoid misunderstanding and to clarify the problems it is important to set limitation of the problem.
The researcher limit the study on the teaching English that concern listening ability by using English Subtitled Cartoon Videos at the eight grade students of SMPN 05 Bengkulu.
D. Formulation of The Problem
This research is conducted in order to answer the following question: Is there a significant influence students who are taught by using English Subtitled Cartoon Videos and those who were not on students listening ability at SMPN 05 Bengkulu?
E. Objective of The Study
Based on the statement in the background of study, the objective of research is to investigate the influence of English Subtitled Cartoon Videos toward listening ability at eight grade of SMPN 05 Bengkulu.
F. Significances of The Research
This research is expected to solve the problems of teachers in using media for teaching listening. This research can be as an alternative listening learning media to improve students’ listening ability. This useful for teachers to create a good and conducive teaching and
learning atmosphere. The result of this study are expected to benefits for:
1. Teachers
The English teachers can get information and ways about watching English Subtitled Cartoon Videos that can improve students’ listening ability as a strategy to use in the classroom.
2. Students
After the students are given knowledge about listening, they have motivation in the listening activities to improve their listening ability.
3. Other researchers
By doing this research, it will support and motivate other researchers who want to do a research and also have positive effect oh the quality of the research of The Influence of English Subtitled Cartoon Videos In Teaching Listening Ability.
G. Definition of Key Terms
In order to clarity the key terms used in this research, some definitions are put forward:
1. Listening Ability:
Listening ability is the understanding of what is heard from conversation or story. After listening to what was being said, the listener deduce for themselves what the speaker said according to the understanding of the listener.
2. English Subtitled Cartoon Videos:
English cartoon videos are instructional media that are used to help understand what is being said in a story in the video. This media hearing aids concentration, listening, and pronunciation in English.
CHAPTER II LITERATURE REVIEW
A. Listening Ability For Junior High School Students 1. Definition of Listening Ability
There are various definitions to explain what listening is. First, listening is an active process and aims to understand the meaning of what is heard (Helgsen, 2003). Second, Rost (2002) argues that listening is the mental process of constructing meaning from spoken language. Listening as a skill is quite difficult to do because people have to use all forms of knowledge to decipher meaning. She explains that listening is more than just speech recognition. Rather, it consists of understanding words, phrases, clauses, sentences, and related readings. And the last,Listening is the major elemental in learning the language because in the
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classroomlearners do more listening than speaking (Brown, 2001). Listening consists of processing information that the listener gets from cues and hearing to determine what is currently happening and what the speaker wants to convey.
From the various definitions described above, basically is an activity in which listeners use certain processes to try to find information from spoken text.
In this way, listening forms the meaning of the reading and connects what has been heard with previously acquired knowledge.
Listening in Junior High School should provide exercises and instructions on how students practice listening to the most effective meanings and instructions used during the listening process. Hasyuni (2006) argues that appropriate material can make students want to learn. And according to the level of difficulty of students, presented in various activities.
In addition, the material taught must be relevant to their lives so that they will get the best listening ability.
2. The Listening Process
According to Nunan (2001), Listening is a six-stage process, as follows:
a. Hearing
Hearing focuses on the response caused by sound signals invigorating the ear’s auditory receptors. Hearing is the perception of sound, you don’t have to pay attention, but you don’t have to listen to hear.
b. Attention
Refers to the choices that our brain focuses on when listening. The brain filters stimuli and allows only a select few to be its focus of choice.
c. Understanding
Understanding consists of analyzing the meaning of what is heard andhaving to understand the character we see and hear. We should evaluate the stimuli we feel. Symbolic stimuli are not only words but also sounds such as clapping or even sights, such as the equally symbolic blue uniform.
d. Remembering
Remembering is an important listening process because it means that every individual, apart from receiving and paying attention to information, must also add it to a mental bank which means that the information will be remembered continuously in our minds. But just as our attention is selective, so is our memory,
which may differ from what originally heard or seen.
e. Evaluating
The listener must evaluate the message that has been received. It is at this point that the audience actively weighs the evidence, sorts the fact from their point of view and determines whether there is any bias in the information they hear. An effective listener ensures that he or she does not start the activity prematurely, because the process of starting this phase before the message is finished causes the incoming message to no longer be heard and noticed, and therefore the listening process stops.
f. Responding
Responding is the stage where according to the response, the speaker has checked whether the message has been received rightly. At this stage, the receiver must conclude the listening process through verbal or nonverbal feedback, because the speaker has no other way to determine whether the message has been received or not.
Therefore, sometimes it is complicated because we don’t have the occasion to go back and look over understanding.
3. Aspectsof Listening
a) Determine the type of speech
This requires students to give an assessment of what they are doing on the listening task. For example, the
presentation will be different from the conversation. Likewise, news broadcasts, podcasts, and TV programs are different from conversations and presentations. This will allow students to see how they are doing listening.
b) Identify the purpose
A monologue or dialogue may be to provide tangible information, and persuade or apologize to someone. This may only occur in conversations between two people without manypurposes involved. Anything the conversation or monologue, the goal is to influence how the information will be conveyed. In line with the explanation of the type of speech that has been presented above.
c) Process the information
Students must break the sentence into parts that contain the main information. The main information after it has to be entered in memory which will last for a few minutes at a time. Students tend to lose the flow of conversation if they try to keep all the information intact from beginning to end. They will not be able to remember all the information, they will find it difficult.
d) Predict upcoming information
This allows students to enter information as a entire more quickly. They should be able to understand what happened before and predict what does happen to come. Let's look at the following example:
A: I went to a fantastic new restaurant not far from my house. It was...
In the example sentence, the focus is on a restaurant. Whether it’s commenting on the food, the type of cooking, or the reason why it’s so good. Listeners automatically predict future information, thereby easing the burden of processing new information.
e) Remembering already known information about a topic
This activity must be done before the listening task begins. Students rebuild their pre-existing knowledge of a topic, allowing them to recall ideas and vocabulary. Especially for the low repetition term, it decreases. Understanding will increases accordingly.
f) Assign meaning to messages
The meaning can be exact or intended. For example, there is one person from a written dialogue talking about food,
"Doesn't that look delicious?" To understand the response, students must be able to interpret the message given.
4. Steps of Listening Activities 1. Pre-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
3. Documentation
Documentation is an activity to obtain information or data related to research. The researcher used the camera to take pictures during the learning process. It is used to document all research processes. Starting from giving a pre-test, during treatment in the control and treatment classes, using subtitled English Cartoon Videos and giving post-tests.
D. Techniquesof the Collecting Data
In quasi-experimental research, researchers obligated to provide pretest and posttest to measure students' abilities. According to Creswell (2012), The pretest requires same characteristics as evaluated for experimental students before receiving treatment, the pretest requires time and energy for students and pretest has a significant effect on the treatment too. For this study, data were captured from listening ability tests.
1) Pre-Test
The pretest is listening test given before treatment. Listening test in pre-test was given to both control and experiment class. This pretest given to find out students achievement before the students were treated by using English Subtitled Cartoon Videos.
2) Treatment
Literally, the material given to the experimental and control classes is the alike.
However, the two classes will get different procedures when using media in learning listening ability. The experimental class was given treatment using English Subtitled Cartoon Videos, while the control class was taught using the conventional method.
In the treatment, the researcher taught the students in the experimental class using English
subtitled cartoon videos and the control class used conventional techniques. The treatment was carried out with the following procedures (1) preparing the material, (2) the researcher collaborating with the teacher before conducting the research. , (3) the treatment was started through an English subtitled cartoon video with several procedures. First, the researcher started the section by providing material based on the lesson plans. Second, the researcher gave time to watch cartoon videos, after which students could discuss the material in the video with their friends and practice by following the pronunciation they listened to in the video. So, students can practice saying the words they see in the subtitles and they hear in the videos. Researchers can see how far students' understanding of the material is. So,
English Subtitle Cartoon Videos can be applied in these steps.
3) Post-Test
Posttest was given to students after being given treatment. This is done to determine student achievement and progress. Post-test is not only used to determine the results of the treatment, but also to find out whether this strategy has an influence or not on students. The material is given in accordance with the lesson plans and students have time to prepare themselves to find out how much value students can get from the material. So, students are more confident and motivated to know their ability in English.
E. Techniquesof Analyzing the Data
In analyzing the data, the researcher used pretest and posttest scores from the test in the experimental group and the control group. The aim is to discover either there
is a significant effect from the use of English Subtitled Cartoon Videos data using the test conditions. Consists of normality test, homogeneity test, and T-test.
1. Normality Test
Normally test is used to determine whether the data is normal or not, distribution or not.
To test for normality, the researcher used Chi Square. The purpose of the normality test is to determine whether the instrument. The research used is normally distributed or not.
Researchers trial to test for normaly using SPSS to determine normally test
2. Homogeneity Test
Homogeneity test was conducted to establish the variance in the study population homogeneity or not. Homogeneity test is to measure population data homogeneity or
not.To determine the homogeneity use following guidelines:
a. Significance test (α) = 0.05
b. If sig>α, then the variance of each sample is the same (homogeneity)
c. If sig<α, then the variance of each sample is the not same (not homogeneity)
To determine it the researcher uses SPSS 3. T-Test
The formula used SPSS and analyze by using T-test of SPSS. The test is performed to determine the significance of the role of partially between the independent variables on the dependent variable, assuming that the other independent variables held constant.
a. If the level of significance<α (0.05) then the individual independent
variable affect the dependent variable.
b. If the level of significance>α (0.05) the independent variable individually have no effect on the dependent variable.
F. Research Procedures
The research was conducted on June 8th 2022.
Before conducting the research, firstly the researcher asked permission to the headmaster and the English teacher at the school. After having the permission, the researcher conducted through the following steps:
- Determined the subject of research, namely the students of the eight grade in SMP 5 Kota Bengkulu.
- Designed the test which the listening test
- Determined the sample of research by using cluster random sampling
- Held pre-test in order to know the students’ listening ability before they had treatment.
- Gave the treatment to the sample of research by using English subtitled cartoon videos
- Held post-test in order to know the students’ listening ability after the treatment
- Analyzed the data gotten through pre-test and post- test. The data were analyzed by SPSS
- Tested the hypothesis and made conclusion - Reported the result of the research.
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
In this part, the findings of the research was presented. The purpose of the research was to find out the students’ listening ability of both classes and to know whether or not there was significant effect of using English subtitled cartoon videos on the students’ listening ability.
This section describes and analyzes the test before and after treatment. The pre-test and post-test were given to the students in the experiment class and control class.
The pre-test was given to the students before treatment was conducted and the post-test was given the end of the treatment.
1. The Result of Listening Ability Test
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1.1 Students Listening Ability of Experimental Class
Experimental class was a class which taught by using English subtitled cartoon videos.
The subject experimental class consisted of 30 students. Students score of pre-test and post-test can be seen the table below:
Table 4.1 The Students Score of Experimental Class
No. Name Pre-Test Post-
Test 1
A N S 55 75
2
A A D 30 50
3
A P D 60 60
4
A A D M 70 80
5
A S F 45 65
6
A L S 50 65
7
B W 65 75
8
C J 45 60
9 D A 35 55 10
D W P 35 55
11
D A 35 70
12
E S H 80 90
13
F R 60 70
14
F D P 40 70
15
F F S 70 85
16
F S 50 60
17
F A 65 75
18
H W P 50 75
19
H R A 70 70
20
H N 60 75
21
M F H 55 65
22
M T B 70 85
23
N N P 65 70
24
N H 65 65
25
N V F 55 70
26
R A F 55 70
27
R A F 65 85
28 R R 35 65 29
R D A P 70 80
30
Y M A 55 70
Based on the table 4.1 above, it show that the lowest score in pre-test was 30 and the highest score was 80. Besides that, the lowest score of post- test was 55 and the highest score was 90.
Figure 1 the total score of students pre-test and post-test in experimentalclass
0 10 20 30 40 50 60 70 80 90 100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 Pre-Test Experimental Class
Post-Test Experimental Class
Table 4.2 The Score Distribution in experimental Class Score
Interv al
Catego ry
Pre-Test Post-Test Freque
ncy (Stude
nts)
Perce ntage
%
Frequ ency (Stud ents)
Perce ntage
% 80-
100
Excelle nt
1 3% 6 20%
70-79 Very Good
5 16% 13 43%
60-69 Good 8 27% 8 27%
50-59 Low 8 27% 3 10%
<49 Fail 8 27% 0 0%
Based on the table 4.1 above, the score of pre-test there was 1 (3%) student in excellent category, 5 (16%) students in very good category, 8 (27%) students in good category, 8 (27%) students in low category, and8 (27%) students in fail category. While in post-test there was 6 (20%) students in excellent category, 13 (43%) students in very good category, 8 (27%) students in good category, 3 (10%) students in low category, and 0 (0%) student in fail category.
1.2 Students Listening Ability of Control Class Control class was a class which taught by using conventional method. The subject control class consisted of 30 students. Students score of pre-test and pos-test can be seen the table below:
Table 4.3 The Students Score of Control Class
No. Name Pre-
Test
Post-Test
1
A K 35 45
2
A A F 45 55
3
C M S 70 75
4
C A F 60 65
5
D A 65 70
6
D N 50 60
7
D HS P 30 50
8
F A 75 70
9
F N A K 60 60
10
G A M 55 55
11
G A P 45 50
12
H P L 50 65
13
M A P 45 70
14
M T A 70 50
15
M D 55 60
16
M R A 50 60
17
M R E J 45 55
18
M T A 50 65
19
M B 30 50
20
N O 40 55
21
N D W 35 45
22
N A R 45 55
23
PA P 70 75
24
Q E D 60 65
25
R F A 65 70
26
R A R H 50 60
27
R P P 30 50
28
R H A 75 70
29
T C S 60 60
30
Z T M 55 55
` Based on the table 4.3 above, it show that the lowest score in pre-test was 30 and the highest score was 75. Besides that, the lowest score of post- test was 45 and the highest score was 75.
Figure 2 the total score of students pre-test and post-test in control class
Table 4.4 The Score Distribution in Control Class
0 20 40 60 80 100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 28 pre-test control class post-test control class
Score Interv
al
Catego ry
Pre-Test Post-Test Frequ
ency (Stud ents)
Perce ntage
%
Frequ ency (Stud ents)
Percen tage
% 80-
100
Excelle nt
0 0% 0 0%
70-79 Very Good
5 17% 7 24%
60-69 Good 6 20% 10 33%
50-59 Low 10 33% 11 36%
<49 Fail 9 30% 2 7%
Based on the table 4.4 above, the pre-test in control class. There was 0 (0%) student in excellent category, 5 (17%) students in very good category, 6 (20%) students in good category, 10 (33%) students in low category, and 9 (30%) students in fail category.
While in the post-test there was 0 (0%) student in excellent category, 7 (24%) students in very good category, 10 (33%) students in good category, 11 (36%)
students in low category, and 2 (7%) students in fail category.
2. The Normality of Data
The normality should be measured before analyzing the data. Normality did to see normality of the data. The, kolmogorov-Smirnov test was used to determine it.
2.1 The Normality Test of Pre-Test Score in Experimental Class
The normality test of pre-test in experimental class can be seen on table 4.5.
Table 4.5 The Normality Test of Pre-Test Experimental Class
Tests of Normality Kolmogorov-
Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Normality test of pre-test in experimental class
.135 30 .173 .945 30 .121
The kolmogorov-Smirnov test of the pre- test in experimental class showed that sig was 0.173, so was higher than 0.05. While in the Shapiro-Wilk test, the pre-test in experimental class showed that sig 0.121 also higher than 0.05.
It could be conclude that the data obtained were considered normal
Figure 3 The graph of students’ pre-test in experimental class
2.2 The Normality Test of Pre-test Score in Control Class
The normality test of pre-test in control class can be seen on table 4.6.
Table 4.6 The Normality Test of Pre-Test Control Class
