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STUDENTS’ PERCEPTION OF USING ANIMATION VIDEO IN TEACHING LISTENING OF NARRATIVE TEXT

(A Case Study at the Tenth Grade Students of Madrasah Aliyah Negeri 4 Jakarta)

A Skripsi

By:

Chyntia Rahayu Mardianti

1112014000078

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

STUDENTS’ PERCEPTION OF USING ANIMATION VIDEO

IN TEACHING LISTENING OF NARRATIVE TEXT

(ACase Study at the Tenth Grade of Madrasah Aliyah Negeri 4 Jakartain

Academic Year 2017-2018)

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial

Fulfillment of the Requirments for the Degree of S.Pd. (Strata-1)

in English Language Education

By:


1112014000078

Approved by:

Advisor I Advisor II

Dr. Ratna Sari Dewi, M.Pd. Desi Nahartini, M.Ed.

NIP.19720501 199903 2 013

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

i

ABSTRACT

Chyntia Rahayu Mardianti (1112014000078). Students’ Perception of Using

Animation video in Teaching Listening of Narrative Text (A Case Study at

the Tenth Grade Students of Madrasah Aliyah Negeri 4 Jakarta). Skripsi of

English Education at the Faculty of Educational Sciences of Syarif Hidayatullah

State Islamic University Jakarta, 2018.

Advisor I : Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Desi Nahartini, M.Ed.

The aim of this study was to know and describe the students, perception on the

use of animation video in teaching listening of narrative text at Tenth grade of

Madrasah Aliyah Negeri 4 Jakarta. The subject of this research is the students of

tenth grade social. The method of this study was qualitative and case study design.

The data collecting procedures are observation, questionnaire and interview. The

observation and questionnaire was done at tenth grade social. Furthermore, from

the questionnaire the writer took six of the students for interview. Then the writer

analyze the data by adopted Matthew B. Miles and A. Michael Huberman pattern.

There were three steps; data reduction, data display and conclusion. Then the

writer used tabulation for the gained data to make the description of the data. The

result of this study showed; (1) Students are giving positive and good good

perception on the use of animation video in teaching listening of narrative text,

and (2) The advantage of using animation video in teaching listening of narrative

text are; it helped the students in understanding the subject easily, it also helped

them in guessing some unfamiliar vocabularies by watching the video, and it gave

them some motivation to learn English. So it can be concluded that the use of

animation video in teaching listening of narrative text got the positive response

from the students and it also gave them some advantages.

Keywords: Students’ Perception, Animation Video, Listening Comprehension,

Narrative Text

ii

ABSTRAK

Chyntia Rahayu Mardianti (1112014000078). Persepsi Siswa terhadap

penggunaan Video Animasi dalam Pembelajaran Menyimak sebuah Teks

Narasi (Studi Kasus pada Siswa Kelas Sepuluh di MAN 4 Jakarta). Skripsi of

English Education at the Faculty of Educational Sciences of Syarif Hidayatullah

State Islamic University Jakarta, 2018.

Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.

Dosen Pembimbing II : Desi Nahartini, M.Ed.

Tujuan penelitian ini adalah untuk mengetahui dan menjelaskan tentang persepsi

siswa terhadap penggunaan animasi video dalam pembelajaran menyimak teks

narasi pada kelas sepuluh di Madrasah Aliyah Negeri 4 Jakarta. Subjek dari

penelitian ini adalah siswa kelas sepuluh. Metode yang digunakan dalam

penelitian ini ialah metode kualitatif dan pendekatan studi kasus. Cara

pengumpulan data adalah dengan pengamatan, angket kuesioner dan wawancara.

Angket kuesioner bersisi 24 pernyataan dan wawancara terdiri dari 7 pertanyaan.

Dari angket kuesioner yang dibagikan, peneliti mengambil 6 siswa untuk di

wawancara. Kemudian penulis menganalisa data dengan menggunakan pola dari

Matthew B. Miles dan A. Michael Huberman yang memiliki tiga langkah yaitu;

data reduksi, penyajian data dan verifikasi/kesimpulan. Setelahnya, penulis

melakukan tabulasi pada data agar bisa dideskripsikan dengan mudah. Hasil dari

penelitian ini menunjukkan bahwa; persepsi siswa terhadap penggunaan animasi

video dalam pembelajaran menyimak teks narasi adalah persepsi yang baik dan

positif, serta keuntungan yang didapat dalam menggunakan media ini ialah;

animasi video membantu siswa memahami pelajaran yang disampaikan dengan

mudah, hal ini juga membantu mereka mengetahui beberapa kosakata sulit yang

belum diketahui, selain itu animasi video juga memberikan mereka motivasi

untuk mempelajari bahasa Inggris.

Kata Kunci: Persepsi Siswa, Video Animasi, Menyimak, Teks Narasi

iii

ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, the Most Merciful.

All praise to be Allah, the Lord of the Worlds, who has blessed the writer

with strength, health, and resolve in finishing this skripsi as the final assignment

in her study. Peace and salutation may always be upon the Prophet Muhammad,

the savior of the humankind, who has brought the light onto this world and turned

it into a better place.

This skripsi is a scientific paper that is presented as one of the requirements

for the degree “S.Pd.” in English Education. There are many people who have

been very helpful and supportive during the writing of this skripsi. At this

opportunity, the writer would like to convey her utmost gratitude to them. The

first ones are her small family; her dearest mother Vopi Isriyanti for her

incomparable love and kindness; her father Marijo for his affection and

continuous support; her sibling Maulidya Rahmawati for her support and prayers.

Next, the writer would like to thank her advisors, Dr. Ratna Sari Dewi,

M.Pd., and Desi Nahartini, M.Ed., for patiently guiding her and giving her the

most valuable lesson and advice in writing this skripsi.

The writer would also like to express her gratitude and appreciation to:

1. All of the lecturers in the Department of English Education, for all the

precious knowledge and tremendous inspiration they have shared.

2. Teguh Khaerudin, M.App.Ling., as her academic advisor.

3. Dr. Alek, M.Pd., as the Head of the Department of English Education, and

Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

4. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational

Sciences.

5. Fitri Sulastri, S.Pd., one of the English teachers at tenth grade of MAN 4

Jakarta.

6. The principle, all teachers, staffs, and the students of MAN 4 Jakarta.

iv

7. Her beloved friends from Department of English Education, especially the

members of class C of 2012, for the friendship, love, knowledge, support,

and time they have provided unconditionally.

8. The tenth grade students of social science program, who have participated in

the study.

9. Her beloved precious friends Anis, Mideh, Eha, Nuha and Eris of Universe

for always giving support, pray, accompanied the writer in many situations

and become a good listener with an irreplaceable friendship.

10. Everyone who has helped the writer, not only in the making of this skripsi,

but through the ups and downs of his university life. She cannot mention

them one by one; all she can say is she could not be more grateful for their

contribution. May Allah bless them all.

Lastly, the writer realizes that this skripsi is still far from being perfect.

Despite the help from the aforementioned people, there are weaknesses and

shortages in this skripsi that remain as the writer’s responsibility. Therefore, she

welcomes all kinds of correction and suggestions for a better writing.

Jakarta, Maret 2018


41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

The presenting of data description in this section is based on the research

question which focuses on students' perception of using animation video in

teaching the narrative text. The data description of the observation, questionnaire,

and interview are presented in a separated description.

A. Data Description

1. Observation

The researcher observed the teaching and learning process in tenth grade

class of X IPS 1. The observation was intended to see the method of teaching

applied by the teacher. The teacher's methods were scientific methods based on

2013 curriculum. So below is the observation on the using of the scientific

method in implementing curriculum 2013 for senior high school.

Table 4.1

Class Obesrvation

No. Lesson Plan Teacher’s Activity

1 Observing

To maximize sense by seeing,

hearing and watching.

Activity:

The teacher gives the students a

narrative text and asked students

to watch the animation video

about Jack and the Beanstalk

In this activity teacher did the

activity appropriate the

procedure, the teacher asked the

students to watch the video

about Jack and the Beanstalk.

Then the teacher divided a

narrative text to the students and

asked them to identify the

language structure after

watching the video

42


2 Questioning

The process of building the

knowledge such a concept

through group discussion and the

students are demanded to be

active.

Activity: The teacher gave an

opportunity for the students to ask

about the difficult vocabulary or

subject that they didn’t understand

In this activity, the teacher did

appropriate with the lesson plan.

The teacher gave every student

the same opportunity to ask

about the subject explained

before giving further

explanation.

3 Elaboration / Collecting

information

To deepen the knowledge and

skill that they have got

Activity: The teacher asked

students to find the generic

structure of the text given and to

find the synonym of the verb.

In this activity, the teacher did

appropriate with the procedure.

The teacher asks students to find

the generic structure of the text

and discuss the synonym of the

verb. The students can answer

the teacher's question well.

4 Association

The process to develop the

eagerness to make a group and

compare many idea and

phenomenon.

Activity: The teacher chooses

students randomly to read the

story of Jack and the Beanstalk

and ask students to find the

information from the story.

In this activity, the teacher

applied the lesson plan well, the

teacher asks the students to find

the information from the story

and choose random students to

read the text. Students read the

text loudly and the teacher

corrected the misspelled word.

43


5 Communication

Developing the ability to present

all the knowledge and skill that

have been mastered or not, either

oral or written.

Activity: the teacher asks about

the moral value from the story and

asks students to deliver the

information they get.

In this step, the teacher did the

step appropriate to the lesson

plan. The teacher asked the

students about the moral value

of the story and the information

they got from the story. The

teacher asked the students by the

seat arrangement.

Adapted from RPP of narrative text at the tenth grade of MAN 4 Jakarta, 2017

The first step of the scientific method is appropriate for the teachers'

activity. The teachers’ role in this step was to give the example to the students by

giving them the video about Jack and the Beanstalk so that students can get more

prior knowledge about the narrative text.

Then, the second step is also appropriate for the teacher's activity. The

teacher’s role in this step was after giving the explanation and example, the

teacher directly gave a chance to the students asked freely, however, no one

student asked.

Next, the third step is also appropriate for the teachers' activity. The

teachers’ role in this step was asked the students to mention the general structure

of the text and the synonym of some verbs from the text and the students can

answer well. It can stimulate the students to be more active. In fact, the students

can answer the teachers’ question together and seem enthusiasm.

The fourth step, the students were chosen randomly by the teacher to read

the narrative text of Jack and the Beanstalk and mention the information they got

from the text. The students did the task in pairs, so each of them can give a

contribution to finding the information to answer the question.

In the last step, the teacher also did appropriate the procedure of scientific

approach step where the teachers’ role was asked the students to mention the

44

moral value of the story. However the students did it long enough, the teacher

decided to mention it together. Besides that, by mentioning the answer together,

the teacher expects the student who did not understand could comprehend well.

2. Questionnaire

Data that presented in this research is data from a questionnaire that were

spreading to students at the Tenth grade of Social about students' perception of

using animation video in teaching the narrative text. Every questionnaire

contains 24 multiple choice question that students have to answer it by giving

checklist () to the answer that closes to their feeling. Below is the result of the

questionnaire.

Table 4.2

Result Data of the Questionnaire

No Statement Alternative Answer

Total SA A N DA SDA

1

The produced audio from the video is

pretty clear, so I can understand the

delivered message easily.

42 76 6 5 0 129

2 Very clear audio help me to understand

narrative text subject easily 28 62 28 11 0 129

3 The audio used has too many distractors 0 8 46 63 12 129

4 I can’t listen to the audio clearly 3 20 43 55 8 129

5

I have been helped in understanding

narrative text subject after the teacher used

animation video

30 76 18 5 0 129

6 video help me in understanding difficult

vocabulary 29 87 8 5 0 129

7 the shown video has a good quality 20 93 11 5 0 129

8 the video used is suitable for the delivered

subject 10 73 41 5 0 129

45


Total SA A N DA SDA

9 The video helps me in remembering

narrative text subject 26 72 26 5 0 129

10 I felt easier in understanding the lesson by

using animation video 38 76 10 5 0 129

11

the use of animation video give a big

impact for me in understanding the

submitted subject

11 73 38 5 2 129

12

I felt more enthusiasm for learning

narrative text subject that using animation

video

27 87 10 5 0 129

13

I felt that my score is increasing on

narrative text subject by using animation

video

22 85 17 5 0 129

14 in my opinion, animation video is needed

in learning narrative text 33 66 24 6 0 129

15 the video shown is not attractive 0 14 71 38 6 129

16

video has no suitable contrasting colors, so

I feel hard in understanding the submitted

subject from the video

1 5 32 77 14 129

17 I felt bored when the teacher used

animation video 0 7 56 55 11 129

18

the use of animation video is just a kind of

teaching variety from the teacher so that

students won’t get bored easily, but the

subject that I captured is the same like

without animation video.

1 5 47 64 12 129

19 I didn’t feel helped in understanding

narrative text by using animation video 2 9 40 55 23 129

46


Total SA A N DA SDA

20 the video used is not suitable with

delivered subject 3 25 56 38 7 129

21 video didn’t help me in memorizing

narrative text subject 0 22 30 59 18 129

22 video wasn’t explain all the subject clearly 0 18 46 60 5 129

23 I feel harder in understanding the lesson by

using animation video 0 22 40 57 10 129

24

the use of animation video didn’t give

impact to my understanding about

delivered subject

0 30 57 29 13 129

Annotation:

SA : Strongly Agree

A : Agree

N : Neutral

DA: Disagree

SDA: Strongly Disagree

The collected data from the questionnaire will be served by using

analysis statistic descriptive by using the formula:

P = 𝐹𝑁 × 100

The purpose of data processing above is to give detail explanation. To

make it easier in analyzing data from the questionnaire, below are the tabulation

data from the questionnaire and the detail explanation from the table.

Table 4.3

Tabulation Data from the Questionnaire


Total SA A N DA SDA

1

The produced audio from the video is

pretty clear, so I can understand the

message delivered easily.

32% 59% 5% 4% 0% 100%

47


Total SA A N DA SDA

2

Very clear audio help me to

understand narrative text subject

easily

22% 48% 22% 8% 0% 100%

3 The audio used has too many

distractors 0% 6% 36% 49% 9% 100%

4 I can’t listen to the audio clearly 2% 15% 35% 42% 6% 100%

5

I have been helped in understanding

narrative text subject after the teacher

used animation video

23% 59% 14% 4% 0% 100%

6 video help me in understanding

difficult vocabulary 22% 68% 6% 4% 0% 100%

7 the shown video has a good quality 16% 72% 8% 4% 0% 100%

8 the video used is suitable for the

delivered subject 8% 56% 32% 4% 0% 100%

9 The video helps me in remembering

narrative text subject 20% 56% 20% 4% 0% 100%

10 I felt easier in understanding the

lesson by using animation video 29% 59% 8% 4% 0% 100%

11

the use of animation video give a big

impact for me in understanding the

submitted subject

9% 57% 29% 4% 1% 100%

12

I felt more enthusiasm for learning

narrative text subject that using

animation video

21% 67% 8% 4% 0% 100%

13

I felt that my score is increasing on

narrative text subject by using

animation video

17% 66% 13% 4% 0% 100%

48


Total SA A N DA SDA

14 in my opinion, animation video is

needed in learning narrative text 25% 51% 19% 5% 0% 100%

15 the video shown is not attractive 0% 11% 55% 29% 5% 100%

16

video has no suitable contrasting

colors, so I feel hard in understanding

the submitted subject from the video

0,7% 4% 25% 60% 10,3% 100%

17 I felt bored when the teacher used

animation video 0% 6% 43% 42% 9% 100%

18

the use of animation video is just a

kind of teaching variety from the

teacher so that students won’t get

bored easily, but the subject that I

captured is the same like without

animation video.

0,7% 4% 36% 50,3% 10% 100%

19

I didn’t feel helped in understanding

narrative text by using animation

video

1% 7% 31% 43% 18% 100%

20 the video used is not suitable with

delivered subject 2% 19% 44% 29% 6% 100%

21 video didn’t help me in memorizing

narrative text subject 0% 17% 23% 46% 14% 100%

22 video wasn’t explain all the subject

clearly 0% 14% 36% 46% 4% 100%

23 I feel harder in understanding the

lesson by using animation video 0% 17% 31% 44% 8% 100%

24

the use of animation video didn’t give

impact to my understanding about

delivered subject

0% 23% 45% 22% 10% 100%

49

Annotation:

SA : Strongly Agree

A : Agree

N : Neutral

DA: Disagree

SDA: Strongly Disagree

The table above shows the percentage of the answer frequency by the

students. It can be described that point 1 shows that a small portion of students

(32%) said they strongly agreed that the audio produced from the video is pretty

clear so they can understand the message easily. More than half of the students

said they agreed that the audio produced from the video is pretty clear so they can

understand the message easily (59%), while other small part states hesitant (5%),

don't agree (4%) and there was no student states strongly disagree.

Furthermore, point 2 shows that a small portion of students (22%) said

they strongly agreed that very clear audio help them to understand narrative text

easily, nearly half of the students said agree (48%). While most other small states

hesitant (22%), don't agree (8%), and no one expressed strongly disagrees (0%).

Thus it can be concluded if they agreed that very clear audio help them to

understand the narrative text subject easily.

However, point 3 shows that there are no students said they were strongly

agreed that the used audio has a lot of distractors (0%). Some small part of the

students said agrees (6%) and hesitate (36%) that the used audio has a lot of

distractors. While almost half of the students' states disagree (49%), and strongly

disagree (9%). So it can be concluded if they disagreed that the used audio has a

lot of distractors.

While point 4 indicates that only a small portion of students (2%) said they

strongly agreed that they can't listen to the audio clearly. Another small part of the

students said agree (15%) and hesitate (35%). While most other small portion

states disagree (42%), and strongly disagree (6%). So it can be concluded that the

students disagree about they can't listen to the audio clearly.

Meanwhile, point 5 indicates that a small portion of students (23%) said

that they felt helped to understand narrative text subject after the teacher use video

animation and more than half of the students said agree (59%). While other small

50

part states hesitant (14%), don't agree (4%), and no one expressed strongly

disagrees (0%). Thus it can be concluded if they agreed that they felt helped to

understand narrative text subject after the teacher use video animation.

The next is point 6. It indicates that a small portion of students (22%) said

that video helps them understanding difficult vocabulary and more than half of the

students said agree (68%). While other small part states hesitant (6%), don't agree

(4%) and no one expressed strongly disagrees (0%). Thus it can be concluded if

they agreed that video helps them understanding difficult vocabulary.

Then, point 7 indicates that a small portion of students (16%) said that the

shown video has a good quality and more than half of the students said agree

(72%). While other small part states hesitant (8%), don't agree (4%), and no one

expressed strongly disagrees (0%). Thus it can be concluded if they agreed that

the shown video has a good quality.

Further, point 8 indicates that a small portion of students (8%) said they

strongly agreed that the used video is suitable for the delivered subject and more

than half of the students said agree (56%). While most other small part states

hesitant (32%), don't agree (4%), and no one expressed strongly disagrees (0%).

Thus it can be concluded if they agreed that the used video is suitable for the

delivered subject.

Then, point 9 indicates that a small portion of students (20%) said they

strongly agreed that video helps them to remember narrative text subject and more

than half of the students said agree (56%). While most other part states hesitant

(20%), don't agree (4%), and no one expressed strongly disagrees (0%). Thus it

can be concluded if they agree that video helps them to remember narrative text

subject.

Furthermore, point 10 indicates that a small portion of students (29%) said

strongly agree that they felt easier in understanding the lesson by using animation

video and more than half of the students said agree (59%). While most other small

states hesitant (8%), don't agree (4%), and no one expressed strongly disagrees

(0%). Thus it can be concluded if they agreed that they felt easier in

understanding the lesson by using animation video.

51

Then point 11 indicates that a small portion of students (9%) said strongly

agree that the use of animation video give a big impact for them in understanding

the submitted subject and more than half of the students said (57%). While most

other small part states hesitant (29%), don't agree (4%), and strongly disagree

(1%). Thus it can be concluded if they agreed that the use of animation video

gives a big impact for them in understanding the submitted subject.

Next is point 12. It indicates that a small portion of students (21%) said

strongly agree that they felt more enthusiasm in learning narrative text subject that

using animation video and more than half of the students said agree (67%). While

most other small states hesitant (8%), don't agree (4%), and no one expressed

strongly disagrees (0%). Thus it can be concluded if they agreed that they felt

more enthusiasm in learning narrative text subject that using animation video.

So, point 13 indicates that a small portion of students (17%) said strongly

agree they felt that their score is increasing on narrative text subject by using

animation video and more than half of the students said agree (66%). While other

small part states hesitant (13%), don't agree (4%), and no one expressed strongly

disagrees (0%). Thus it can be concluded if they agreed that they felt that their

score is increasing on narrative text subject by using animation video.

The next is point 14. It indicates that a small portion of students (25%)

said strongly agree that in their opinion, animation video is needed in learning

narrative text and more than half of the students said agree (51%). While other

small part states hesitant (19%), don't agree (5%), and no one expressed strongly

disagrees (0%). Thus it can be concluded if they agree that in their opinion,

animation video is needed in learning narrative text.

However, point 15 indicates that no students said they strongly agree that

the video shown is not attractive (0%) and some small part of the students said

agree (11%). While more than half of student state hesitant (55%), disagree (29%),

and strongly disagree (5%). So it can be concluded that the students are hesitant

about the video showed is not attractive.

Then point 16 indicates that small part of students (0,7%) said strongly

agree that video has no suitable contrasting colors, so they feel hard in

52

understanding the submitted subject from the video, some other small part of the

students said agree (4%) and hesitate (25%). While more than half of the students'

states disagree (60%) and strongly disagree (10,3%). So it can be concluded that

the students disagreed that video has no suitable contrasting colors, so they feel

hard in understanding the submitted subject from the video.

Further, points 17 indicates that no students (0%) said they strongly agree

that they felt bored when the teacher used animation video, some small part of the

students said agree (6%) and hesitate (43%). While another part of the students'

states disagree (42%) and strongly disagree (9%). So it can be concluded that the

students are hesitant about they felt bored when the teacher used animation video.

So, point 18 indicates that small part of student (0,7%) said they strongly

agree that the use of animation video is just a kind of teaching varies from the

teacher so that students won't get bored easily, but the subject that they captured is

the same like, without animation video, some small part of the students said agree

(4%) and hesitate (36%). While more than half of the students' states disagree

(50,3%) and strongly disagree (10%). So it can be concluded that the students

disagree about the use of animation video is just a kind of teaching varies from the

teacher so that students won't get bored easily, but the subject that they captured is

the same like without animation video.

The next is point 19. It indicates that small part of students (1%) who

stated strongly agree that they didn't feel helped in the understanding narrative

text by using animation video, some small part of students said agree (7%) and

another small part of students said hesitant (31%). While almost half of the

students stated disagree (43%) and other small part expressed strongly disagree

(18%). So it can be concluded that students disagree about they didn't feel helped

in understanding the narrative text by using animation video.

Then points 20 indicates that small part of students (2%) said they strongly

agree that the video used is not suitable with the delivered subject, some small

part of the students said agree (19%), and hesitate (44%). While another small

part of the students' states disagree (29%) and strongly disagree (6%). So it can be

53

concluded that the students are hesitant about the video used is not suitable for the

delivered subject.

So point 21 indicates no one expressed that they strongly agreed (0%) that

video didn't help them in memorizing narrative text subject, some small part of the

students said agree (17%) and hesitate (23%). While almost half of the students'

states disagree (46%) and strongly disagree (14%). So it can be concluded that the

students disagree about video didn't help them in memorizing narrative text

subject.

Furthermore point 22 indicates no one expressed they strongly agree (0%)

that video didn't explain the entire subject clearly, some small part of the students

said agree (14%) and hesitate (36%). While almost half of the students' states

disagree (46%) and strongly disagree (4%). So it can be concluded that the

students disagree with the video wasn't explain the entire subject clearly.

And point 23 indicates no one expressed they strongly agree (0%) and

some small part of the students said agree (17%). While some big part of the

student said hesitate (31%), almost half of students states disagree (44%) and

strongly disagree (8%). So it can be concluded the students disagreed that they

feel harder in understanding the lesson by using animation video.

In addition point 24 indicates no one expressed they strongly agree (0%)

and some small part of the students said agree (23%). While almost half of the

student states hesitate (45%), another small part of students state disagree (22%),

and strongly disagree (10%). So it can be concluded that the students disagree

about the use of animation video didn't give impact to their understanding about

the delivered subject.

From the findings above the students’ perception can be outlined as:

54

Table 4.4

Analysis result of students’ perception of using animation video in learning

narrative text

No Statement Analysis Result P (%) Interpretation

1

The produced audio from the

video is pretty clear, so I can

understand the message

delivered easily.

Agree 59% More than

Half

2

Very clear audio help me to

understand narrative text

subject easily

Agree 48% Almost half

3 The audio used has too many

distractors Disagree 49% Almost half

4 I can’t listen to the audio clearly Disagree 42% Almost half

5

I have been helped in

understanding narrative text

subject after the teacher used

animation video

Agree 59% More than half

6 video help me in understanding

difficult vocabulary Agree 68% Almost

7 the shown video has a good

quality Agree 72% Almost

8 the video used is suitable for the

delivered subject Agree 56% More than half

9

The video helps me in

remembering narrative text

subject


10

I felt easier in understanding the

lesson by using animation video


55


11

the use of animation video give

a big impact for me in

understanding the submitted

subject


12

I felt more enthusiasm for

learning narrative text subject

that using animation video

Agree 67% Almost

13

I felt that my score is increasing

on narrative text subject by

using animation video

Agree 66% Almost

14

in my opinion, animation video

is needed in learning narrative

text


15 the video shown is not

attractive Hesitant 55% More than half

16

the video has no suitable

contrasting colors, so I feel hard

in understanding the submitted

subject from the video

Disagree 60% Almost

17 I felt bored when the teacher

used animation video Hesitant 43% Almost half

18

the use of animation video is

just a kind of teaching varies

from the teacher so that

students won't get bored easily,

but the subject that I captured is

the same like without animation

video.

Disagree 50% Half

56


19

I didn’t feel helped in

understanding narrative text by

using animation video

Disagree 43% Almost half

20 the video used is not suitable

for the delivered subject Hesitant 44% Almost half

21

the video didn't help me in

memorizing narrative text

subject


22 the video didn't explain all the

subject clearly Disagree 46% Almost half

23

I feel harder in understanding

the lesson by using animation

video


24

the use of animation video

didn't give impact to my

understanding about the

delivered subject

Hesitant 45% Almost half

3. Interview

The interview is used to support the answer from the questionnaire that

the learners filled and to know learners’ perceptions about the use of animation

video in learning listening comprehension of narrative text. The interview

consisted of 7 questions. Five of six learners had positive perceptions of the use

of animation video in learning narrative text. They perceived that the use of

animation video in learning listening comprehension of narrative text could

create an interesting, unboring, fun, and enjoyable class. They were happy when

learning narrative text by the use of animation video. They expressed their

happiness like “enak Miss. seneng, lebih ngerti belajarnya” (student 104). They

57

also perceived that the use of pictures could make learning material easier and

more understandable.

Additionally, the animation video was also could assist them in

memorizing the learning material. They argued that animation video could

explain the learning material more clearly than a text did. One of them said that

“...soalnya kalo pake video itu jadi kaya nonton kartun miss, jadi asik aja

belajarnya. Ga kerasa belajarnya” (student 119). Therefore, they stated that the

use of animation video in learning narrative text affected on the score of their

daily test about narrative text. One of them stated that “...lebih enak lagi kalo

ulangan harian nya pake video juga miss pas listening section jadi ga ribet”

(student 120). It’s because during the daily test the teacher only used audio

during the listening section and they wished that the teacher used video also

during the listening section.

The rest of qualitative data respondents, one of six learners perceived the

use of animation video in learning narrative text negatively. He was unhappy

when learning narrative text by the use of animation video,”emm.. ga enak miss.

Ngantuk kalo nonton kartun kaya gitu mah” (student 30). He also argued that the

use of animation video was time consuming, complex, and unclear in delivering

the learning material. Moreover, he stated that the use of animation video did not

assist him in memorizing the learning material. Hence, he perceived that the use

of animation video did not effect on his score of narrative text daily test.

B. Interpretation

Teaching is not a simple activity. It is not only transferring knowledge from

the teacher to students, but also the process how the students’ behavioral

changes. In teaching her/his students, the teacher must consider their roles

towards students’ development in learning, especially in teaching listening.

In teaching and learning process students’ perception about the subject and

how the teacher delivered the lesson also important because teachers, lecturers,

and instructors need to take students' preferences into consideration before they

come up with teaching materials and lessons. If the students have positive

58

perception they will have positive thought and they will accept the lesson easily

and vice versa.

Using animation video in teaching and learning process has been done by

several researchers. Studies by Mirvan1, Woottipong

2 and Sarani, Behtash, and

Arani3 highlighted that students’ perception of using video media was positive

because by using video media, their listening comprehension became better and

they were more interested to learn the skill and the language. This is due to the

use of authentic language in the video.

Based on the result of questionnaire and interview above it can be concluded

that most of the students have the positive perception of the use of animation

video in teaching listening narrative text. More than half of the students (68%)

stated that using animation video in listening help them in understanding the

vocabulary because video not only provides them with audio but also a visual

moving image that makes them easy to guess the meaning of vocabulary. This

result is in line with Jeremy Harmer's statement about advantages of video in

language teaching that by using video the learners not only can listen to the

language but they can also see it. They also agree that animation video help them

in understanding the subject delivered by the teacher, this result is in line with

the research result by Haryanto which is states that the use of video animation in

the class can be very enjoyable for the students and the classroom atmosphere

will be conducive, so the delivery of message value through the video animation

can be effective. They added that they feel easier when learning by using

animation video this result is supported by previous research result by Haryanto

that states using animation video in language classroom are making the students

easier.

1 Mirvan, X. (2013). The advantages of using films to enhance student’s reading skills in

the EFL classroom. Journal of Education and Practice, 4(13), 62-66. 2 Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of Listening

Skills for University Students. International Journal of Linguistics, 6(4), 200-212.

https://doi.org/10.5296/ijl.v6i4.5870 3 Sarani, A. Behtash, E. Z., & Arani, S. N. (2014). The Effect of Video-Based Tasks in

Listening Comprehension of Iranian Pre-intermediate EFL Learners. Gist Education and Learning

Research Journal, 29-47.

https://doi.org/10.5296/ijl.v6i4.5870

59

Most of the research study usually has a positive perception towards the use

of video in teaching listening. Even always there's a participant who perceives

negatively but because of the majority of the participant perceived positively

thus the researcher concluded as positive perception.

However, based on the result of questionnaire and interview, besides the

students who have a positive perception, there are also students with the negative

perception of the use of animation video in teaching listening. They stated that

using animation video is a boring activity because the students only sit and

watch the video. They may also feel bored because some of them didn't like the

video that shown by the teacher in teaching and learning process.

Furthermore, there's no best method, technique, approach and media usage in

teaching and learning process. Each of them has their strengths and weakness.

Using animation video may be a good technique for teaching listening for

students that like to watch cartoon or students with audio-visual learning. While

this technique might not be a good technique for students who didn't like to

watch cartoon or students with kinesthetic learning. So it is important for the

teacher to use different media and technique while teaching in order to make

students enjoy the lesson so they can learn the lesson easily.

1

CHAPTER I

INTRODUCTION

A. Background of The Study

Listening is an important English skill of learning English language as

foreign language in Indonesia because it can help students in understanding the

material that given by the teacher. Listening is receptive skill, with this skill

student can get information from others. Besides, listening also a precursor skill to

learn other English skills. Therefore, listening is crucial to be taught in order to

improve student’s English language communication ability.

According to Nunan which is stated by Yildirim, listening is the basic skill in

language learning and over 50% of the time that students spend functioning in a

foreign language will be devoted to listening1. Additionally, Rost, as quoted by

Yildirim, explains the importance of listening in language classroom as follows2:

(1) Listening is vital in the language classroom because it provides input for the

learner. Without understanding input at the right level, any learning simply cannot

begin, (2) Spoken language provides a means of interaction for the learner.

Because learners must interact to achieve understanding, and (3) Listening

exercises provide teachers with a means for drawing learners’ attention to new

forms (vocabulary, grammar, new interaction patterns) in the language.

However, some Indonesian students still find difficulties in learning to listen

especially in understanding the speaker message. Some problems that usually

faced in the listening session of typical Indonesian learners is the unfamiliarity

with the kind of listening test. Listening still not getting much attention from the

English teacher because listening didn't consider as important skill due to it has no

specification detail for it. This is a contra with Nunan statement that listening is a

basic skill in language learning and supported by Rost statement that Listening is

1 Yıldırım, S., Yıldırım, Ö. (2016). The importance of listening to language learning and

listening comprehension problems experienced by language learners: A literature review. Abant

İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16 (4), p. 2097 http://dergipark.gov.tr

/download/article-file/291966 2 Ibid.,

2

vital in language classroom because it provides input for the learner. Another

problem is the recorder’s sound is unclear, and it made the students can’t listen to

the speaker’s message correctly.

There are many techniques with different media for teaching listening

comprehensions, such as audio that contains either dialogue or monologue and

video that provide students with audio and interesting visual effect. The research

here is focused on the use of animation video for teaching listening

comprehension. The researcher uses animation video because animation or

cartoon is suitable to be watched by many people of all ages. And sometimes,

there's a moral value that can be learned from that animation or cartoon video.

The research of video in teaching listening comprehension has been done by

several researchers, and it always has a positive result in teaching and learning

process. Based on the research that conducted by Jaenab, I Ketut Warta and Lalu

Moh. Iswadi Athar on the impact of animation movie towards students' listening

skill, it can be concluded that animation movie was effective in teaching listening.

Teaching listening by using video is hoped that it can help students in saving

important information because video can provide not only audio but also visual

information as Schawartz (1998) as cited by Sholikhin stated that ‘Video presents

the viewer with information conveyed via aural and visual channels’.3 In line with

the quotation above, Taffani states “Watching films is very important as it

increases their visual and critical awareness.”4

Based on the explanation above, it can be seen that theoretically, using video

in teaching listening comprehension is an effective way. But, what the students’

feeling about the media that used by the teacher in teaching and learning process?

Are students get a better understanding of using animation video as the media?

What’s the students’ perception of the media that used? Is the media suitable for

the lesson?. Moreover, school is a place where students with a different

background such as family, religion, financial, tradition and psychological (talent,

3Yanuar Mishbakhush Sholikhin, The Influence of Using Video Animation in Teaching

Narrative Text on Students’ Reading Ability, University of Nusantara PGRI Kediri, 2016, p. 6. 4V Taffani, Teaching English Through Mass Media, 2(1): 82—96 (Acta Didacta

Napocensia, 2009), p. 88.

3

perception, and interest). Different aspects can bring up different perceptions

about the lesson they received, the material that is given by the teacher and the

media that used by the teacher in delivering the lesson.

In terms of psychological aspects, different perception of students is an

interesting thing, because everyone has different perceptions of the same object

that been caused by many background factors. Perception is the beginning of the

process of human interaction with the surrounding environment. Perception is a

subjective process of how a human can assess the object. In general, the

perception is a vision or understanding of how someone valued something.

Perception is important because a person and other behaviors are not the same on

the same object.

Students' perception of the use of animation video in teaching listening

comprehension of narrative text may be different for every student. It can be

caused by their different background aspects. Some students may think that using

narrative animation video is a good way, useful, interesting and attractive in

teaching listening comprehension of narrative text. While some of the students

may think that using narrative animation video is not a good thing, useless, not

interesting and less attractive.

Based on the different perception among the students, the writer wants to

analyze and observe their perception. It is needed because as a teacher, she has to

know students' feeling and students' response towards the media that the teacher

uses. Because as mentioned before that perception is one aspect of psychological

background that can has the different result.

Based on the statement above, the researcher intends to conduct a study with

the title “students' perception on the use of animation video in teaching listening

comprehension of narrative text”.

B. Identification of Problems

According to the background of the study, There are some problems relating

to the teaching listening:

4

1. Although many factors that can affect students’ achievement, their

background factors such as psychological aspect also can affected the

students.

2. The use of video in teaching listening comprehension can give positive

and negative perception among the students.

3. The teacher has to know how students react to the media used in teaching

and learning process to make some reflections about it.

4. Some students may have different perceptions, positive or negative

perception of the use of narrative animation video while studying

listening to narrative text.

C. Focus of The Research

In conducting this research, the problem is limited to students' perception of

the use of narrative animation video in teaching listening comprehension of

narrative text in tenth grade of MAN 4 Jakarta.

D. Research Questions

Based on the background of the study and the focus of the research, the

research is formulated in question as follows:

1. How was students’ perception of the use of narrative animation video in

teaching listening comprehension of narrative text?

2. What were the advantages of using video animation in teaching listening

comprehension of narrative text?

E. Purpose of Study

The purpose of this study was to get information about students’ perception

of using narrative animation video in teaching listening comprehension of

narrative text at tenth-grade students of MAN 4 Jakarta. And to know the

advantages of using animation video in teaching listening comprehension.

5

F. Significance of Study

The research result is expected to give information:

a. For the teachers, the result of this research is expected to give information

about students' perception of the use of narrative animation video in

teaching listening comprehension of narrative text. The teacher also can

use different media while teaching listening but be more careful about the

media that used in the classroom.

b. For the learners, the research is expected to motivate them in learning

listening comprehension of narrative text because by using animation

video, the class will be interesting. Hence, the learners can improve their

understanding of a narrative text. And for learners that have a negative

perception, hope this research will give further researcher and teacher to

be careful in using media and can find the more suitable and interesting

media for teaching and learning process.

c. For the further researcher, the research result is expected to give

information and knowledge about students’ perception of the use of

narrative animation video in teaching listening comprehension of narrative

text and to do the next research in the future with a different aspect of

psychological background.

d. For the institutional, the research result is expected to be a reference and

information for the school to encourage their English teachers to be more

creative and innovative in conducting English teaching and learning

activities; to enhance their facilities; and the last, eagerly to improve the

education standard in Indonesia generally.

6

CHAPTER II

LITERATURE REVIEW

A. Perception

Perception puts people in contact with the world they live in, it shapes their

knowledge of the world, and knowledge is a power that human seed in their life.

Knowing about the world allows us to predict the consequences of our action, a

critical skill in constantly changing the world. Perception doesn't have to provide us

with an accurate view of the world, perfectly detailed in every respect. The important

is that perception provides a useful view of the world, where useful means being able

to interact safely and effectively within the environment.

1. Nature of perception

Perception is a biological process because to be perceived any information

about events in the world, it must be registered by the sensory nervous system.1

Perception registers and interprets sensory information from the environment, such as

light that guides behavior. Additionally, in a psychological term, Mike May on his

book Sensation and Perception define perception as something what to observe and

how to interpret it.2 Further, Santrock also states that “Perception is the interpretation

of what is sensed.”3 For example, the information about physical events that contacts

the ears may be interpreted as musical sounds. It can be concluded that perception is

the process of interpreting information through human’s sense organ system.

There are two kinds of perception they are positive and negative perception.

As Allah said in Qur’an surah Adz-Dzariyat verse 49 which has to mean "And of all

things We created two mates; perhaps you will remember." In this surah, Allah tells

1Randolph Blake at al, Perception, Fifth Edition, (New York: McGraw-Hill Companies,

2006), p. 2. 2Mike May, Sensation and Perception, (New York: Chelsea House, 2007), p. 1.

3John W. Santrock, Life Span Development, 13th Edition, (New York: McGraw-Hill

Companies, 2011), p. 132.

7

us that everything was created in pairs such as day and night, good and bad, heaven

and earth, positive and negative.

Positive perception is when someone sees something or the world in a

positive way, usually, someone with positive perception will bring many positive

things to come in their life and they always feel happy and enjoy their life. While

negative perception is a negative point of view of a person towards something or the

world that they see. Someone with negative perception usually sees the world in a

pessimistic way, so they will not enjoy their life.

2. Students’ Perception

In the world of teaching and learning, students' perceptions are very crucial

because teachers, lecturers, and instructors need to take students' preferences into

consideration before they come up with teaching materials and lessons. Apart from

that, instructors also need to consider students' prior knowledge even though it can be

a challenge to the lecturers. This process is the same when instructors are setting

question papers. Instructors need to know the objectives of the lessons because in

evaluating students' knowledge, they need to make sure that students have knowledge

of the subject matter which is related to the issue of test validity. Students have

different perceptions when their instructors use different approaches and methods in

classes.4

Noeng Muhadjir in Arif Rohman, said "the nature activity in education is

always taking part of an important actor in the educational activity. The important

actors are the giver subject called as a teacher and the receiver subject as students".5

The term of a learner in a formal education such as elementary and secondary

school is known as students. Students are a subject that received what was presented

4Norazean Sulaiman et al., Students’ Perceptions on Using Different Listening Assessment

Methods: Audio-Only and Video Media, Published by Canadian Center of Science and Education,

English Language Teaching; Vol. 10, No. 8, 2017, p. 93. 5 Arif Rohman, Memahami Pendidikan dan Ilmu Pendidikan, (Yogyakarta: LaksBang

Mediatama, 2009), p. 105.

8

by the teacher. Generally, students are a figure of a child who needs the help of other

people to grow and evolve toward maturity. It means that students are the members of

people who are trying to develop their potential through education.

Students are they who are specifically delivered by their parents to follow the

teaching and learning process at school in order to be a person who learned

knowledge, skillful, experienced, noble and independent. Students are unique

organisms that develop in accordance with its development. A child growth is the

development of all their personality aspect, but the time and rhythm of their

development in every aspect is not always the same.

Every student has diversity in skills and personalities. In teaching and

learning process, the characteristic of students is much to take care because it can

affect the process and the outcome of the students. Students’ perception is a process

of students’ behavior towards the information about an object in the school

environment, especially in the classroom through by their sensory system, so students

can give meaning and interpret the object being observed.

3. Factors of perception

Someone’s perception towards one object is influenced by some factors.

According to Bimo Walgito, those factors are the following:6

a. Object is perceived

Stimulus object raises the sensory organs or receptors. Stimulus not only can

come from outside the individual, but it can also come from within the individual

itself. In fact, the bulk of the stimulus comes from outside the individual.

b. Sensory organs, nerves, and central nervous system

Sensory organs or receptors are some means to receive the stimulus. Besides,

there should be a sensory nerve as a mean to continue the stimulus received by the

receptors to the central nervous system.

6 Bimo Walgito, Pengantar Psikologi Umum, (Yogyakarta: Andi, 2004), pp. 89—90.

9

c. Attention

To realize the perception, someone needs attention which is the first step as a

preparation in order to perceive the object. Attention is a centralization or

concentration of all individual activities toward something or objects.

4. Process of Perception

Psychologists distinguish between bottom-up and top-down processing in

sensation and perception. In bottom-up processing, sensory receptors register

information about the external environment and send it up to the brain for analysis

and interpretation.7 A bottom-up processing means that taking in information and

trying to make sense of it.

In contrast, top-down processing starts out with cognitive processing at the

higher level of the brain.8 In top-down processing, we begin with some sense of what

is happening and apply that framework to information.

In addition, Alex Sobur classified three main components in the process of

perception.9 They are:

a. Selection

Selection is a process of selection by sensory organs toward stimulus

which comes from outside of the individual.

b. Interpretation

Interpretation is a process of organizing information so that it has a

meaning for someone. The interpretation is influenced by some factors, for

instance, previous experiences, motivation, personality, and intelligence.

c. Interpretation and Perception

The interpretation and perception then are interpreted into someone's act.

Hence, the process of perception is doing selection and interpretation of the

information received by sensory organs.

7John W. Santrock, Psychology Updated Seventh Edition, (New York: McGraw-Hill, 2005),

p. 177. 8John W. Santrock, op.cit., p. 177.

9Alex Sobur, Psikologi Umum, (Bandung: Pustaka Setia, 2003), p. 447.

10

5. Aspects of perception

Perception cannot be separated with the sensory system because according to

Robbins, Perception is a process by which individuals organize and interpret their

sensory impressions in order to give meaning.10

However, according to Walgito,

perception contains three components that create behavior structure; they are

cognitive, affective and conative. Cognitive component is a component that related

to the science, opinion, believes and intellectual aspects. Affective component is

part of emotional aspects of the socio-psychology factor. And conative component

is related to habit.

The cognitive component which has some correlation with intellectual

aspects cannot be separated by audio and visual aspects which play important role

in giving people information, according to Andrew Lotto and Lori Holt, in

cognitive science study, auditory perception sometimes treated by some people as

secondary system behind the visual perception.11

Although auditory perception

plays an important role in the early development of cognitive science, auditory

cognitive science has subsequently lagged behind its visual counterpart. It can be

concluded that auditory and visual perception play important role in process of

perception, that’s why this research focuses on auditory and visual perception

because in watching animation video, those two aspects that the researcher

observed. The visual aspects focus on the video itself because video contains

moving image that can be observed whether the image that showed is good or not.

a. Perception of audio

The sound is pressure changes in the air or another medium. While

perceptually sound is the experience we have when we hear.12

It can be assumed

that perception of sound happens when we hear the sound. Every sound is

10

Nancy Lankton and Stephen P Robbins, Fundations of Organizational Behavior, (New

Jersey: Prentice-Hall, 2002) p. 31. 11

Andrew Lotto and Lori Holt, Psychology of Auditory Perception, (New York: John Wiley &

Sons, 2010), p. 1. 12

http://faculty.washington.edu/ionefine/S&Ppdfs/chapter11.pdf accessed on 19 March 2017

at 09.20 am.

http://faculty.washington.edu/ionefine/S&Ppdfs/chapter11.pdf

11

physically composed of sinusoidal signals. Combination of those signals leads to a

specific sensation of pitch and timbre.13

Moreover, it determines whether a sound

is perceived as pure tone (one sinusoidal signal), complex tone (various harmonic

signals) or a noise without distinguished pitch (various non-harmonic signals).

To perceive sound is not easy because sound cannot be seen as Lotto and

Holt stated that categorization of the sound event appears more difficult than

visual object recognition. Sounds are barely distinguishable by the mere presence

or absence of discrete features.14

Because when an object moves or vibrates, it

disturbs air (or other media) causing the density of molecules to fluctuate. Such

fluctuations in air pressure are the basis of sound waves. And the structure of

sound waves caries information about the event that disturbed the air.

For human, perception begins with sound pressure waves entering the outer

ear, or pinna and setting the delicate tympanic membrane (eardrum) into vibration

in the middle ear, the movement of which transferred to three tiny bones that are

attached (the ossicles), which push up against the end of the fluid-filled inner ear

(the cochlea), setting up a wave that displaces a flexible structure called the basilar

membrane.

Perception of sound in this research means that a students’ perception of the

sound produced in animation video. This aim is to know whether the sound is clear

or not, and there is a lot of distraction in the sound that is heard or not. It is

because the most striking property of the hearing system is its ability to analyze

the world of superimposed sounds and to separate them according to their various

sources.

The research in this study is to know the quality of sound that used by the

teacher in teaching listening comprehension because one of the problems in

listening comprehension of narrative text is the unclear sound. It is clear that for an

13

Michael Haverkamp, Look at that Sound! Visual Aspects of Auditory Perception, (Granada:

III Congreso Internacional de Sinestesia, 2009) p. 4. 14

Andrew Lotto & Lori Holt, Op. Cit., p. 2.

12

audition to be so useful, a great deal of perceptual-cognitive processing must

occur. Comparing to vision, audition seems like a rather unreliable perceptual

system. Auditory cognitive science is much less developed than visual cognitive

science.

b. Perception of video

The video is a combination of moving picture and sound. While

watching a video, there is some process of transferring the information to the

visual sensory system. By the process of transferring, someone can get the

information and can make a correlation with their previous knowledge. After

combining the new information and the previous information, they can have a

perception of it. It means that previous knowledge can make a different result of

someone perception.

Video perception refers to the sensory and cognitive processes

employed when viewing scenes, events, and narratives presented in edited moving

images.15

Dynamic visual media such as film and television have increasingly

become an integral part of our everyday lives. Understanding how our perceptual

system deals with the differences between these mediated visual experiences and

the real world helps us understand how perception works in both situations.

There are a lot of things that can be perceived while watching the

video because video contains several images that by editing process create moving

picture that followed by sound. So, things that can be perceived while watching the

video are the sounds and the video itself. It can be explained in detail such as:

a) The color and contrast in the video is the matching color of the moving image

with the contrast. Because if the color and contrast do not match well, it

makes our eyes feel tired while watching the video.

b) The quality of the video. The good quality of video can be defined as the

video has a good image or no blurring moving image and have a clear sound.

15

E. Bruce Goldstein, Encyclopedia of Perception. (California: SAGE Publication, 2010), p.

458.

13

c) The usefulness of teaching and learning process. This usefulness is felt by the

students which are the object of teaching and learning process, whether the

video helps them to understand the lesson or not.

The first things that can be perceived are color and contrast. Perception of

color is ultimately not about seeing wavelength or light but about seeing the

objects that light illuminates. Color provides powerful cues to object

recognition.16

Because color provides powerful cues to object recognition, it

means that by color, someone can determine some object or a thing.

The principal psychological attributes of a color are its hue (e.g., whether

it is red or blue), saturation (the degree to which it appears mixed with white, as

in pink versus red), and brightness (the perceived intensity).17

Perceptual color

spaces attempt to capture the relationships between different colors—typically in

terms of these attributes—and these arrangements are thought to reveal how

color percepts are built by the visual system.

Besides the color, contrast also plays an important role in the video.

Contrast is comparing two things so the difference is clear. In this study, the

terms contrast means the difference between any colors that appear in the video

that make a good sense towards the moving picture. Sensitivity to contrast makes

it possible for us to see in detail what is around us and to do so over a huge range

of intensities.18

This ability depends critically on the fact that different objects

reflect light differently. Both the intensity and the spectrum (wavelengths) of

light vary from one region of a scene to another.

While watching the video, color and contrast of the video give an

important role, because if the color is clear and the contrast is good, it makes a

good quality to the video, and it makes students who watch the video do not feel

16

Ibid., p. 266. 17

Ibid., 18

Ibid., p. 320.

14

tired in their eyes because of the contrast is too low. By the good quality of the

video, it will emerge students to feel easy in understanding the lesson.

The next is usefulness. This usefulness only can be felt by the students

after the teacher taught them by using animation video, whether they feel easier

to understand the lesson by using video or the video just make them feel bored

during the lesson.

6. Perception and learning

Perception and learning are interrelated. Atkinson (1995) as cited in Kaymaz

stated that perception is defined as the process by which someone organizes and

interprets patterns of stimuli in environment.19

Then, learning is defined as a

relatively permanent change in behavior due to experience.20

It refers to a personal

experience of the world. Hence, when one perceives something through his or her

environment, he or she then learns it and somehow puts it into practice.

In Psikologi Pendidikan, Wasti Soemanto states that a positive perception

leads to happiness, on the other hand, a negative perception leads to unhappiness.21

That happiness and unhappiness will influence someone's desire and action, including

learners' desire and action in learning. It means that when students have a good

perception, they will easily understand the lesson because their mind is happy while

studying the lesson. While students with negative perception will feel the lesson is

boring. Because the perceptions have an important role in education, teachers have to

accommodate the positive perceptions to the learners to improve the happiness which

leads to the learners’ desire and action in learning.

Furthermore, the other explanations about perception and learning come from

other research. Maarten van Wesel, et.al state that the perception influences the

19

M. Kübra Kaymaz and Mine Sungur, The Effects of Knowledge Acquisition Levels on

Perception in Art Education, Anadolu Journal of Educational Sciences International, Art Education

Special Issue, November 2015, p. 268. 20

Raygor, The Science of Psychology, (New York: Harcourt College Publishers, 2005), p. 236. 21

Wasti Soemanto, Psikologi Pendidikan, (Jakarta: Rineka Cipta, 2006), p. 26.

15

learners learning.22

The learners' perception of a learning environment affects the way

learners manage to work in the environment.

Additionally, the result of research which conducted by Sunday A. Adeyomo

is that the perception of classroom learning environment plays a significant role in the

achievement of the students.23

It shows that the perception of learning environment

and availability of infrastructural facilities contribute to a positive learning outcome.

Hence, the learners' perceptions of learning environment affect the way they think

which can affect the learning outcome.

The classroom learning environment refers to a setting or space where teachers

and learners interact with each other and use a variety of tools and information

resources with each other and use a variety of tools and information resources in their

pursuit of learning activities.24

Therefore, if the students perceive their learning

environment is not conducive, the students' learning may not be effective. In other

words, without positive perception, the students may have little chance of learning

appropriately.

B. Video

Video supports comprehension and production of foreign language input or

output because it provides interesting and motivating to accompany audio or written

inputs. As Herron concluded that video is lauded for contextualizing language and

depicting the foreign culture more effectively than other instructional materials.

22

Maarten van Wesel, et. al, The Influence of Portfolio Media on Student Perceptions and

Learning Outcomes, at Student Mobility and ICT: Can E-LEARNING overcome barriers to Life-Long

learning?, November 19—20th 2008. 23

Sunday A. Adeyomo, The Effect of Teachers’ Perception and Students’ Perception of Physics Classroom Learning Environment on Their Academic Achievement in Senior

SecondarySchools Physics, in International Journal of Education Research and Technology, Vol. 2

Issue 1, June 2011, p. 75. 24

Ibid.,

16

The video is also called as digital imaging. Digital imaging is the process of

capturing and representing an image in a format readable by a computer.25

In making

a video, especially animation video, digital imaging has an important role. Because

digital imaging helps the animation creator in arranging the sequence of the image

until it becomes a moving picture of animation video.

1. Definition of Video

Stempleski and Tomalin (1990) as cited in Rasouli and Shoari argued that video

is the combination of moving picture and sound which can present language

comprehensively.26

The technology of electronically capturing, recording, processing,

storing, transmitting, and reconstructing a sequence of still images representing

scenes in motion is called as video27

. From the description above, the researcher

defines narrative animation video as several storage formats for moving pictures that

contain an animation or cartoon of narration story such as fairytale, fable, legend, etc.

Briefly, also defined as the videos that contain narration story.

As multimedia technology video becomes more accessible to teachers and

learners of other languages, its potential as a tool to enhance listening, hopefully,

becomes a new strategy in teaching listening. Video allows integration of text,

graphics, audio, and motion video in a range of combinations.

According to Meskill (1995), as cited in Fachmi “video is widely considered

more powerful, more salient, and more comprehensible than other media for second

and foreign language students”.28 In line with that Brooks said, "multimedia systems

25

E. Bruce Goldstein, Encyclopedia of Perception. (California: SAGE Publication, 2010),

p.123. 26

Giti Rasouli and Elnaz Shoari, The Effect of TV Commercials on Iranian EFL Learners’ L2 Vocabulary Recall, Journal of Applied Linguistics and Language Research Volume 2, Issue 7,

2015, pp. 247—254, p. 252. 27

Richard E. Breg and David G. Stork, The Physics of Sound. (United State: Pearson

Education, Inc. 2005) p. 385. 28

Teguh Fachmi, The Effect of Using Descriptive Video in Teaching Listening

Comprehension, (UIN Jakarta: 2014) p. 14.

17

with video under learner control are also preferred other instructional activities".29In

short, multimedia input such as video as an authentic material apparently motivates

learners and engages their attention to aural input.

2. Definition of Animation Video

There are several definitions concerning animation videos. Animations are a

form of dynamic representation that displays processes that change over time.

According to Heinich, Molenda, & Russell animation is a technique in which the film

maker gives motion to otherwise inanimate objects.30

A video is becoming a more

and more popular tool in teaching English. Movies, videos, and cartoons can be used

in listening activities in the EFL classroom.

Teachers need to explore more media that can be used in teaching and

learning process. In line with that, Johnson, as cited in Ramadhika, states that to

enhance the listening experience for students, video can be used as a new tool in

teaching listening by the teacher in aural practice classroom. There are some

components that students can observe while watching video such as settings, action,

emotions, gestures, etc. Besides, for a language production and practice, the video

also provides the students an important stimulus.31

Many definitions of animation elucidated by experts, but all of them have the

same points that animation is a series of drawing or photographs that created by the

computer. Webster says that animation is a series of drawings, computer graphics or

photographs of inanimate objects (such as puppets) which is made into a motion

picture. However, Collins dictionary also states that animation is the process of

making films in which the drawings or puppets appear to move. Furthermore, Oxford

29

Ibid., p.16. 30

Heinich, R., Molenda, M., & Russell, J.D., Instructional Media and Technologies Learning.

(Prentice Hall: 2002), p. 193. 31

Boris Ramadhika, Improving Students’ Listening Skill Using Animation Video for The Eight Grade Students of SMPN 6 Magelang, Yogyakarta State University, 2014. p. 25.

18

dictionary says that animation is the manipulation of electronic images by a computer

in order to create moving images.

In conclusion, video animation is described as a cartoon, films, images,

puppets, etc. that are photographed and shown in a way that makes them move and

appear to be alive.

3. Benefits of using video in the language classroom

Using video as a media in language classroom has to be done by several

researchers and as the research done, there are some benefits that have been found

out. As the research that done by Dea Aprilia Haryanto the advantages of using

animation video in language classroom are making the students easier and interesting

to listening and the second is that the use of video animation can give the students

view on how to interact in a conversation and give advice how to live better32

. Other

advantages are video animation get enrich knowledge, vocabulary, grammar, and

pronunciation. And the use of video animation in the class can be very enjoyable for

the students. However, the classroom atmosphere hopefully will be more conducive,

so the delivery of message value through the video animation can be effective33

.

Furthermore, the research that done by Boris Ramadhika states that a major

advantage is that video can focus on information that cannot be readily presented in a

traditional classroom because of constraints such as size, location, costs, etc34

. Both

of them are in line with Jeremy Harmer statement that one major advantage of videos

is that learners not only can listen the language but also they can see it, in order to

support comprehension, videos contain visual clues such as gestures and expressions

which allow students to go beyond of what they listen, and also to interpret the video

32

Dea Aprilia Haryanto, Students’ Perception on The Use of Video Animation to The Teaching of Listening to The First Grade at SMA Negeri 1 Pakel Academic Year 2014—2015, (IAIN

Tulungagung, 2014) pp. 9—10. 33

Ibid.,p. 11. 34

Boris., OpCit.,

19

in a deeper way35

. Additionally, Ainsworth, as stated by Rizka Amalia, states that

The main advantage of using animation videos is that animations can help learners

come to understand complex ideas more easily36

. Moreover as stated by Amalia,

Oddone states that the advantages of using videos in the language classroom are: 1).

they provide instances of authentic language and can be fully exploited with the

teacher’s control. (2). Videos give access to things, places, people’s behavior and

events. (3). Authentic material usually proves to be particularly motivating as people

find it interesting to understand “real things”37.

4. Teaching Listening using Video

Today listening is considered as the important material in a foreign language

classroom. There are several reasons for this growth, emphasizing the role of

comprehensible input; second language acquisition research has given a major

concern to listening. Because listening provides input for the learner, Rost states that

listening is vital in the language classroom38

.Without understanding input at the right

level, any learning simply cannot begin. Listening is thus fundamental to speaking.39

Today there are many ways in teaching language; one of them is teaching

listening by using video. Video has become more and more popular in language

teaching for decades. All skills, such as speaking, listening, reading and writing can

be instructed with videos. Videos are not only used for entertainment, but they also

can provide a great approach to language teaching and learning. According to Susan

Stempleski and Barry, Tomalin video is a combination of moving pictures and sound

that can present language more comprehensively than any other teaching medium, by

35

Jeremy Harmer, How to Teach English, (England: Longman, 2001) p. 108. 36

Rizka Amalia, Improving Listening and Speaking Skills by Using Animation Videos and

Discussion Method, Master Program of English Education, Sriwijaya University, Palembang. p. 34. 37

Ibid., 38

Nunan, David. Listening To Language Learning. The University of HongKong, 1997.

http://jalt-publications.org/old_tlt/files/97/sep/nunan.html 39

Jack C. Richards and Willy A. Remandya, Methodology In Language Teaching An

Anthology Of Current Practice, (New York: Cambridge University Press, 2002), p. 239.

http://jalt-publications.org/old_tlt/files/97/sep/nunan.html

20

this statement the choice of videos is the main point that can make video useful or

useless in some lesson plan. However, the availability of the video materials for

teaching listening is also high and the teacher just needs to explore more to find the

suitable one for the subject.

To make language understandable, usually the visual and the audio are

integrated each other and by teaching listening using video can reduce the difficulties

faced by students in learning to listen, because video gathers both audio and visual at

the same time. By using video students have the additional clues the visual give them

while they watch and listen to the video.

C. Narrative Text

There are many definitions elucidated by an expert about the narrative text, one

of them is the definition by Pharr that states ‘the narrative is the oldest structured

form of human communication. The ability to process the standard elements of a

narrative seems to be genetically hardwired into the human system.’40

Then, Anderson stated, “A narrative is a text that tells a story and in doing so,

entertains the audience.”41Other than providing entertainment, the purpose of

narrative text is to make the audience think about an issue, teach them a lesson or

excite their emotions.42

Additionally, Faris states that narrative text enables students

to make connection as they read the text in three different ways, they are: to see the

similarities between the text and their own lives, to make the links between the text

they read now with the text they read before and to see the connections between the

text and the real world.43

In conclusion, a narrative is a kind of text that related to the

human life. It connects with the story or past event. However, after reading and

40

Donald Pharr, Writing Today: Contexts and Options for the Real World Brief Edition,

(New York: McGraw-Hill Companies, Inc., 2004), p. 174. 41

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: National

Library of Australia, 1998), p. 3. 42

Ibid., 43

Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, Teaching Reading: A Balanced

Approach for Today’s Classroom, (New York: The McGraw-Hill Companies, Inc., 2004), p. 492.

21

learning about narrative text hopefully, the students learned something from the text

and making a connection with it in their daily life, they also can practicing their

critical thinking by connecting their experience with the story.

1. Purpose of Narrative Text

The basic purpose of the narrative is to entertain, to gain and hold a readers'

interest. Beside those purposes, narratives also can be used to teach or inform, to

change attitudes or social opinions. The narrative text puts people in place and

sequencing time but at some levels, it has differentiation with a recount in sequencing

the story. Narrative text usually sets up one or more problems that must be solved at

the end of the story.

The purpose of narrative text according to Clouse are to entertain, to express

feelings, to relate an experience, to inform (to explain what happens and to teach a

lesson), to persuade (to convince the reader).”44

Moreover, some people read the narrative text for their enjoyment and pleasure,

and it matches with the purpose of narrative text to gain reader interest. Reading for

enjoyment and pleasure means that someone enjoys themselves to read the stories

because they may find themselves in the same situation or feeling. Furthermore,

Anderson also states the purpose of narrative text beside to entertain people; it also

can teach the reader a lesson from the story, excite their emotion and make them

think about some issue45

that has some similarities with the condition. Then, the

purpose of narrative text is to involve the reader in the story for getting the pleasure.

So it can be concluded that the purpose of narrative text is to entertain the

reader while the moral values of the story can make the reader learns something that

can be connected to their life.

44

Barbara Fine Clouse, The Student Writer Seventh Editon, (New York: McGraw-Hill

Companies, Inc., 2008), p. 186. 45

Anderson, Loc. Cit.,

22

2. Features of Narrative Text

There are a few steps to construct a narrative text. According to Anderson,

those steps are Orientation, Complication, Sequence of events, Resolution, and Coda.

The part where the narrator tells the audience who is in the story, when it is

happening, where it is happening and what is going on is called by Orientation. While

the narrator tells about something that will begin a chain of events is called by

complication. The complication is the trigger because these events will affect one or

more of the character.

However, when the narrator tells how the characters react to the complication

is called a sequence of event. The events should be told in chronological order or with

flashback and it includes their feelings and what they do. The narrator's point of view

is given to the audience. The last is the coda, this part is an optional part. It can be

included in the story or not included at all based on the moral value of the story. If the

story contains some message or moral value, the narrator can insert the coda at the

end of the story.

The features above are the elements that can be found in the narrative text. By

knowing the features the reader can understand and identify narrative text easily and

compare between one narrative text with other narrative text.

According to Ploeger, there are four elements of narrative text, they are Point

of view, characters, action, and dialogue”.46

Point of view can be first-person (I),

second-person (you), or third-person (he, she and it). For most personal narratives,

the first-person point of view is used. Characters of narrative usually use real people

in real conflicts, with real feelings, needs, and fears. The Next element is action

(conflict). Every narrative has one major action or event. All discussion leads up to

the final, climactic scene, the final explosion or insight. And the last element is

Dialogue. Recording dialogue between characters-or having the character talk to

himself or herself- brings the story alive for the reader.

46

Katherine M. Ploeger, Simplified Paragraph Skills, Richmond: NTC Publishing Group,

2000), pp. 261—262.

23

According to Anderson, narrative usually includes the following grammatical

features:

a. Nouns that identify the specific characters and places in the story.

b. Adjectives that provide accurate descriptions of the characters and settings.

c. Verbs that show the actions that occur in the story.

d. Time words that connect events, telling when they occurred.47

By knowing the grammatical features above, the reader can identify the narrative

text easily by its nouns, adjectives, verbs and time words.

3. Types of Narrative Text

There are many types of narrative text. According to Anderson kinds of narrative

text are a myth, fairytales, aboriginal dreaming stories, science fiction, historical

fiction and romance novels.48

It means that the types of narrative based on Anderson

is a text that tells the story whether this story happened or did not happen in the past.

However, other types of narrative text are tale (a story that tells about something

that happened long time ago or might not have really happened), fable (a traditional

story that teaches a moral value), myth (an old story about magical creatures, gods,

etc.) and legend (a very old story about brave people or magical events).

One type of narrative text is related to human life and telling the story of the past

event. By reading different types of narrative text, students can increase their

understanding by comparing it with other people's experience. Different types of

narrative text generally tell the story. Whether the story happened or did not happen

in the past. By this kind of story, the students have the ability to read an English text.

47

Anderson, loc.cit., 48

Ibid.,

24

D. Listening

Listening is a receptive skill because it involves responding to language rather

than producing it. Listening is receiving language through the auditory system. It

involves receiving of the sound waves, identifying the language (both the segmental

and supra-segmental elements), processing them into an appropriate understanding of

the speaker's intentions.

1. Nature of Listening

There are many definitions elucidated by experts concerning on listening. Each

of them has difference each other, even though they have somewhat same in meaning.

First listening is an active, purposeful processing of making sense of what we hear49

.

Rost states that listening is a mental process of constructing meaning from the spoken

input.50

She also adds that listening is vital in the language classroom because it

provides input for the learner. Without understanding input at the right level, any

learning simply cannot begin.51

Listening as a basic input material is very important for the students in learning

English. It is a highly complex process that draws on knowledge of the linguistic

code (language form) and cognitive processing skill (the skill process in the mind).

Listening is thus fundamental to speaking. The listening skill has received special

attention in speaking course, possibly because it previously has been neglected as a

skill in its own right listening share number of features with reading and play

important role in speaking and listening.52

49

David Nunan. Practical English Language Teaching (New York: McGraw Hill Company,

2003) p. 3. 50

Ibid., 51

Hamouda, Arafat. An Investigation of Listening Comprehension Problems Encountered by

Saudi Students in the EL Listening Classroom. International Journal of Academic Research in

Progressive Education and Development, April 2013, Vol. 2, No. 2, p.1. 52

Jaenab at al, The Impact of Animation Movie towards Students’ Listening Skill: An Experimental Study at the First Year Students, 2014), p. 3.

25

Based on the explanation above, it can be concluded that listening is a

receptive skill but has active processing in making sense of the sound that we heard.

Listening also plays an important role in speaking skill, because listening is the

primary skill to learn another skill. Besides, there are some difficulties in listening

skill that usually found by teacher and students itself, and there are some kinds of

listening skill itself that will explain in the next paragraph.

2. Kinds of Listening

According to Jeremy Harmer, there are two kinds of listening named

extensive and intensive listening. In order to increase the students' language input for

improving listening skill in the English Language, they need to practice both

extensive and intensive listening. So here are those two kinds of listening by Jeremy

Harmer: In order to increase the students’ language input for improving listening skill

in the English Language, they need to practice both extensive and intensive listening.

a. Extensive listening

This kind of listening is where the teacher motivates students by asking

them to choose what they listen to and do it for pleasure in general language

improvement. This type also can give substantial effect to students' language

learning.

Extensive listening has also a greater ease than other types as it is

concerned to promote overall comprehension of a text and never requires learners to

follow every word and understand them. Learners need to comprehend the text as a

whole which is called global understanding. The listeners' proficiency level is the

measurement of the activity that will be chosen.

There is some problem that the listener at a lower level usually faces;

organizing the information, so some non-verbal forms to respond are to put the

pictures in right sequence, to follow the directions on a map, to check the items in the

photograph, to complete a grid, chart or timetable and soon.

26

However, at a developed stage, the language tasks are usually different

from the beginner stage. Some language tasks that recommended for the developed

stage are to construct the meaning, to infer the decisions, to interpret the text and to

understand the meaning. Other examples are multiple choices, to predict the next

phrase, to form connected sets of notes, to infer the opinions, to complete cloze

exercise or to interpret some parts of the text.53

b. Intensive listening

Intensive listening or 'Hearing clearly' is also a prime aspect of listening

as it includes accurate perception without which the second phase of processing

meaning becomes very difficult. Intensive listening is important because by

understanding both lexical and grammatical units of language, the listeners will

understand the language form and the language meaning. So, intensive listening

requires attention to specific items of language, sound or factual detail such as words,

phrase, grammatical units, pragmatic units, sound changes (vowel reduction and

consonant assimilation), stress, intonation, and pauses etc.54

Feedback on accuracy

and repetition on the teacher's part promote success here.55

Intensive listening refers to listening to precise sounds, words, phrases,

grammatical units and pragmatic units. Although listening intensively is not often

called for in everyday situations, the ability to listen intensively whenever required is

an essential component of listening proficiency.

Based on theory above there are two kinds of listening; extensive listening

and intensive listening. And for this study, the researcher only focus on extensive

listening because extensive listening is suitable for teaching tenth-grade students of a

senior high school.

53

Jeremy Harmer, The Practice of English language Teaching, Third Edition Completely

Revised and Update, (London: Longman, 2003), p. 228. 54

Mili Saha and Md. Ali Rezwan Talukdar. Teaching ‘listening’ as an English Language Skill. 2008.http://www.streetdirectory.com/travel_guide/106689/languages/teaching_listening_as_an_englis

h_language_skill.html 55

Ibid., p. 229.

http://www.streetdirectory.com/travel_guide/106689/languages/teaching_listening_as_an_english_language_skill.html

http://www.streetdirectory.com/travel_guide/106689/languages/teaching_listening_as_an_english_language_skill.html

27

3. Listening Comprehension

Listening has been overlooked by most of our teachers as they believe that

learners can acquire such a skill during listening to vocabulary and grammar used

by their own teachers during practicing other skills. Mendelson, as cited in

Darweesh, 2014, states that listening comprehension is the way of understanding

what the native speaker says.56

There is two common sense of comprehension, both of them are narrow sense

which indicates the mental process by the listener to understand the sounds

pronounced by the speaker for understanding the speaker message and to build the

meaning of the sound. And the other sense is broader sense which is means the

listeners put the interpretations they have for building the work.

There are some definitions elucidated by different researcher about listening

comprehension.57

According to Brown and Yule listening comprehension means

that a person understands what she/he has heard. If she/he learns the text through

hearing it, she/he will understand it. Driven and Oakeshott-Taylor defined listening

comprehension as the product of teaching methodology and is matched by terms

such as speech understanding, spoken language understanding, speech recognition,

and speech perception. Listening comprehension as an interactive process in which

the listeners are concerned in formulating the meaning. Also by sound

discrimination, previous knowledge, grammatical structures, stress and intonation,

and the other linguistic or non-linguistic clues, the listeners can comprehend the oral

input. However, Nadig states that listening comprehension is the various processes

that the listeners should pass to understand and make a sense of the spoken

56

Abbas Deygan Darweesh, The Importance of Teaching Listening Comprehension at

University Level, Acme intellects international journal of research in management, social sciences &

technology, 2014. 57

Abbas Pourhosein at all, Learners' Listening \comprehension Difficulties in English

Language Learning: A Literature Review, Canadian Center of Science and Education, 2016 p. 2.

28

language. These involve knowing speech sounds, comprehending the meaning of

individual words, and understanding the syntax of sentences.58

So it can be concluded that listening comprehension is the ability to

understand what the speaker said. While in this research listening comprehension

means that the students’ ability in understanding the speaker of narrative text in

animation video, when the students understand the story they will be able to answer

the questions based on the story told.

4. Listening Process

Different strategies were used by some listener to understand the message

delivered by the speaker and that is why it is so important for teachers to help their

students to learn how to listen. There are two main views of listening; bottom-up

process and top-down listening process.

Bottom-up processing helps students recognize lexical and pronunciation

features to understand the text. Bottom-up exercises are suitable for students at a

lower level because the direct focus of bottom-up strategies is focusing on language

form at the word and sentence level. However, students at a lower level usually

need to expand their language repository. As they become more aware of linguistic

features of the input, the speed and accuracy of perceiving and processing aural

input will increase. Usually, students are asked to do these exercises for developing

the bottom-up strategies, they are59

• distinguish individual sounds, word boundaries, and stressed syllables

• identify thought groups

• listen for intonation patterns in utterances

• identify grammatical forms and functions

• recognize contractions and connected speech

• recognize linking words

58

Ibid., 59

Ekaterina Nemtchinova, Teaching Listening. TESOL Press, 2013. http://www.tesol.org

/docs/books/bk_ELTD_Listening_004, p. 14.

29

Top-down processing relies on prior knowledge and experience to build the

meaning of a listening text using the information provided by sounds and words.

The listeners need to bring in their knowledge of the context, topic, speaker,

situation and the world to match it with the aural input so that they can arrive at the

meaning of the text. Top-down listening skills include60

• listening for gist, main ideas, topic, and setting of the text

• listening for specific information

• sequencing the information

• prediction

• guessing

• inferencing

To summarize, in listening comprehension, bottom-up and top-down processing

are used together to interpret intended meaning. In order to comprehend the message

conveyed, listeners must comprehend the phonetic input, vocabulary, and syntax

(bottom-up processing), and employ the context of situations, general knowledge, and

past experiences (top-down processing). So it can be concluded that even listening is

a receptive skill but the listening is not a passive action because the listener needs not

only to understand the meaning of the message but also to interpret the speakers’

expected meaning and acquire meaningful information by assimilating the sounds,

words, and phrases.

5. Difficulties in Listening

According to Richards, common listening problems are:61

1. Speaker speaks too fast.

2. Listeners listen to a word for word.

60

Ibid., p. 15. 61

Jack C. Richards, Teaching Listening From Comprehension to Acquisition. Foreign

Language Teaching and Research Press, (Beijing: 2008), accessed at http://old.fltrp.com/DOW

NLOAD/0804010002.pdf p. 2.

http://old.fltrp.com/DOW%20NLOAD/0804010002.pdf


30

3. Listeners lack cultural or background knowledge.

4. Speakers use too many unfamiliar words.

5. Listening takes too much effort and concentration.

6. Recordings are not always clear and are difficult to follow.

7. Speakers’ accents are unfamiliar.

8. Tasks are too difficult.

9. Listeners cannot recognize words they know when they hear them.

He also mentions the difficulty of listening factors:62

1. Listeners’ linguistic knowledge.

2. Knowledge of the co-text.

3. Background knowledge.

4. Learners’ motivation and interest in the topic.

5. Cognitive load of the text (topic, text length, text type).

6. Lexical density (ratio of the new words to know words).

7. Tasks.

Richards mentions that the problems are coming from some aspects such as

students, media, and materials. One problem is causing to another problem. For

example, if students lack background knowledge, they will feel that the tasks are too

difficult. This problem affects the students’ motivation and interest in doing the tasks.

Efforts have to be done by the teacher to avoid these problems in the listening class.

E. Previous Study

The writer has found two relevant studies which related to this research. The

first study is conducted by students’ of IAIN Tulungagung by the title “students’

perception on the use of video animation to the teaching of listening to the first grade

at SMA Negeri 1 Pakel academic year 2014—2015” written by Dea Aprilia

62

Ibid., p. 10.

31

Haryanto. The objective of this study is to identify students’ perception in the

implementation of video animation in teaching listening to the first graders’ in

SMAN 1 Pakel and to know the advantages of video animation to the first grade in

SMAN 1 Pakel. The techniques used to collect the data are interview and

questionnaire.

From the research above, the writer finds some differences and similarities with

the writer’s study. The differences are on objective, place, time, participants and the

way he collected the data. The writer used observation, interview, questionnaire and

documentation to collect the data while the study above used interview and

questionnaire. The similarity of this study is students' perception of using animation

video in teaching listening to narrative text.

The second study was conducted by Jaenab, I Ketut Warta, and Lalu Moh.

Iswadi Athar students of IKIP Mataram has studied and analyzed the impact of

animation movie towards students, listening skill: an experimental study at the first

year students of SMKN1 Batulayar in the academic year 2013—2014. They have

studied whether or not there is a significant difference between students' score in

learning to listen by using audio and by using animation video. The conclusion is that

animation movie was effective in teaching listening.

From the research above, the writer finds some differences and similarities things

with the writer study. The differences are an objective, place, time and method of the

study. The objective of study above is to find empirical data whether there is a

significant difference between students' score in learning to listen by using audio and

animation movie, while the writer's objective to identify students' perception of using

animation video in teaching listening. Then, the study above used a quantitative

method and an experimental approach while the writer used a qualitative method and

case study approach. The similarity is animation movie for teaching listening

material.

32

CHAPTER III

RESEARCH METHODOLOGY

A. Method and Design of Study

This study employed the qualitative method with case study approach. A

qualitative method was chosen because this study aims at providing insight into the

case of students' perception of using animation video in teaching listening to narrative

text at the tenth grade of Madrasah Aliyah Negeri 4 Jakarta.

According to Fraenkel and Wallen, a case study is a qualitative study approach

that studies a single individual, group or important example to formulate

interpretation to the specific case or to provide useful generalization.1 Therefore, the

case study approach allowed the writer to study particular teachers in an attempt to

understand the case of Students’ perception of using animation video in teaching

listening to narrative text.

B. Research Setting

1. Setting of Place

The place of the study was Madrasah Aliyah Negeri 4 Jakarta, which is

located at Jl. Ciputat Raya RT. 005 RW. 08, Pondok Pinang – Kebayoran Lama, Kota

Jakarta Selatan — DKI Jakarta. The school was established in 1992. There are thirty

classes registered from grade X to XII. At tenth grade, there are two kinds of English

lesson that taught they are English lesson and English literature. English literature

only has one meeting in a week with time allocation 135 minutes.

2. Setting of Time

The study was conducted at Madrasah Aliyah Negeri 4 Jakarta from 05

September 2017 to 20 October 2017. It consists of classroom observation in class X

1

Jack R. Fraenkel and Norman E. Wallen, How to design and Evaluate Research in

Education: Seventh Edition, (New York: The McGraw-hill companies, 2009), p. 13.

33

IPS 1, giving the questionnaire and interview with the students of tenth grade social.

The first two weeks were used for classroom observation, the next two weeks for

giving and collecting the questionnaire and the last one week was used to interview

the students.

C. Participants

The population of the research is all of the tenth grade students at Madrasah

Aliyah Negeri (MAN) Jakarta. There are thirteen classes with the total of 379

students. In deciding the sample, purposive sampling was used, in which the

researcher as the investigator ask the teacher to select a sample in population that

could represent the particular sample.2 Then the social classes from 1— 4 were

chosen with 129 students.

D. Research Instruments

There are three main instruments used in this study. The first one is class

observation. This type of istrument is used to know the accuracy betwen th teacher’s

activity in tha classroom and the teacher’s lesson plan. It also seen the students

reaction during the teahing and learning process. The observation form was

developed from PPKT observation form.

The next instrument used is questionnaire. There are 28 questions of multiple-

choice that are tested to know the validity of the test, and whether the invalid ones –if

there any –should be kept, revised, or removed. The validity test has been done by

using SPSS Statistics program. From the validity test, the questionnaire has turned

out to contain 24 items. The results of the test are expected to represent their

perception of using animation video in narrative text more accurately. The students

are asked to read each of available statements and put cross (X) related to their

feeling of the used of animation video in teaching narrative text. Likert Scale was

2Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education,

(New York: McGraw Hill, 2009), 8th

edition, p. 100.

34

used in the instrument; Hampir Selalu (Almost Always), Sering (Frequently),

Kadang-kadang (Sometimes), Jarang (Rarely), and Hampir Tidak Pernah (Almost

Never). To avoid confusion from respondents, the questionnaire used bahasa

Indonesia.

The next instrument is interview. Interview is used to support the questionnaire

because there are a lot of factor that can affect the students’ perception of the

animation video used in teaching listening of narrative text. There are 7 questions for

the interview and it’s according to the focus of the research about students’

perception of using animation video in teaching narrative text. To avoid confusion

from respondents, the interview used bahasa Indonesia.

E. Data Collection Techniques

Techniques that the researcher used in gaining data are:

1. Observation, as a scientific method, observation can be interpreted as monitoring

and note-taking systematically the phenomena that being investigated. Through

this observation, the researcher can obtain information in terms of situation and

condition of learning narrative text in the classroom, students’ interaction and

response in the lesson.

2. Interview, Interview is data collecting technique by way interviewing selected

individual as a respondent. Furthermore, it is the direct face to face attempt to

obtain the reliable and valid measures in the form of verbal responses of a

respondent. The interview is conducted following the result of the questionnaire

with grouping the students into a certain type of perception. The researcher

interviews a number of students who have achieved the highest score and the

lowest score of the questionnaire. During the interview, the researcher interrupts

the correspondences’ explanation whenever it’s necessary to clarify or to get

further information.

3. Questionnaires a number of questions used to obtain information from respondents

in terms of their personality or things. The questionnaire used in this research is

35

closed questionnaire. It means that on every question there are some alternatives

answers that relate to the question, so the respondents can easily choose the answer

that already exists.

In arranging the questionnaire it consists of some aspects, they are; aspects of

identity, aspects of direction and aspects of questions that the researcher used to

know the students' of tenth-grade perception of using animation video in teaching

listening of narrative text at Madrasah Aliyah Negeri 4 Jakarta.

F. Data Analysis Technique

In this study, there are two techniques will be used by the researcher in collecting

the data; the first is flow model and the second is tabulating. The analyzing of the

data is a process to find out and arrange systematically the acquired data from the

interview which has been done, documentation, and field notes by organizing the data

into some category, selecting the most crucial subject to be studied, and making the

understandable conclusion for the reader or anyone else.

Miles and Huberman give a concept of analyzing the data. There are some

components that build up model of analyzing the data:3

1) Data reduction

According to Miles and Huberman, data reduction is referred to the process

selecting, focusing and transforming the data. In reduction data, the writer has to

choose which aspect of the data that appeared in interview transcription. 4

2) Data display

Data display is the second phase’s Miles and Huberman model of qualitative

data analysis. This phase provides an organized and assembly of data

information that permits for conclusion drawing.5

3 Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D,

(Bandung: Alfabeta, 2006), p. 276 4 Ibid., p. 277

5 Ibid., p. 280

36

3) Conclusion drawing and verification

Conclusion drawing includes stepping back to consider what analyzed data

mean and to assess their implication for the research question. In this phase, the

writer drew meaning from the data in a display. 6

The second technique for analyzing data is tabulating. Tabulations are the process

of putting the data in the form of a table by making the table contains data in

accordance with the analysis. The table that made should be able to summarize all the

data to be analyzed. The table separation will cause difficulties for researcher

analyzing data process. G.E.R. Burroughas stated that data analysis classification as7

1. The tabulation of the data

2. The summarizing of the data

3. Data analysis for hypothesis testing purpose

4. Data analysis for conclusion taking purpose

A process that includes tabulating data is scoring and tabulating. The scoring

process is giving a certain score on the questionnaire statement items for analyzing

data that derived from the inquiry field or graded from 1 to 5, the researcher

concluded the meaning of each alternative for the following:

1. Strongly agree, it shows the highest grade. The score given is 5 for that

condition.

2. Agree, it shows lower grade in comparison with that adding ‘strongly' word. It

was given 4 scores for this condition.

3. Neutral, it shows lower rate in comparison with agree. Then it gave 3 scores.

4. Disagree, it shows lower rate in comparison with neutral. Then it gave 2

scores.

6 Ibid., p.283

7 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: Rineka

Cipta, 2013) Cet. Kelimabelas, p. 279

37

5. Strongly disagree, it shows the lowest grade. The score given is 1 for this

condition.

The next process of tabulating data is tabulation. Tabulating means putting

answer of the data in the table that will be summarized in form of frequency and

percentage. All the collected data then will be selected and arranged. In this case, all

data that collected by the researcher is quantitative data that changed into qualitative

data for taking the conclusion. The percentage formula that will be used is as follows:

𝑃 = 𝐹𝑁 𝑥

Annotation:

P: Percentage

F: Frequency of the respondents

N: the number of respondents

Data that obtained from each statement item will be made in one table in which there

percentage and frequency are including. Then, the researcher analyzing and

interpreting data with the provisions of the scale decided as follows:

Tabel 3.1

Certain Percentage Scale

No. Percentage Interpretation

1. 60% — 99% Almost

2. 51% — 59% More than half

3. 50% Half

4. 40% — 49% Almost half

5. 1% — 39% Least

38

Furthermore, the data have to be checked for their sturdiness and conformability.

The writer checks validation of the data using triangulation strategy. According to

Miles and Huberman, triangulation is a tactic for confirming findings by using

multiple sources or mode of evidence.8 The writer examined multiple sources, such as

interview responses, questionnaire response and observational as many time as

necessary to obtain a valid finding in this study.

G. Instrument

The questionnaire was used as the research instrument. Firstly there are 28

questions in the instrument, it contains from both positive and negative perception

that might felt by students.

Table 3.2

Indicator of instrument of students’ perception of using animation video in

learning listening comprehension of narrative text

Variable Indicator Sub-indicator Total of Item Items

Students’ perception of

using animation video in

teaching listening of

narrative text

Positive

Perception

Perception of

audio 2 1— 2

Perception of

video 13 5— 17

Negative

Perception

Perception of

audio 2 3— 4

Perception of

video 11 18 — 28

8Burhan Bungin, Penelitian Kualitatif, edisi kedua, (Jakarta: Kencana Prenada Media Group,

2007), p. 111

39

After spreading the questionnaire the data were collected to test the validity and

reliability of the instrument. After validating there are 4 questions that need to be

eliminated. It is because the question score is below the r score by the degree of

freedom n-2 in which n is total of the sample. In this case, n = 37 so the degree of

freedom is 35. The r table score for 35 degrees of freedom is 0,324 so the score

below that is eliminated.

Table 3.3

Validity test of the questionnaire

40

Based on the data in the Table 3.3 above, it can be concluded that question number 8,

11, 15 and 23 that have scored below 0.324 should be eliminated. After validating,

the questionnaire was tested to again to know the reliability of it.

Table 3.4

Reliability test of the questionnaire

Refer from the data of the Table 3.4 above it can be concluded that the questionnaire

is reliable because the alpha Cronbach score is above 0.6.

60

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on findings of the research result in the previous chapter, it shows

the result of the questionnaire and the interview that the students agreed about

their easier understanding to the subject when the teacher used animation video

in teaching the narrative text. They also agreed that using animation video can

help them in remembering the subject. Moreover, they stated that by using

animation video they felt more interesting in learning the subject and they didn’t

get bored during the lesson. it can be concluded that students’ perception on the

used of animation video in teaching listening comprehension of narrative text is

positive.

B. Suggestion

After getting the result of the research about the use of animation video in

teaching listening comprehension of narrative text which gives a positive result,

the writer tries to give some suggestion, especially to English teacher, to the

other person who concerns in teaching and learning activities and also the other

elements of education. Here are some suggestions which can be given by the

writer for the teacher, the first teacher needs to explore in using many kinds of

media for teaching and learning process. Besides using many kinds of media,

the teacher also has to know how students’ feeling and reaction while the media

applied for some subject. It might have some differences between students'

perception of the media used, therefore teacher should use any kind of media in

teaching and learning process. Next is the teacher should use proper method for

teaching in order to make students interested to learning process, so it can

encourage students to understand the subject that delivered by the teacher.

v

TABLE OF CONTENTS

ABSTRACT ....................................................................................................... i

ABSTRAK ......................................................................................................... ii

ACKNOWLEDGEMENT ................................................................................ iii

TABLE OF CONTENTS ................................................................................. v

LIST OF TABLES ............................................................................................ vii

LIST OF APPENDICES .................................................................................. viii

CHAPTER I . INTRODUCTION .................................................................. 1

A. The Background of the Study ............................................ 1

B. The Identification of the Problems .................................... 3

C. Focus of The Research ...................................................... 4

D. Research Questions ........................................................... 4

E. Purpose of the Study .......................................................... 4

F. Significance of the Study ................................................... 5

CHAPTER II . THEORETICAL FRAMEWORK ....................................... 6

A. Perception ......................................................................... 6

1. Nature of Perception ..................................................... 6

2. Students’ Perception ..................................................... 7

3. Factors of Perception .................................................... 8

4. Process of Perception .................................................... 9

5. Aspects of Perception ................................................... 10

6. Perception and Learning ............................................... 14

B. Video ................................................................................. ..15

1. Definition of Video ....................................................... 16

2. Definition of Animation Video ..................................... 17

3. Benefits of Using Video in the Classroom ................... 18

4. Teaching Listening using Video ................................... 19

C. Narrative Text ................................................................... . 20

1. Purpose of Narrative Text ............................................. 21

2. Features of Narrative Text ............................................ 22

3. Types of Narrative Text ................................................ 23

D. Listening ........................................................................... .24

1. Nature of Listening ...................................................... 24

2. Kinds of Listening ........................................................ 25

vi

3. Listening Comprehension ............................................. 27

4. Listening Process .......................................................... 28

5. Difficulties in Listening ................................................ 29

E. Previous Study ................................................................... . 30

CHAPTER III . RESEARCH METHODOLOGY ........................................ 32

A. Method and Design of the Study ...................................... .32

B. Research Settings ............................................................. .32

1. Setting of Place ........................................................... 32

2. Setting of Time ........................................................... 32

C. Participants ...................................................................... 33

D. Research Instruments........................................................ 33

E. Data Collection Technique ............................................... 34

F. Data Analysis Technique ................................................. 35

G. Instrument ........................................................................ 38

CHAPTER IV . RESEARCH FINDINGS AND DISCUSSION ................... 41

A. Data Description .............................................................. 41

1. Observation ................................................................ 41

2. Questionnaire ............................................................. 44

3. Interview .................................................................... 56

B. Research Interpretation and Discussion .......................... 57

CHAPTER V . CONCLUSION AND SUGGESTION ................................ 60

A. Conclusion ........................................................................ 60

B. Suggestion ........................................................................ 60

REFERENCES .................................................................................................. 61

APPENDICES ................................................................................................... 65

vii

LIST OF TABLES

Table 3.1 Certain Percentage Scale .................................................................... 37

Table 3.2 Indicator of instrument ........................................................................ 38

Table 3.3 Validity Test of Questionnaire ............................................................ 39

Table 3.4 Reability Test of Questionnaire .......................................................... 40

Table 4.1 Class Observation .............................................................................. 41

Table 4.2 Result Data of Questionnaire ............................................................. 44

Table 4.3 Tabulation Data from Questionnaire ................................................. 46

Table 4.4 Analysis Result from the Questionnaire ............................................ 54

viii

LIST OF APPENDICES

Appendix 1Class Observation ............................................................................ 65

Appendix 2 Rencana Rancangan Pembelajaran (RPP) ..................................... 67

Appendix 3 Teaching Activity Observation ....................................................... 78

Appendix 4 Learning Activity Observation ........................................................ 80

Appendix 5 Students’ Behaviour Observation.................................................... 82

Appendix 6 Questionnaire Highlight .................................................................. 83

Appendix 7 Questionnaire before Validation ..................................................... 85

Appendix 8 Validity Result of Questionnaire ..................................................... 87

Appendix 9Questionnaire after Validation ........................................................ 89

Appendix 10 Result Data from Questionnaire .................................................... 91

Appendix 11 Interview ...................................................................................... 96

Appendix 12 Interview Response ...................................................................... 97

Appendix 13 Surat Bukti Penelitian ................................................................... 106

61

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65

Appendix 1

Class Observation

a. Greeting

- Teacher enters the class and greets the students. Teacher says “Good

Morning students how are you today”.

- Teacher checks students’ attendance list by calling their name one by

one and asking the reason if the students absence.

b. Lead in

- Teacher asks students about the previous subject they learned.

- Teacher elicits students’ prediction, arouses students’ motivation and

familiarized students with the lesson topic by asking them a question

about Malin Kundang.

- Teacher tells the students about the subject they learn today and tell

them the objective of the lesson.

c. Main activities

Teacher asks the students to watch the animation video that told about

Jack and the Beanstalk story and give them the text of the story. After

watching the video, the students were asked by the teacher to reand and to

identify the generic sturcture of the text. After that, the teacher explained

about generic structure of narrative text. Before moving for futher

explaination, the teacher asked the students if there’s any question or things

that they didn’t understand. The teacher and students discussed about the

difficult vocabulary.

After that, the teacher asked students to identify the language features

and find the synonym of the verb in the text. Then the students were asked

to find the information from the text. After that, the teacher asked the

students to answer the question based on the information they got and

choose the students randomly to read the text. Then, the teacher asked the

students about the moral value of the story. Because of the students take it

too long then the teacher decided to mention it together.

66

d. Follow-up Activities

- Teacher gives daily test about narrative text to the students. The test

has 20 multiple choice questions about narrative text. 5 questions are

listening section while the rest are reading section. In listening section

the teacher shows a video about Jack and the beanstalk to the students,

and students have to answer the question based on the video.

- Teacher gives students 40 minutes to finish daily test.

e. Teacher Direct Feedback

- Teacher asks students to stop doing their test when the time is up, ask

students to exchange their answer sheet to their friends and discuss

about the answer.

- Teacher collects the answer sheet and gives it back to the students after

putting their score.

f. The Last Activities (Review)

- Teacher asks students to make a group consist of 5 – 7 people and asks

them to prepare a story that they want to tell in front of the class at

next meeting.

- Teacher concludes the lesson, ask students to tell the difficulties they

faced during teaching and learning process. Teacher says “so, what do

you get from our lesson today? Do you enjoy your subject today? Etc,.

- Teacher closes the lesson. Teacher says, “That’s it for today, see you

next time. Wassalamu’alaikum”.

67

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : Madrasah Aliyah Negeri 4 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Pelajaran : X / 1 (satu)

Materi Pokok : Narrative Text

Alokasi Waktu : 1 pertemuan (2 x 45 menit)

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya,

dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu

menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi international yang diwujudkan dalam semangat belajar

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif

sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

68

C. Indikator Pencapaian Kompetensi

3.9.1 Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita rakyat

3.9.2 Siswa dapat mengidentifikasi unsur sosial cerita rakyat

3.9.3 Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita rakyat

3.9.4 Siswa dapat mengidentifikasi unsur kebahasaan dalam cerita rakyat

4.15.1 Siswa dapat menjawab pertanyaan terkait dengan teks cerita rakyat yang dibaca

D. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

1. Menampilkan perilaku karakteristik termasuk disiplin, kejujuran, tanggung jawab,

hati-hati dan percaya diri.

2. Menampilkan keterampilan sosial, termasuk bertanya, berdebat, memberi pendapat

atau ide dan berbagi informasi.

3. Mengidentifikasi informasi dari teks naratif berbentuk legenda sederhana,

4. Mengidentifikasi dan menganalisis struktur teks naratif berbentuk legenda sederhana,

5. Menentukan teks, ciri dan bentuk dari teks,

6. Menentukan main idea, tokoh, dan kejadian dari teks

E. Materi Pembelajaran

Fungsi Sosial : Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.

Structure Texts :

a. Pengenalan tokoh dan setting.

b. Komplikasi terhadap tokoh utama.

c. Solusi dan akhir cerita.

Unsur Kebahasaan :

a. Kata-kata terkait karakter, watak, dan setting.

b. Modal auxiliary verbs.

c. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.

d. Rujukan kata.

e. Kata sifat (beautiful, royal, ill, bad, nice, strong, manly, lose, like, justly, wisely)

f. Kata keterangan (immediately, after)

g. Kata tanya (who, when)

h. Kata ganti (that, then)

i. Introductory there (there was, there is,)

j. Kata kerja dalam simple past tense

69

Topik : Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.

Materi fakta :

Text narrative : jack and the beanstalk

Jack and the Beanstalk

Once upon a time there was a boy named Jack who lived with his poor widowed

mother. They had sold almost everything they owned to buy food. When their last cow

stopped giving milk, Jack’s mother sent him to town to sell it.

On the way to town Jack met a strange fellow who told him stories of magic beans.

“Where can I buy some of these magic beans for my mother?” asked Jack.

“I have the last five magic beans and I will sell them to you because you are a good

boy,” the strange man smiled at Jack.

“Well I have nothing but our old cow and we need the money I would get by selling her

for food.” The man replied, “Trust me, my boy, these beans will bring you food and fortune and

your mother will be proud.”

Jack hesitated but finally traded the cow for the beans. When Jack returned home his

mother was furious and threw the beans out the kitchen window crying. Jack went to bed

that night sad and hungry.

He woke the next morning to find a huge beanstalk growing in the garden. “The

beans really are magic!” he cried. Jack saw that stalk reached the clouds. He

remembered stories about the clouds containing gold and started climbing the stalk to

see what he could find.

He climbed and climbed. When he got to the top he saw a huge castle and headed for

it. The door was so big that Jack could crawl beneath it. Once inside he saw a giant man

eating his dinner. When the giant was finished he called his servant to bring him his bag

of gold coins. While counting his money the giant became drowsy and fell asleep.

Jack crept up to the giant and stole his bag of gold. He struggled down the beanstalk

with his money and when got to the bottom he called for his mother. Jack’s mother was

very happy because this money was the same money that the giant had stolen from

Jack’s father many years ago. But she was also afraid, she knew how dangerous the giant

was and made Jack promise he would never go back.

While Jack did promise, after awhile the money began to run out. Jack began to

wonder if he would find anything else in the castle. Once again, Jack decided he would

go back up the beanstalk and back to the castle. Once again he reached the castle and

climbed under the castle door. And once again he found the giant eating dinner at his

table. When he was finished this time however the giant called for his magic hen. Jack

was amazed when he saw the hen lay an egg of pure gold. While the giant was watching

70

the hen he again became drowsy and fell asleep. Jack crept silently to the table and

grabbed the hen.

When he returned home his mother was very angry that Jack had gone back to the

castle. She grabbed Jack’s axe intent on cutting the beanstalk down. Jack begged her not

to and showed her how hen that could lay golden eggs. Jack’s mother put the axe down

and watched with delight as the hen layed one beautiful golden egg after another.

After a while Jack’s curiosity got the better of him and he once again thought about

what else he could find he in the castle. Once again, Jack decided he would go back up

the beanstalk and back to the castle. Once again he reached the castle and climbed under

the castle door. And once again he found the giant eating dinner at his table.

When he was finished this time however the giant called for his magic harp. Jack

watched as the harp began to play beautiful music all by itself. The music was so

beautiful that before long the lazy giant was once again fall asleep. Jack crept silently to

the table. But as soon as Jack picked up the harp it began playing very loudly in his

strange hands and the giant awoke.

“Fee, Fi, Fo, Fum,” yelled the giant and he chased after the boy and his harp. Jack

raced to the beanstalk and slid down. He could feel the stalk shake as the giant began

climbing down. Luckily his axe was nearby and he began chopping down the beanstalk.

The beanstalk shook and cracked under the weight of the giant and Jack’s chopping.

Finally the stalk snapped and the giant fell to the earth never to be seen again. Jack and

his mother lived happily ever after.

Materi konsep :

1. Narrative text is a kind of text, which is telling or describing an activity or events. The

basic purposes of the narrative text are to entertain or amuse and to get the reader’s

attention about the story. Besides, the story can be used as an education media, fleet to

the author experiences, and to develop the reader’s imagination. Narrative deals with

problematic events, which lead to a crisis or turning point of some kind.

2. Kinds of narrative text as follows :

Folktakes

Legend,

Fables

Myths

Short stories

Fantasy

Fiction (science fiction and historical fiction)

71

3. The generic structures of narrative text are :

Orentation

The readers are introduced to the characters and setting of the story.Orentation

creates the condition that the reader can keep on following the story.

Complication

In the middle of the story, it presents what is so called complication when the

characters find a problem. There is a conflict or problem among the characters of the

story on this part.

Resolution

Is the stage where the main character finds solution from her/his problem. The

story ends with happy ending/ sad ending and in this resolution; the writer usually

gives a moral value and message based on the story.

4. The language features of narrative text are:

Focus on specific and usually individualized participants

Use of material process, behavioral, and verbal process.

Use of temporal conjuction and temporal circumstance

The text emphasizes on the presence of the time order

The text usually use simple present tense

It uses chronogical order

It uses action verbs

It usually found the presence of dialogue

F. Metode Pembelajaran

1. Metode Ilmiah (Scientific Approach)

G. Media, Alat, dan Sumber Pembelajaran

1. Media

~ Power point presentation

~ Video

2. Alat/ bahan

~ speaker

~ Computer

~ LCD

3. Sumber Belajar

~ Buku Guru

~ Buku Siswa

~ https://www.youtube.com/watch?v=_VCpAYajmvo&t=2s

https://www.youtube.com/watch?v=_VCpAYajmvo&t=2s

72

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan 1. Guru memberi salam (greeting)

2. Taking a prayer

3. Checking attandance

4. Guru menyiapkan peserta didik secara psikis dan

pisik untuk mengikuti program pembelajaran

5. Guru memberi motivasi belajar siswa secara

kontekstual sesuai manfaat dan aplikasi materi ajar

dalam kehidupan sehari-hari, dengan memberikan

contoh perbandingan lokal, nasional dan

internasional.

6. Guru mengajukan tentang kaitan antara

pengetahuan sebelumnya dengan materi yang akan

dipelajari

7. Guru menjelaskan tetntang tujuan pembelajaran

atau kompetensi dasar yang akan dicapai.

8. Guru menyampaikan cakupan materi dan uraian

kegiatan sesuai silabus.

10 menit

Inti Mengamati

1. Siswa mengamati video yang diberikan guru

2. Guru memberikan text narrative tentang jack and

the beanstalk

3. Siswa mengamati sebuah teks narrative

4. Siswa mengidentifikasi generic structure pada

cerita yang diamati.

Menanya

1. Dengan bimbingan guru, siswa menanyakan arti

kata sulit yang ada dalam text

2. Siswa melakukan tanya jawab dengan guru terkait

dengan kosakata yang belum dipahami.

Mengeksplorasi

1. Siswa menentukan language features pada cerita.

2. Siswa mencari sinonim kata kerja yang sesuai

didalam cerita.

Mengasosiasikan

1. Siswa mencari informasi yang terdapat dari teks

narative tentang legenda Jack and the Beanstalk.

2. Siswa secara bergiliran ditunjuk guru untuk

membacakan cerita tentang legenda Jack and the

Beanstalk.

Mengkomunikasikan

1. Siswa menyampaikan nilai-nilai apa saja yang

terkandung dalam cerita.

2. Siswa menyampaikan informasi yang terdapat

dalam cerita.

3.

60 menit

73

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Penutup Kesimpulan

1. Guru bersama siswa membuat kesimpulan hasil

belajar.

Refleksi

2. Guru bertanya kepada siswa tentang materi yang telah

diajarkan.

3. Guru bersama siswa merefleksi proses pembelajaran

yang

telah berlangsung.

Umpan balik

4. Guru memberikan pertanyaan kepada beberapa siswa

tentang materi pembelajaran yang sudah diajarkan.

Tindak Lanjut

5. Guru memberikan tugas pada siswa tentang materi

yang telah diajarkan untuk dikerjakan di kelas secara

langsung.

Informasi

6. Guru menginformasikan materi yang akan dipelajari

pada

pertemuan selanjutnya.

7. Guru bersama siswa membacakan “Hamdalah” sebagai do’a

penutup.

20 menit

I. Penilaian

1. Penilaian Spriritual

Petunjuk :

Lembaran ini diisi oleh guru untuk menilai sikap spiritual peserta didik. Berilah tanda

cek (v) pada kolom skor sesuai sikap spiritual yan ditampilkan oleh peserta didik,

dengan kriteria sebagai berikut :

4 = selalu, apabila selalu melakukan sesuai pernyataan

3 = sering, apabila sering melakukan sesuai pernyataan dan kadang-kadang tidak

melakukan

2 = kadang-kadang, apabila kadang-kadang melakukan dan Sering tidak melakukan

1 = tidak pernah, apabila tidak pernah melakukan

74

No Aspek Pengamatan Skor

1 2 3 4

1 Berdoa sebelum dan sesudah melakukan sesuatu

2 Mengucapkan rasa syukur atas karunia Tuhan

3 Memberi salam sebelum dan sesudah presentasi

4 Menyatakan kekaguman atas kebesaran Tuhan

5 Merasakan kebesaran Tuhan saat belajar

Jumlah Skor

2. Penilaian Sosial/Afektif

N

o Aspek yang Diobservasi

Pilihan Jawaban

Skor Selal

u

Serin

g

Kadang-

kadang

Tidak

pernah

1 Antusiasme dalam belajar

2 Bertanggung jawab/peduli

3 Percaya diri dalam berinteraksi

4 Menghargai orang lain

5 Santun

JUMLAH

No Keterangan Jumlah Skor

1 Baik Sekali/Selalu 76 – 100

2 Baik / Sering 51 – 75

3 Cukup/Kadang-kadang 26 – 50

4 Kurang/Tidak pernah 0 – 25

Rentang Skor Sikap

Penskoran : Nilai = Jumlah skor jawaban

5

3. Penilaian Kogintif

a. Jenis/teknik penilaian: tes tulis

b. Bentuk instrumen: pilihan ganda & fill in the blank

75

Fill in the blank with suitable words as you watch and listen the video.

Once upon a time Mouse and a frog close friends. The Frog often 1_________

the mouse at his home, and they both shared the food and provisions the mouse had

stocked in 2_______________. One day the Frog invited the mouse to his house.

“dear Mouse, I come to your house all the time. now I invite you to mine” to

this the mouse replied “I would love to dear friend, but your house is across the 3__________. I do not know how to swim and I am afraid I will

4________”.

“do not worry, I have a plan. you can 5_____________ my back and I will tie

you to me with a strong 6__________ of grass, that way you'll be safe to cross the

stream”. The mouse agreed and they set forth.

Halfway across the stream however, the frogs started to get 7_________

thoughts. “if I were to let the mouse 8__________, I could get all his food

9_________

and never have to worry about being hungry for a long long time”. So the naughty frog

_________ for the bottom of the stream. The mouse realizing too late the 10

_______________ of the Frog started to cry for help.

“help me help me” cried mouse. A kite flying above the stream saw the scene

and 11

___________ down upon the mouse. He picked him up in a 12

_________ and

started to fly high into the sky. But the Frog tied to the mouse was also taken away.

The Frog 13

__________ his follow, in his greed to get more food he had not

only let his good friend the mouse down, but also 14

_________ his own life in danger.

Friends and family are important and we must share everything with him not try to

15____________ from them what is not ours.

Answers :

Once upon a time Mouse and a frog close friends. The Frog often visited the

mouse at his home, and they both shared the food and provisions the mouse had

stocked in abundance. One day the Frog invited the mouse to his house.

“Dear Mouse, I come to your house all the time. Now I invite you to mine” to

this the mouse replied “I would love to dear friend, but your house is across the stream.

I do not know how to swim and I am afraid I will drown”. “Do not worry, I have a plan. You can climb on my back and I will tie you to

me with a strong blade of grass, that way you'll be safe to cross the stream”. The mouse

agreed and they set forth.

Halfway across the stream however, the frogs started to get wicked thoughts.

“If I were to let the mouse drown, I could get all his food stock and never have to

worry about being hungry for a long long time”. So the naughty frog dives for the

bottom of the stream. The mouse realizing too late the treachery of the Frog started to

cry for help.

“Help me help me” cried mouse. A kite flying above the stream saw the scene

and swooped down upon the mouse. He picked him up in a sneak and started to fly

high into the sky. But the Frog tied to the mouse was also taken away.

76

The Frog realized his follow, in his greed to get more food he had not only let

his good friend the mouse down, but also risk his own life in danger. Friends and

family are important and we must share everything with him not try to take away from

them what is not ours.

Indikator Pencapaian

Kompetensi Instrumen

Kunci

jawaban Skor

Menemukan:

Watch and listen to the video

and answer the questions:

Gambaran umum cerita

(soal no. 1)

1. What is the text about? a. A story about the frog and

the mouse

b. An accident happened to the

frog and the mouse

c. The frog and the mouse life

d. The frog and the mouse died

e. The frog and the mouse

relationship

A 1

informasi rinci tersurat

(soal no. 2, 3, 4, 5)

2. Who is the main

character? a. The frog

b. The mouse

c. The hawk

d. The frog and the mouse

e. The mouse and the kite

D 1

3. Where is the frog lives? a. In the hole

b. In the air

c. In the stream

d. In the land

e. In the swamp

C 1

4. Where is the mouse lives? a. In the hole

b. In the air

c. In the water

d. In the stream

e. In the swamp

A 1

5. Who killed the mouse and

the frog? a. An elephant

b. A lion

c. An owl

d. A kite

e. A wolf

D 1

77

Indikator Pencapaian

Kompetensi Instrumen

Kunci

jawaban Skor

makna kata

(soal no. 6)

6. The word “wicked” has

the closest meaning with…? a. Crazy

b. Foolish

c. Idea

d. Cruel

e. Naughty

E 1

rujukan kata

(soal no. 7, 8)

7. they both shared the food

and provisions … (paragraph

1)

a. The frog and the eagle

b. The frog and the mouse

c. The frog and the kite

d. The kite and the eagle

e. The kite and the mouse

B 1

8. I come to your house all

the time. now I invite you to

mine, the underline word

refers to… (paragraph 2)

a. The kite

b. The mouse

c. The frog

d. The Eagle

e. The Ant

C 1

ciri kebahasaan

(soal no. 9)

9. How did the end of the

story? a. The frog and the mouse kill

the kite

b. The frog and the mouse free

from the kite

c. The frog and the mouse

become friendship

d. The frog and the mouse died

e. The frog and the mouse live

D 1

tujuan teks

(soal no. 10)

10. What is the social

function of the text? a. To describe the story in

detail

b. To entertain the reader about

the story

c. To explain the plot story to

the reader

d. To give an information to

the reader

e. To report the frog and the

mouse life story to the reader

B 1

78

Appendix 3

LEMBAR OBSERVASI AKTIVITAS MENGAJAR

1. Sekolah : MAN 4 Jakarta

2. Kelas : X IPS 1

3. Mata Pelajaran : Bahasa Inggris

4. Tanggal : 05 September 2017

NO ASPEK YANG DIAMATI KETERANGAN

YA TIDAK

I Pra Pembelajaran

1. Pengaturan tempat duduk masing-masing

siswa

2. Pengkondisian kesiapan pelaksanaan

pembelajaran

II Kegiatan Membuka Pelajaran

1. Mengajukan pertanyaan/apersepsi

2. Memberikan penjelasan tentang

kompetensi yang hendak dicapai

III Kegiatan Inti Pembelajaran

A. Penjelasan materi pelajaran

1. Memberikan penjelasan materi pelajaran

2. Mengajukan pertanyaan saat proses

penjelasan materi

3. Memfasilitasi adanya interaksi antar siswa

4. Memfasilitasi interaksi antara siswa-guru,

siswa-materi pelajaran

B. Pendekatan/Strategi Belajar

1. Melaksanakan pembelajaran aktif

2. Memberikan kesempatan kepada siswa

untuk bertanya

3. Memberikan respon terhadap pertanyaan

dan jawaban siswa

4. Memotivasi siswa untuk bertanya

79

NO ASPEK YANG DIAMATI KETERANGAN

YA TIDAK

C. Pemanfaatan Media

Pembelajaran/Sumber Belajar

1. Kemampuan menggunakan media

pembelajaran

2. Kesesuaian media dengan materi dan

strategi

3. Penggunaan sumber belajar selain buku

ajar dan LKS

D. Penilaian Proses

1. Memberikan tugas/latihan

2. Melakukan penilaian

E. Penggunaan Bahasa

1. Ketepatan penggunaan bahasa yang sesuai

dengan perkembangan peserta didik

2. Ketepatan penggunaan bahasa yang sesuai

dengan kaidah

IV PENUTUP

Melakukan konfirmasi

Memberikan kesimpulan dan tindak lanjut

Obsever,

(Chyntia Rahayu M)

80

Appendix 4

LEMBAR OBSERVASI AKTIVITAS BELAJAR SISWA

1. Sekolah : MAN 4 Jakarta

2. Kelas : X IPS 1

3. Mata Pelajaran : Bahasa Inggris

4. Tanggal : 05 September 2017

NO LANGKAH-LANGKAH

PEMBELAJARAN

KETERANGAN

YA TIDAK

I Pra Pembelajaran

1. Tempat duduk masing-masing siswa

2. Kesiapan menerima pembelajaran

II Kegiatan Membuka Pelajaran

1. Menjawab pertanyaan guru

2. Mendengarkan penjelasan tentang

kompetensi yang hendak dicapai

III Kegiatan Inti Pembelajaran

A. Penjelasan materi pelajaran

1. Memperhatikan penjelasan materi

pelajaran

2. Bertanya saat proses penjelasan materi

3. Interaksi antar siswa

4. Interaksi antara siswa-guru, siswa-materi

pelajaran

B. Pendekatan/Strategi Belajar

1. Keterlibatan dalam kegiatan belajar

2. Mengemukakan pendapat ketika diberikan

kesempatan

3. Mencatat penjelasan yang disampaikan

guru

4. Mengikuti proses pembelajaran

C. Pemanfaatan Media

Pembelajaran/Sumber Belajar

81

NO LANGKAH-LANGKAH

PEMBELAJARAN

KETERANGAN

YA TIDAK

1. Interaksi antara siswa dan media

pembelajaran yang digunakan guru

2. Tertarik pada materi yang disajikan dengan

media pembelajaran

3. Ketekunan dalam mempelajari sumber

belajar yang ditentukan guru

D. Penilaian Proses

1. Mengerjakan tugas/latihan yang diberikan

guru

2. Menjawab pertanyaan guru dengan benar

E. Penggunaan Bahasa

1. Mengemukakan pendapat

2. Mengajukan pertanyaan

IV PENUTUP

Keterlibatan dalam memberi

rangkuman/kesimpulan

Obsever,

(Chyntia Rahayu M)

82

Appendix 5

Lembar Observasi Perilaku Siswa

Tempat : MAN 4 JAKARTA

Subjek : Bahasa Inggris

Tanggal : 05 September 2017

No. Perilaku Terlaksana 0 1 2 3 4

1. Memperhatikan apa yang disampaiakn guru. Terlaksana. Siswa memperhatian

guru dengan baik selama proses kbm.

2. Bertanya pada saat kegiatan belajar atau diskusi. Terlaksana. Siswa bertanya jika ada

yang belum dipahami.

3. Menyampaikan pendapat pada saat kegiatan belajar

atau diskusi.

Terlaksana. Siswa menyampaikan

pendapat secara bergiliran pada

kegiatan diskusi.

4. Bekerja sama dengan teman dalam memecahkan

masalah. terlaksana.

5. Membuat perencanaan dalam mengerjakan tugas. Siswa membagi tugas untuk masing-

masing individu dalam kelompok

6. Mengumpulkan tugas yang telah ditetapkan tepat

waktu. Terlaksana

7. Mendiskusikan masalah yang dihadapi dalam kegiatan

belajar mengajar. Terlaksana dengan cukup baik.

8. Bertukar pendapat antar teman. Terlaksana.

9. Memiliki kepedulian terhadap kesulitan sesama teman.

Siswa saling membantu saat teman

dalam kelompoknya memiliki

kesulitan

10. Mengerjakan tugas dengan kemampuan sendiri. Terlaksana.

Appendix 6

83

Variable Indikator Sub indikator Pertanyaan

Persepsi

siswa tentang

penggunaan

animasi

video dalam

pengajaran

narrative text

Persepi

positif

Perception of

sound

1. Audio/suara yg dihasilkan dari video cukup

jelas, sehingga saya dapat memahami

pesan yang disampaikan dengan baik

2. Audio/suara yang sangat jelas dari video

memudahkan saya memahami materi

narrative text.

Perception of

video

1. saya merasa terbantu memahami materi

narrative text setelah guru menggunakan

video animasi

2. video membantu saya memahami kosakata

sulit

3. video yg ditampilkan memiliki kualitas yg

bagus

4. video membantu saya memahami arti

kosakata yang belum diketahui

5. video yg digunakan sangat cocok untuk

materi yg disampaikan

6. video membantu saya mengingat materi

tentang narrative text

7. video menjelaskan keseluruhan isi materi

dengan jelas

8. saya lebih mudah memahami pelajaran

dengan menggunakan video animasi

9. penggunaan animasi video berpengaruh

besar terhadap pemahaman saya tentang


10. saya lebih bersemangat mempelajari materi

narrative text yg menggunakan animasi

video

11. saya jadi lebih rajin belajar karena video

animasi membuat saya menyukai materi

narrative text

12. saya mengalami peningkatan Nilai pada

materi narrative text dengan menggunakan

animasi video

13. menurut saya, animasi video diperlukan

dalam pembelajaran narrative text

Persepsi

Negatif

Perception of

sound

1. Audio/suara yg digunakan memiliki terlalu

banyak distractor (pengecoh)

2. Saya tidak bisa mendengarkan audio/suara

dengan baik

Perception of

video

1. video yg disajikan tidak menarik

2. video memiliki kontras warna yang kurang

cocok sehingga membuat saya sulit untuk

memahami materi yang disampaikan lewat

video tersebut

3. saya merasa bosan ketika guru

menggunakan video animasi

84

Variable Indikator Sub indikator Pertanyaan

Persepsi

siswa tentang

penggunaan

animasi

video dalam

pengajaran

narrative text

Persepsi

Negatif

Perception of

video

4. penggunaan animasi video hanyalah variasi

pengajaran dari guru supaya tidak mudah

bosan, namun sebenarnya materi yg saya

tangkap sama saja seperti tidak

menggunakan media animasi video

5. saya tidak merasa terbantu memahami

materi narrative dengan menggunakan

video animasi

6. video tidak membantu saya memahami

kosakata sulit

7. video yg digunakan tidak sesuai dengan


8. video tidak membantu saya mengingat

materi tentang narrative text

9. video belum menjelaskan keseluruhan isi

materi dengan jelas

10. saya lebih sulit memahami pelajaran

dengan menggunakan video animasi

11. penggunaan animasi video tidak

memberikan pengaruh terhadap

pemahaman saya tentang materi yg

disampaikan

Appendix 7

85

ANGKET/KUISIONER

”PERSPEPSI SISWA KELAS X IPS I MAN 4 JAKARTA TERHADAP

PENGGUNAAN ANIMASI VIDEO DALAM PEMBELAJARAN MENYIMAK”

Nama : No. HP:

Jenis Kelamin : L / P *(lingkari salah satu) Email:

Petunjuk Pengisian:

a. Tulislah identitas Anda pada tempat yang sudah disediakan

b. Bacalah dengan teliti seluruh pernyataan di bawah ini

c. Berilah tanda silang (X) atau check list () pada kolom jawaban yang tersedia dengan

alternatif jawaban yaitu:

SS : Sangat Setuju

S : Setuju

R : Ragu-Ragu

TS : Tidak Setuju

STS : Sangat Tidak Setuju

d. Jawablah dengan sejujur-jujurnya

e. Jawaban dalam angket ini tidak akan mempengaruhi hasil pembelajaran Bahasa

Inggris

NO. PERNYATAAN SS S R TS STS

1. Audio/suara yg dihasilkan dari video cukup jelas, sehingga saya

dapat memahami pesan yang disampaikan dengan baik

2. Audio/suara yang sangat jelas dari video memudahkan saya

memahami materi narrative text.

3. Audio/suara yg digunakan memiliki terlalu banyak distractor

(pengecoh)

4. Saya tidak bisa mendengarkan audio/suara dengan baik

5. saya merasa terbantu memahami materi narrative text setelah

guru menggunakan video animasi

6. video membantu saya memahami kosakata sulit

7. video yg ditampilkan memiliki kualitas yg bagus

8. video membantu saya memahami arti kosakata yang belum

diketahui

9. video yg digunakan sangat cocok untuk materi yg disampaikan

86


10. video membantu saya mengingat materi tentang narrative text

11. video menjelaskan keseluruhan isi materi dengan jelas

12. saya lebih mudah memahami pelajaran dengan menggunakan

video animasi

13. penggunaan animasi video berpengaruh besar terhadap

pemahaman saya tentang materi yg disampaikan

14. saya lebih bersemangat mempelajari materi narrative text yg

menggunakan animasi video

15. saya jadi lebih rajin belajar karena video animasi membuat saya

menyukai materi narrative text

16. saya mengalami peningkatan Nilai pada materi narrative text

dengan menggunakan animasi video

17. menurut saya, animasi video diperlukan dalam pembelajaran narrative

text


19. video memiliki kontras warna yang kurang cocok sehingga

membuat saya sulit untuk memahami materi yang disampaikan

lewat video tersebut

20. saya merasa bosan ketika guru menggunakan video animasi

21. penggunaan animasi video hanyalah variasi pengajaran dari guru

supaya tidak mudah bosan, namun sebenarnya materi yg saya tangkap

sama saja seperti tidak menggunakan media animasi video

22. saya tidak merasa terbantu memahami materi narrative dengan


23. video tidak membantu saya memahami kosakata sulit

24. video yg digunakan tidak sesuai dengan materi yg disampaikan

25. video tidak membantu saya mengingat materi tentang narrative text

26. video belum menjelaskan keseluruhan isi materi dengan jelas

27. saya lebih sulit memahami pelajaran dengan menggunakan video

animasi

28. penggunaan animasi video tidak memberikan pengaruh terhadap


Appendix 8

validity test of questionnaire

Students' Perception of Using Animation Video in Teaching Listening Comprehension of Narrative Text

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

1 001 3 2 2 1 4 4 4 4 5 4 4 4 4 4 4 3 2 3 1 4 1 2 4 1 4 3 2 3 86

2 002 5 4 3 3 4 4 5 2 5 4 2 5 5 5 2 4 4 4 4 3 5 3 2 3 4 4 4 4 106

3 003 4 3 3 3 4 4 3 3 4 5 3 4 5 5 3 3 3 3 4 4 3 3 3 3 4 3 3 3 98

4 004 4 3 3 3 4 4 4 3 4 4 3 4 4 4 3 3 3 4 4 4 4 3 3 3 4 3 3 4 99

5 005 4 3 3 3 4 5 4 4 4 5 3 4 4 5 4 4 3 3 4 4 3 3 3 3 4 4 3 3 103

6 006 4 4 4 4 4 4 4 1 5 4 1 5 5 5 1 4 4 4 4 4 4 4 1 4 4 4 4 4 104

7 007 4 4 3 4 3 4 4 3 4 4 3 4 4 4 3 4 4 3 3 4 3 5 3 4 3 4 4 3 102

8 008 4 4 3 3 4 4 4 4 3 5 3 4 4 4 4 3 3 4 4 4 3 3 3 3 4 3 3 4 101

9 009 3 3 3 4 4 4 4 3 3 5 4 4 4 5 3 5 3 4 3 3 3 3 4 4 4 5 3 4 104

10 010 4 4 4 3 3 4 4 4 4 5 3 4 5 5 4 4 4 3 4 3 4 3 3 3 3 4 4 3 105

11 011 4 3 3 3 3 4 4 3 4 3 3 4 4 4 3 3 3 3 4 3 3 3 3 3 3 3 3 3 92

12 012 5 5 5 4 5 5 5 2 4 5 2 4 5 5 2 4 5 5 5 4 4 4 2 4 5 4 5 5 119

13 013 4 4 4 3 3 5 4 2 4 5 1 4 4 5 2 4 3 3 4 3 4 3 1 3 3 4 3 3 95

14 014 4 3 3 4 4 4 4 4 3 3 4 4 4 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3 99

15 015 4 3 3 3 4 3 4 3 3 5 3 4 4 4 3 3 4 4 5 4 3 3 3 3 4 3 4 4 100

16 016 4 2 3 4 4 4 4 3 4 4 4 4 4 4 3 3 3 4 4 5 3 3 4 4 4 3 3 4 102

17 017 5 5 4 3 5 5 5 1 4 5 1 5 5 5 1 4 4 3 5 4 3 3 1 3 5 4 4 3 105

18 018 5 5 5 4 4 4 4 4 4 3 4 4 3 4 4 4 5 4 3 4 3 2 4 4 4 4 5 4 111

19 019 4 4 4 4 4 4 4 2 5 4 2 4 5 4 2 4 4 5 4 4 4 4 2 4 4 4 4 5 108

20 020 5 5 5 4 5 4 4 2 4 4 4 4 4 4 2 4 4 4 4 4 4 3 4 4 5 4 4 4 112

21 021 5 5 4 4 4 4 4 2 4 5 3 4 4 5 2 4 3 4 5 3 4 3 3 4 4 4 3 4 107

22 022 5 5 5 5 5 5 5 2 4 4 2 4 4 4 2 4 4 4 4 4 4 4 2 5 5 4 4 4 113

23 023 4 4 4 4 4 4 4 2 4 5 2 4 4 5 2 4 4 4 5 4 4 4 2 4 4 4 4 4 107

24 024 4 4 4 2 3 3 3 3 4 4 4 3 3 4 3 3 3 4 4 3 3 3 4 2 3 3 3 4 93

25 025 5 3 3 2 4 4 4 1 4 3 3 4 4 4 1 3 3 3 3 4 3 2 3 2 4 3 3 3 88

26 026 4 4 4 3 4 4 4 3 3 4 3 4 4 4 3 4 3 4 4 4 3 3 3 3 4 4 3 4 101

27 027 4 4 4 5 5 5 4 1 5 4 3 5 5 5 1 4 4 4 5 4 4 3 3 5 5 4 4 4 113

NO NO. RESNOMOR PERTANYAAN

Total

87

28 028 5 5 4 4 5 5 4 4 4 5 4 3 4 3 4 5 5 5 5 3 4 4 4 4 5 5 5 5 122

29 029 4 4 3 3 4 4 3 2 3 4 2 4 4 3 2 3 3 3 3 3 4 3 2 3 4 3 3 3 89

30 030 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 56

31 031 4 5 4 4 4 4 4 4 3 4 3 4 4 4 4 4 4 3 4 3 4 3 3 4 4 4 4 3 106

32 032 4 4 4 4 4 4 4 2 4 4 2 4 4 4 2 4 4 4 4 4 4 4 2 4 4 4 4 4 104

33 033 5 4 4 4 4 4 4 2 3 4 3 4 4 4 2 4 3 3 3 4 4 3 3 4 4 4 3 3 100

34 034 4 4 3 3 4 4 4 2 4 4 3 4 4 4 2 4 3 4 4 4 3 3 3 3 4 4 3 4 99

35 035 5 4 4 2 5 4 5 2 4 4 3 5 4 4 2 4 3 5 3 3 4 2 3 2 5 4 3 5 103

36 036 5 3 3 2 5 5 5 3 5 5 5 5 5 5 3 4 3 4 5 5 3 3 5 2 5 4 3 4 114

37 037 5 4 4 4 5 5 5 3 3 4 3 5 4 4 3 4 4 4 4 5 4 4 3 4 5 4 4 4 114

158 143 136 128 155 159 157 105 152 165 118 163 166 171 112 153 146 155 163 157 149 138 130 148 175 163 156 165 3780

Max: 122 Eliminated items: 8, 11, 15, 23

Min: 56

Total

88

Research Result Data

Students' Perception of Using Animation Video in Teaching Listening Comprehension of Narrative Text

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

1 001 3 2 2 1 4 4 4 4 5 4 1 4 4 4 2 3 2 3 1 4 4 4 4 4 77

2 002 5 4 3 3 4 4 5 3 5 4 5 5 5 5 3 4 4 4 4 2 2 2 2 3 90

3 003 4 3 3 3 4 4 3 4 4 5 3 4 5 5 3 3 3 3 4 3 3 3 3 3 85

4 004 4 3 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 4 4 3 3 4 4 3 87

5 005 4 3 3 3 4 5 4 4 4 5 3 4 4 5 3 4 3 3 4 3 4 3 2 4 88

6 006 4 4 4 4 4 4 4 4 5 4 4 5 5 5 4 4 4 4 4 1 1 1 1 2 86

7 007 4 4 3 4 3 4 4 4 4 4 3 4 4 4 5 4 4 3 3 3 3 3 3 3 87

8 008 4 4 3 3 4 4 4 4 3 5 3 4 4 4 3 3 3 4 4 3 4 3 4 3 87

9 009 3 3 3 4 4 4 4 3 3 5 3 4 4 5 3 5 3 4 3 4 3 4 4 4 89

10 010 4 4 4 3 3 4 4 3 4 5 4 4 5 5 3 4 4 3 4 3 4 3 4 3 91

11 011 4 3 3 3 3 4 4 3 4 3 3 4 4 4 3 3 3 3 4 3 3 3 3 3 80

12 012 5 5 5 4 5 5 5 4 4 5 4 4 5 5 4 4 5 5 5 2 2 2 2 2 98

13 013 4 4 4 3 3 5 4 3 4 5 4 4 4 5 3 4 3 3 4 1 2 2 2 2 82

14 014 4 3 3 4 4 4 4 3 3 3 3 4 4 4 3 3 3 3 4 4 4 4 3 3 84

15 015 4 3 3 3 4 3 4 4 3 5 3 4 4 4 3 3 4 4 5 3 3 3 3 3 85

16 016 4 2 3 4 4 4 4 5 4 4 3 4 4 4 3 3 3 4 4 4 3 4 3 3 87

17 017 5 5 4 3 5 5 5 4 4 5 3 5 5 5 3 4 4 3 5 1 1 1 1 3 89

18 018 5 5 5 4 4 4 4 4 4 3 3 4 3 4 2 4 5 4 3 4 4 4 3 5 94

19 019 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 4 2 2 2 2 2 89

20 020 5 5 5 4 5 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 2 3 2 3 93

21 021 5 5 4 4 4 4 4 3 4 5 4 4 4 5 3 4 3 4 5 3 2 3 2 3 91

22 022 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 93

23 023 4 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 2 2 2 2 2 89

24 024 4 4 4 2 3 3 3 3 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3 4 81

25 025 5 3 3 2 4 4 4 4 4 3 3 4 4 4 2 3 3 3 3 3 1 3 2 3 77

26 026 4 4 4 3 4 4 4 4 3 4 3 4 4 4 3 4 3 4 4 3 3 3 3 3 86

27 027 4 4 4 5 5 5 4 4 5 4 4 5 5 5 3 4 4 4 5 3 1 2 1 2 92

28 028 5 5 4 4 5 5 4 3 4 5 4 3 4 3 4 5 5 5 5 4 4 4 4 5 103

NOMOR PERTANYAANJumlahNO NO. RES

29 029 4 4 3 3 4 4 3 3 3 4 4 4 4 3 3 3 3 3 3 2 2 2 2 2 75

30 030 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 48

31 031 4 5 4 4 4 4 4 3 3 4 4 4 4 4 3 4 4 3 4 3 4 3 4 3 90

32 032 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 86

33 033 5 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 3 3 3 3 2 2 2 3 84

34 034 4 4 3 3 4 4 4 4 4 4 3 4 4 4 3 4 3 4 4 3 2 3 2 3 84

35 035 5 4 4 2 5 4 5 3 4 4 4 5 4 4 2 4 3 5 3 3 2 2 2 5 88

36 036 5 3 3 2 5 5 5 5 5 5 3 5 5 5 3 4 3 4 5 5 3 2 2 2 94

37 037 5 3 3 2 5 5 5 5 5 5 3 5 5 5 3 4 3 4 5 5 3 2 2 2 94

38 038 5 4 4 2 5 4 5 3 4 4 4 5 4 4 2 4 3 5 3 3 2 2 2 5 88

39 039 4 4 4 3 4 4 4 4 3 4 3 4 4 4 3 4 3 4 4 3 3 3 3 3 86

40 040 4 4 4 5 5 5 4 4 5 4 4 5 5 5 3 4 4 4 5 3 1 2 1 2 92

41 041 5 5 4 4 5 5 4 3 4 5 4 3 4 3 4 5 5 5 5 4 4 4 4 5 103

42 042 4 4 3 4 3 4 4 4 4 4 3 4 4 4 5 4 4 3 3 3 3 3 3 3 87

43 043 4 4 3 3 4 4 4 4 3 5 3 4 4 4 3 3 3 4 4 3 4 3 4 3 87

44 044 3 3 3 4 4 4 4 3 3 5 3 4 4 5 3 5 3 4 3 4 3 4 4 4 89

45 045 4 4 4 3 3 4 4 3 4 5 4 4 5 5 3 4 4 3 4 3 4 3 4 3 91

46 046 4 3 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 4 4 3 3 4 4 3 87

47 047 4 3 3 3 4 5 4 4 4 5 3 4 4 5 3 4 3 3 4 3 4 3 2 4 88

48 048 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 48

49 049 4 5 4 4 4 4 4 3 3 4 4 4 4 4 3 4 4 3 4 3 4 3 4 3 90

50 050 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 86

51 051 5 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 3 3 3 3 2 2 2 3 84

52 052 4 4 4 3 4 4 4 4 3 4 3 4 4 4 3 4 3 4 4 3 3 3 3 3 86

53 053 4 4 4 5 5 5 4 4 5 4 4 5 5 5 3 4 4 4 5 3 1 2 1 2 92

54 054 5 5 4 4 5 5 4 3 4 5 4 3 4 3 4 5 5 5 5 4 4 4 4 5 103

55 055 4 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 2 2 2 2 2 89

56 056 4 4 4 2 3 3 3 3 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3 4 81

57 057 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 48

58 058 4 5 4 4 4 4 4 3 3 4 4 4 4 4 3 4 4 3 4 3 4 3 4 3 90

59 059 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 86

60 060 5 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 3 3 3 3 2 2 2 3 84

61 061 4 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 2 2 2 2 2 89

62 062 4 4 4 2 3 3 3 3 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3 4 81

63 063 5 5 5 4 5 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 2 3 2 3 93

64 064 5 5 4 4 4 4 4 3 4 5 4 4 4 5 3 4 3 4 5 3 2 3 2 3 91

65 065 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 93

66 066 4 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 2 2 2 2 2 89

67 067 4 4 4 2 3 3 3 3 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3 4 81

68 068 5 3 3 2 4 4 4 4 4 3 3 4 4 4 2 3 3 3 3 3 1 3 2 3 77

69 069 4 4 4 3 4 4 4 4 3 4 3 4 4 4 3 4 3 4 4 3 3 3 3 3 86

70 070 4 4 4 5 5 5 4 4 5 4 4 5 5 5 3 4 4 4 5 3 1 2 1 2 92

71 071 5 5 4 4 5 5 4 3 4 5 4 3 4 3 4 5 5 5 5 4 4 4 4 5 103

72 072 4 4 3 3 4 4 3 3 3 4 4 4 4 3 3 3 3 3 3 2 2 2 2 2 75

73 073 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 48

74 074 4 5 4 4 4 4 4 3 3 4 4 4 4 4 3 4 4 3 4 3 4 3 4 3 90

75 075 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 2 2 2 2 86

76 076 5 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 3 3 3 3 2 2 2 3 84

77 077 4 4 3 3 4 4 4 4 4 4 3 4 4 4 3 4 3 4 4 3 2 3 2 3 84

78 078 5 4 4 2 5 4 5 3 4 4 4 5 4 4 2 4 3 5 3 3 2 2 2 5 88

79 079 3 2 2 1 4 4 4 4 5 4 1 4 4 4 2 3 2 3 1 4 4 4 4 4 77

80 080 5 4 3 3 4 4 5 3 5 4 5 5 5 5 3 4 4 4 4 2 2 2 2 3 90

81 081 4 3 3 3 4 4 3 4 4 5 3 4 5 5 3 3 3 3 4 3 3 3 3 3 85

82 082 4 3 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 4 4 3 3 4 4 3 87

83 083 4 4 4 3 3 4 4 3 4 5 4 4 5 5 3 4 4 3 4 3 4 3 4 3 91

84 084 4 3 3 3 3 4 4 3 4 3 3 4 4 4 3 3 3 3 4 3 3 3 3 3 80

85 085 5 5 5 4 5 5 5 4 4 5 4 4 5 5 4 4 5 5 5 2 2 2 2 2 98

86 086 4 4 4 3 3 5 4 3 4 5 4 4 4 5 3 4 3 3 4 1 2 2 2 2 82

87 087 4 3 3 4 4 4 4 3 3 3 3 4 4 4 3 3 3 3 4 4 4 4 3 3 84

88 088 4 3 3 3 4 3 4 4 3 5 3 4 4 4 3 3 4 4 5 3 3 3 3 3 85

89 089 4 2 3 4 4 4 4 5 4 4 3 4 4 4 3 3 3 4 4 4 3 4 3 3 87

90 090 5 5 4 3 5 5 5 4 4 5 3 5 5 5 3 4 4 3 5 1 1 1 1 3 89

91 091 5 5 5 4 4 4 4 4 4 3 3 4 3 4 2 4 5 4 3 4 4 4 3 5 94

92 092 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 5 4 2 2 2 2 2 89

93 093 3 2 2 1 4 4 4 5 4 4 4 4 3 2 3 1 4 1 2 1 4 3 2 3 70

94 094 5 4 3 3 4 4 5 5 4 5 5 5 4 4 4 4 3 5 3 3 4 4 4 4 98

95 095 4 3 3 3 4 4 3 4 5 4 5 5 3 3 3 4 4 3 3 3 4 3 3 3 86

96 096 4 3 3 3 4 4 4 4 4 4 4 4 3 3 4 4 4 4 3 3 4 3 3 4 87

97 097 4 3 3 3 4 5 4 4 5 4 4 5 4 3 3 4 4 3 3 3 4 4 3 3 89

98 098 4 4 4 4 4 4 4 5 4 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 100

99 099 4 4 3 4 3 4 4 4 4 4 4 4 4 4 3 3 4 3 5 4 3 4 4 3 90

100 100 4 4 3 3 4 4 4 3 5 4 4 4 3 3 4 4 4 3 3 3 4 3 3 4 87

101 101 3 3 3 4 4 4 4 3 5 4 4 5 5 3 4 3 3 3 3 4 4 5 3 4 90

102 102 4 4 4 3 3 4 4 4 5 4 5 5 4 4 3 4 3 4 3 3 3 4 4 3 91

103 103 4 3 3 3 3 4 4 4 3 4 4 4 3 3 3 4 3 3 3 3 3 3 3 3 80

104 104 5 5 5 4 5 5 5 4 5 4 5 5 4 5 5 5 4 4 4 4 5 4 5 5 111

105 105 4 4 4 3 3 5 4 4 5 4 4 5 4 3 3 4 3 4 3 3 3 4 3 3 89

106 106 4 3 3 4 4 4 4 3 3 4 4 4 3 3 3 4 3 3 3 4 4 3 3 3 83

107 107 4 3 3 3 4 3 4 3 5 4 4 4 3 4 4 5 4 3 3 3 4 3 4 4 88

108 108 4 2 3 4 4 4 4 4 4 4 4 4 3 3 4 4 5 3 3 4 4 3 3 4 88

109 109 5 5 4 3 5 5 5 4 5 5 5 5 4 4 3 5 4 3 3 3 5 4 4 3 101

110 110 5 5 5 4 4 4 4 4 3 4 3 4 4 5 4 3 4 3 2 4 4 4 5 4 95

111 111 4 4 4 4 4 4 4 5 4 4 5 4 4 4 5 4 4 4 4 4 4 4 4 5 100

112 112 5 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 5 4 4 4 100

113 113 5 5 4 4 4 4 4 4 5 4 4 5 4 3 4 5 3 4 3 4 4 4 3 4 97

114 114 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 5 5 4 4 4 105

115 115 4 4 4 4 4 4 4 4 5 4 4 5 4 4 4 5 4 4 4 4 4 4 4 4 99

116 116 4 4 4 2 3 3 3 4 4 3 3 4 3 3 4 4 3 3 3 2 3 3 3 4 79

117 117 5 3 3 2 4 4 4 4 3 4 4 4 3 3 3 3 4 3 2 2 4 3 3 3 80

118 118 4 4 4 3 4 4 4 3 4 4 4 4 4 3 4 4 4 3 3 3 4 4 3 4 89

119 119 4 4 4 5 5 5 4 5 4 5 5 5 4 4 4 5 4 4 3 5 5 4 4 4 105

120 120 5 5 4 4 5 5 4 4 5 3 4 3 5 5 5 5 3 4 4 4 5 5 5 5 106

121 121 4 4 3 3 4 4 3 3 4 4 4 3 3 3 3 3 3 4 3 3 4 3 3 3 81

122 122 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 48

123 123 4 5 4 4 4 4 4 3 4 4 4 4 4 4 3 4 3 4 3 4 4 4 4 3 92

124 124 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 96

125 125 5 4 4 4 4 4 4 3 4 4 4 4 4 3 3 3 4 4 3 4 4 4 3 3 90

126 126 4 4 3 3 4 4 4 4 4 4 4 4 4 3 4 4 4 3 3 3 4 4 3 4 89

127 127 5 4 4 2 5 4 5 4 4 5 4 4 4 3 5 3 3 4 2 2 5 4 3 5 93

128 128 5 3 3 2 5 5 5 5 5 5 5 5 4 3 4 5 5 3 3 2 5 4 3 4 98

129 129 5 4 4 4 5 5 5 3 4 5 4 4 4 4 4 4 5 4 4 4 5 4 4 4 102

543 496 469 436 523 533 522 483 515 544 484 535 524 527 438 501 474 486 494 412 413 409 391 436 11288

Minimal : 48

Maximal : 111

Total

89

Appendix 9

ANGKET/KUISIONER

”PERSPEPSI SISWA KELAS X IPS MAN 4 JAKARTA TERHADAP

PENGGUNAAN ANIMASI VIDEO DALAM PEMBELAJARAN MENYIMAK”

Nama : No. HP:

Jenis Kelamin : L / P *(lingkari salah satu) Email:

Petunjuk Pengisian:

a. Tulislah identitas Anda pada tempat yang sudah disediakan

b. Bacalah dengan teliti seluruh pernyataan di bawah ini

c. Berilah tanda silang (X) atau check list () pada kolom jawaban yang tersedia dengan

alternatif jawaban yaitu:

SS : Sangat Setuju

S : Setuju

R : Ragu-Ragu

TS : Tidak Setuju

STS : Sangat Tidak Setuju

d. Jawablah dengan sejujur-jujurnya

e. Jawaban dalam angket ini tidak akan mempengaruhi hasil pembelajaran Bahasa

Inggris


1. Audio/suara yg dihasilkan dari video cukup jelas, sehingga saya

dapat memahami pesan yang disampaikan dengan baik

2. Audio/suara yang sangat jelas dari video memudahkan saya

memahami materi narrative text.

3. Audio/suara yg digunakan memiliki terlalu banyak distractor

(pengecoh)

4. Saya tidak bisa mendengarkan audio/suara dengan baik

5. saya merasa terbantu memahami materi narrative text setelah

guru menggunakan video animasi

6. video membantu saya memahami kosakata sulit

7. video yg ditampilkan memiliki kualitas yg bagus

8. video yg digunakan sangat cocok untuk materi yg disampaikan

90


9. video membantu saya mengingat materi tentang narrative text

10. saya lebih mudah memahami pelajaran dengan menggunakan

video animasi

11. penggunaan animasi video berpengaruh besar terhadap


12. saya lebih bersemangat mempelajari materi narrative text yg

menggunakan animasi video

13. saya mengalami peningkatan Nilai pada materi narrative text

dengan menggunakan animasi video

14. menurut saya, animasi video diperlukan dalam pembelajaran narrative

text


16. video memiliki kontras warna yang kurang cocok sehingga

membuat saya sulit untuk memahami materi yang disampaikan

lewat video tersebut

17. saya merasa bosan ketika guru menggunakan video animasi

18. penggunaan animasi video hanyalah variasi pengajaran dari guru

supaya tidak mudah bosan, namun sebenarnya materi yg saya tangkap

sama saja seperti tidak menggunakan media animasi video

19. saya tidak merasa terbantu memahami materi narrative dengan


20. video yg digunakan tidak sesuai dengan materi yg disampaikan

21. video tidak membantu saya mengingat materi tentang narrative text

22. video belum menjelaskan keseluruhan isi materi dengan jelas

23. saya lebih sulit memahami pelajaran dengan menggunakan video

animasi

24. penggunaan animasi video tidak memberikan pengaruh terhadap


Appendix 11

96

Indikator Pertanyaan

Mengetahui persepsi siswa tentang

pentingnya penggunaan media video

dalam pengajaran narrative text

- menurut kamu, apakah dalam

pengajaran bahasa Inggris perlu

menggunakan media? Kenapa?

- apakah guru sebaiknya menggunakan

media seperti video dalam mengajar

narrative text?

- setelah mempelajari narrative text

dengan menggunakan video, apakah ada

pengaruh penggunaan video terhadap

nilai kamu?

- bagaimana perasaan kamu ketika belajar

narrative text dengan menggunakan

video?

- apakah media video yg digunakan

ketika mempelajari narrative text

mempermudah atau mempersulit kamu

memahami pelajaran? Kenapa?

- apakah media video yg digunakan dapat

menjelaskan isi materi pelajaran narrative

text dengan jelas? Kenapa?

- apakah penggunaan video membantu

kamu mengingat materi tentang narrative

text?

97

Appendix 12

Interview Response

INTERVIEW

Respondent Name : Learner A

Researcher (R) : Hello

Learner (L) : Hai miss

R : How are you?

L : I’m fine miss..

R : a few weeks ago, the teacher used animation video in teaching narrative text.

What do you think about that?

L : umm.. boleh pake bahasa Indonesia aja ga miss.. susah jelasin pake bahasa

inggris mah..

R : iya, boleh

L : ga asik miss, bosen.. ngantuk

R : oh? Kenapa?

L : gapapa miss, Cuma bosen aja

R : terus menurut kamu perlu ga belajar narrative pake video animasi?

L : engga miss

R : kenapa?

L : ya itu tadi miss bikin ngantuk, kaya di dongengin

R : Terus perasaan kamu pas belajar narrative text pake video animasi gimana?

L : eemmm, biasa aja miss. Gak enak.

R : Kenapa gak enaknya?

L : Gak suka kartun nya miss. bosen

R : Oke....oke.

Terus penggunaan video animasi dikelas waktu itu mempermudah kamu atau

mempersulit buat ngerti pelajaran?

L : Bikin aku kurang ngerti miss.

R : Kalau video animasi yang ditampilin itu menurut kamu uda jelas belom?

98

L : Jelas sih miss, Cuma aku tetep aja ngantuk.

R : tapi kamu paham ga tentang materi narrative text kemarin?

L : paham mah paham miss, Cuma kan kalo ulangan beda lagi.

R : apa bedanya? Kan sama-sama narrative text.

L : bedanya kalo ulangan ga pake video, suaranya juga ga jelas bgt, terus text semua

masa isinya.

R : Kalau pake video animasi bikin kamu inget pelajaran gak? Kaya waktu itu belajar

narrative text pake video animasi, kamu jadi inget?

L : Engga miss, hehehe

R : Berarti menurut kamu, waktu itu kita belajar pake video animasi ga ada

pengaruhnya?

L : Kalau menurut aku sih ga ada ngaruhnya miss.

R : Okeh....thank you very much

L : You’re welcome miss

99

INTERVIEW

Respondent Name : Learner B

Researcher (R) : Hai

Learner (L) : Iya miss

R : How are you?

L : I’m fine miss.

R : minggu kemarin kamu masuk ga?

L : Masuk miss.

R : Waktu itu kan kita belajar narrative text pake video animasi. Kalau menurut

kamu, belajar bahasa Inggris itu perlu pake media ga? Kaya pake video misalnya.

L : Perlu miss, biar lebih ngerti.

R : ngerti apanya?

L : ngerti materi pelajarannya miss.

R : Oh... oke oke.

Terus kalau belajar narrative text sebaiknya pake video gak?

L : Eemm perlu sih miss, tapi jadi agak ribet kalau pake video.

R : Ribet kenapa?

L : Ribet missnya cari-cari video sama bawa sound sendiri.

R : Terus perasaan kamu pas belajar narrative text pake video gimana?

L : Eemm seneng sih miss, seru belajarnya.

R : Kalau pas belajar pake video, mempermudah atau mempersulit kamu buat ngertiin

pelajaran?

L : Mempermudah miss, lebih jelas jadi lebih gampang juga.

R : Eemm....kalau menurut kamu, video yang disampaikan di kelas waktu itu, udah

cukup jelas belum?

L : Udah ko miss, udah jelas. Cuma karena sound aku duduknya dibelakang jadi rada

ga kedengeran miss.

R : kamu duduknya di belakang sih hehehe. Kalau belajar pake video itu bantu kamu

inget sama pelajarannya gak? Pelajaran narrative text.

100

L : Iya miss, ngebantu banget. Jadi inget materi pelajaran, tapi ada yang lupa juga sih

dikit miss, hehe.

R : Pas udah tau nilai kamu, menurut kamu ada ga pengaruh belajar narrative text

pake video ke nilai kamu?

L : Eemm, ga miss kayanya.

R : Oke....makasih ya...

L : Iya miss

101

INTERVIEW

Respondent Name : Learner C

Researcher (R) : Hai

Learner (L) : hai juga miss

R : Waktu itu kan kita belajar narrative text pake video animasi. Kalau menurut

kamu, belajar bahasa Inggris itu perlu ga sih pake media? Kaya kita pake media

video.

L : Perlu sih miss.

R : Kenapa perlunya?

L : Soalnya biar lebih asik miss.

R : Terus kalau belajar narrative text, guru itu sebaiknya pake media video ga?

L : uumm,, pake miss, belajarnya jadi ga bosen.

R : Kalau perasaan kamu waktu belajar narrative text pake video gmn?

L : Em, enak Miss seru. Saya jadi suka.

R : Kalau pake video itu mempermudah kamu atau mempersulit buat ngertiin

pelajaran?

L : Mempermudah miss, jadi lebih jelas terus lebih ngerti.

R : Terus video yang ditampilin di kelas uda jelas belum menurut kamu?

L : Udah cukup jelas sih miss.

R : terus kalau pake video itu, kamu jadi inget sama materi pelajaran ga? Kya waktu

itu tuh, kita belajar narrative text pake video, kamu jadi inget ga pelajaran narrative

text?

L : Ooh... iya miss jadi inget, kalau pake video jadi lebih jelas.

R : Kalau menurut kamu, pas kita belajar pake video, ada pengaruhnya ga ke nilai

kamu?

L : Ada miss, tapi sedikit, soalnya kalo ulangan kan pas listening nya ga pake video

Cuma suara doang

R : Oke....makasih ya...

L : Iya miss sama-sama.

102

INTERVIEW

Respondent Name : Learner D

Reseacher (R) : Hai, apa kabar?

Learner (L) : Baik miss

R : Saya mau nanya-nanya nih. Waktu itu kan kita belajar narrative text pake video.

Menururt kamu, belajar bahasa Inggris itu perlu pakai media gak sih? Kaya gambar

atau video?

L : Pelu miss.

R : Kenapa perlu?

L : Soalnya biar lebih ngerti. Dan supaya ga bosen.

R : Terus kalau ngajarin narrative text sebaiknya guru itu pake video atau engga?

L : Iya miss enaknya pake soalnya jadi lebih ngerti.

R : Pas kita belajar narrative text pake video perasaan kamu gimana?

L : Enak aja mis seneng, lebih ngerti belajarnya.

R : Kalau pake video itu bikin kamu gampang nerima pelajaran atau jadi tambah

pusing?

L : Bikin jadi gampang miss, soalnya Cuma nonton doang.

R : em.. menurut kamu video yang ditampilin pas belajar uda jelas belom videonya?

L : Udah ko miss, udah jelas semuanya.

R : Terus kalau pake video itu bantu kamu inget pelajaran narrative text gak?

L : iya miss inget walaupun ada yg lupa juga

R : Menurut kamu, belajar pake video pas pelajaran narrative text, ada pengaruhnya

gak ke nilai kamu?

L : Kalau menurut aku ada miss. Kan belajarnya jadi gampang trus enak. Jadi lebih

ngerti.

R : Oke....makasih ya

L : Iya miss sama-sama.

103

INTERVIEW

Respondent Name: Learner E

Researcher (R) : Halo, how are you?

Learner (L) : Baik Miss

R : Saya mau nanya- nanya sebentar ya...

L : Iya Miss.

R : Waktu itu kan kita belajar narrative text pake video. Menurut kamu, kalau belajar

bahasa Inggris perlu pake media ga sih?

L : Perlu Miss.

R : Emang kenapa perlunya?

L : Biar ga bosen Miss nulis mulu.

R : Emang kalau nulis mulu bosen?

L : Iya Miss bosen, ga seru.

R : Oke.. berarti kalau belajar narrative text, guru sebaiknya pake video ga buat

ngejelasin materinya?

L : Iya Miss pake video jadi enak Cuma ngeliatin videonya aja.

R : Kalau perasaan kamu waktu belajar narrative text pake video animasi gimana?

L : Perasaan gimana Miss maksudnya?

R : Perasaan kamu, atau seneng, atau malah ngebetein, ngebosenin atau seru, asik.

L : oh... seru Miss. Enak, ga ngebosenin ko.

R : Kalau belajar pake video itu mempermudah kamu atau mempersulit buat ngertiin

materi pelajaran? Terutama pelajaran narrative text.

L : Iya Miss mempermudah. Ga usah buka-buka sama baca text yg panjang lagi.

R : Emm... terus menurut kamu, video yang waktu itu ditampilin di kelas uda cukup

jelas belum?

L : Jelas Miss.

R : Kalau pake video itu bantu kamu inget pelajaran ga sih?

L : Kan dicatet Miss.

R : Tapi jadi inget ga kalau belajar pake video?

104

L : Iya Miss inget.

R : Emm..kalau menurut kamu, ada oengaruhnya ga kita belajar narrative text pake

video sama nilai tes kamu kemarin?

L : ada sih Miss. Kan belajarnya seru jadi saya bisa.

R : Oke.. makasih ya..

L : Iya Miss

105

INTERVIEW

Respondent Name: Learner F

Researcher (R) : Halo.. Kita ngobrol- ngobrol sebentar yaa.. ga apa- apa kan?

Learner (L) : Iya Miss ga apa- apa.

R : waktu itu kan kita uda belajar narrative text pake video. Kalau menurut kamu,

perlu ga sih belajar bahasa Inggris pake media? Kaya kita belajar pake video.

L : perlu Miss.

R : emang kenapa?

L : biar ga ribet.

R : Terus kalau belajar narrative text, sebaiknya guru pake video atau ga waktu

ngejelasin?

L : Iya Miss harusnya pake video jadi lebih gampang dingertiinnya.

R : Kalau perasaan kamu waktu belajar narrative text pake video gimana?

L : Kalau saya ngerasa seru Miss, ga ngebetein terus lebih gampang juga.

R : Emmm... terus kalau media video animasi itu bikin kamu gampang ngertiin

pelajaran atau justru bikin kamu pusing?

L : Jadi lebih gampang Miss. Soal nya kan tinggal diliat aja sambil nonton jadi asik.

R : Oke.. kalau video yang waktu itu ditampilin uda cukup jelas belum?

L : Uda Miss jelas semuanya.

R : Berarti kamu ngerti semua dong struktur di narrative text?

L : Iya Miss Alhamdulillah. Cuma kadang- kadang agak- agak lupa. Hehehe

R : emm.. berarti menurut kamu video itu mempermudah kamu ga inget sama materi

narrative text?

L : Iya Miss jadi inget. Kan jadi jelas

R : Kalau menurut kamu, kita belajar narrative text pake video kaya waktu itu, ada

pengaruhnya ga ke nilai kamu?

L : Iya Miss ada.

R : Sip.. makasih yaa..

L : Iya sama- sama Miss.

KEMENTERIAN AGAMA REPUBLIK INDONESIA

KANTOR KEMENTERIAN AGAMA KOTA JAKARTA SELATAN

MADRASAH ALIYAH NEGERI 4 Jalan Ciputat Raya Pondok Pinang Kebayoran Lama Jakarta Selatan

Telepon (021) 7690283; Faksimili (021)7697795

Website : man4jktkemenag.go.id; Email : [email protected]

SURAT KETERANGAN

Nomor : B-553/Ma.09.04/TL.00/02/2017

Yang bertanda tangan di bawah ini Kepala Madrasah Aliyah Negeri (MAN) 4 Jakarta dengan

ini menerangkan bahwa mahasiswa dibawah ini :

Nama : Chyntia Rahayu Mardianti

Program Studi : Pendidikan Bahasa Inggris

Nama tersebut diatas adalah benar Mahasiswa Universitas Islam Negeri (UIN), telah

melaksanakan Penelitian di Madrasah Aliyah Negeri (MAN) 4 Jakarta. Penelitian

dilaksanakan pada tanggal : 05 September 2017 – 26 September 2017, dengan judul

“Students’ Perception of Using Animation Video in Teaching Listening of Narrative Text for

Tenth Grade at Madrasah Aliyah Negeri 4 Jakarta”

Demikian surat keterangan ini kami buat untuk dapat dipergunakan sebagaimana mestinya.

Jakarta, 05 Februari 2018

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