Table of Contents

A. Research Title ............................................................................................................. 1

B. Background ................................................................................................................. 1
C. Research Questions ..................................................................................................... 3
D. Research Purpose ........................................................................................................ 3
E. Research Significant ................................................................................................... 3
F. Research variables ...................................................................................................... 4
G. Research Hypothesis ................................................................................................... 5
H. Research Terminology ................................................................................................ 5
I. Frame of Theory ......................................................................................................... 6
1. Movie in Teaching Listening .................................................................................. 6
a. Definition of Animated Movie ............................................................................ 6
b. The Advantages and disadvantages of using video............................................. 7
c. The role of movie in teaching ............................................................................. 8
2. Listening Skill ......................................................................................................... 8
a. Listening Comprehension ................................................................................... 9
3. Teaching listening ................................................................................................... 9
a. The purpose of teaching listening ....................................................................... 9
J. Frame of Concept ...................................................................................................... 12
K. Methodology ............................................................................................................. 13
1. Form of Research .................................................................................................. 13
2. Population and Sample.......................................................................................... 14
a. Population ......................................................................................................... 14
b. Sample............................................................................................................... 14
3. Technique and Tools of Data Collection .............................................................. 15
a. Technique for Data Collection .......................................................................... 15
b. Tool for Data Collection ................................................................................... 16
4. Data Analysis ........................................................................................................ 23
References ......................................................................................................................... 26
Appendix ........................................................................................................................... 27
A. Research Title

The Effect of Using “Cars Series” Animated Movie for Teaching Listening

Comprehension

(A Pre-Experimental Study toward the Seventh Grade Students of SMP

Negeri 1 Tebas Academic Year 2018/2019)

B. Background

Listening is one of skill that exist in a language along with reading, writing, and

speaking. Listening is the very first skills possessed by human in every language

learning process, because “the natural precursor to speaking; the early stages of

language development in a person’s first language (and in naturalistic acquisition

of other language) are dependent on listening” (Nation and Newton, 2009, p. 37-

39). The fact that listening is easily obtained by children in their first language is

different to foreign language students. Besides, listening is a critical skill needed

for language students, either for conversational reason or academic purpose (Savile

& Troike, 2006).

As the foreign language in our country, English is important to be learned for

students because English become the parts of national exam. It means that the

government wants the students to be able to understand English better and are able

to speak and write in English better.

There are many important factors that determine the success of students in

mastering a language. One of those factors is listening ability. This ability is very

important for students to make a reaction about what other people say. When

1
student could master listening, they can get the meaning of the conversation. It will

be very difficult for students to masters English without listening ability.

About the difficulties, the writer understand that every student can have

different difficulties and problem when they want to master Listening. They could

have less concentration, less understand English accent, miss choose learning

strategies and less vocabulary. However, the writer concludes that in SMP Negeri

1 Tebas, the main cause of student listening skills problem is due to the tedious way

of learning.

In a previous research entitled “using authentic and selected film for teaching

listening“ conducted by Ardriyati (2010), the researcher found that movies or films

are valuable classroom tools. She concludes that “using an authentic and selected

film in teaching listening and speaking can be motivated and attractive” and the

integration of listening had help the students to improve their language skill about

listening. Therefore, the writer will use movie in term of different setting which is

in Sambas, especially in SMP Negeri 1 Tebas.

The writer intends to conduct a pre-experimental research to find out the effect

of selected animated movie which is “Cars Series” to teach listening comprehension

of seventh grade student of SMP Negeri 1 Tebas. The writer chooses “Cars Series”

animated movie because this film is a suitable film for SMP students because of the

storyline is not complicated, conversations are easy to understand and have good

moral values for students. The writer hopes that this research can be useful for

future teaching and learning listening. Hopefully, the animated movie can help

students in their learning and improve their achievement.

2
C. Research Questions

The problem of this Research can be formulated in two questions below:

1. Does the use of “Cars Series” animated movie significantly affects students’

listening comprehension in SMP Negeri 1 Tebas?

2. If it does, what is the size of the effect?

D. Research Purpose

According to the problem that has defined above, the purpose of conducting

this research are:

1. To find out whether using ‘Cars Series” animated movie significantly

affects teaching listening comprehension of Seventh Grade Students of

SMP Negeri 1 Tebas Academic Year 2018/2019.

2. To find out the effect size of using “Cars Series” animated movie for

teaching listening comprehension to Seventh Grade Students of SMP

Negeri 1 Tebas.

E. Research Significant

The significance of this study can be classified into parts, as follows:

1. For the teacher, the use of “Cars Series” animated movie could make teacher

create more innovative and creative teaching strategy. Hopefully, it could

enrich teacher’s knowledge of teaching using media, especially by using

movie.

3
 2. For the students, the researcher expected that it will be help them in

comprehend and understand the material.

3. For the researcher, the use of “Cars Series” animated movie could be a

reference in conducting the research especially research about using media

in teaching process.

4. For the general reader, the researcher expects that this study can open the

general reader's mind that the media especially the film can provide many

benefits.

F. Research variables

According to the tittle, this research has two variables, Independent variables

and dependent variable.

1. (Nunan,2003 p.25) as stated in (Solehah, 2015) states “the label given to the

variable that the experimenter expects to influence the other is called the

independent variable” (p.32). The independent variable of this research is

“Cars Series” animated movie.

2. (Nunan,2003 p.25) as states in (Solehah, 2015) stated “dependent variable

is what you measure in the experiment and what is affected during the

experiment. It is called dependent because it "depends" on the independent

variable”(p.33). The dependent variable of this research is listening

comprehension of Seventh Grade Students of SMP Negeri 1 Tebas in

Academic Year 2018/2019.

4
G. Research Hypothesis

According to Ary et al (2010) as stated in (Solehah, 2015) states, the

hypothesis brings together information to enable the researcher to make a

tentative statement about how the variables in the study may be related. Based

on the definition above, the writer hypotheses are:

H0, The use of “Cars Series” animated movie does not affect significantly

the students’ listening comprehension.

H1, The use of “Cars Series” animated movie affect significantly the

students’ listening comprehension.

H. Research Terminology

To avoid the misunderstanding in this research, there are several

terminologies that the researcher feels necessary to explain them. The

terminologies are as follows.

a. Animated movie is a type of audio-visual communication that

programmed moving pictures or computer graphics and recorded sound.

b. “Cars Series” refers to a selected movie that is going to be used and

tested in this research. This movie is talking about a journey of a car

called Lightning Mcqueen to be the number one in race. This movie

suitable for all ages and teach some moral values.

c. Listening comprehension is the ability to identify and understand what

others are saying. This involves understanding a speaker's accent or

5
 pronunciation, his grammar and his vocabulary, and grasping his

meaning (Howatt and Dakin, 2014).

d. Movie is a tool that is used to teaching English subject especially

listening.

e. SMP Negeri 1 Tebas in this research is the place where the researcher

conducts the research which located on Jalan Pembangunan Kecamatan

Tebas, Kalimantan Barat.

f. Seventh Grade students of SMP Negeri 1 Tebas is the subject of this

research.

I. Frame of Theory

1. Movie in Teaching Listening

a. Definition of Animated Movie

One of the most appreciated materials applied to language learning and

teaching is video. A recent large-scale survey by Canning-Wilson (2000) reveals

that the students like learning language through the use of video, which is often

used to mean quite different things in language teaching.

Video is at best defined as the selection and sequence of messages in an

audio-visual context. Considerable confidence is placed in the value of audio-visual

aids to enhance the learning of foreign languages, yet there is little empirical data

and research to support the proposition that video facilitates in the learning of

foreign languages.

6
 Johnson (1999) additionally states that video as a listening tool can enhance

the listening experience for students. A teacher can add a whole new dimension to

aural practice in the classroom by using video. The setting, action, emotions,

gestures, etc, that students can observe in a video. It also provides the students an

important visual stimulus for language production and practice. In conclusion,

video animation is described cartoon, films, images, puppets, etc. that are

photographed and shown in a way that makes them move and appear to be alive.

b. The Advantages and disadvantages of using video

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, etc. However, because watching video is a passive activity, it needs

to be used as part of an active learning strategy in order to be an effective tool,

particulary in holding the attention of students (Houston,2000; Sherman, 2004).

Harmer (2001) points out 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 og what they listen, and also

interpret the video in a deeper way. Because students can see the language in use

from natural contexts; they can make connections between words and images which

help them to analyze their own use of the language or even to learn new language.

In the other hand there are several disadvantages to be recognized when

using video in language teaching process. Video deals with the long-term effects of

7
using video in the classroom. It can be argued that video in language teaching

should be discouraged because there is scant empirical proof to verify

comprehension. The main disadvantages are cost, inconvenience, maintenance and

some cases, fear of technology. Additionally, the sound and vision, quality of the

copies or home-produced materials may not be ideal. Another important issue in

this case is that the teacher should be well-trained on using and exploiting the video.

Otherwise, it becomes boring and purposeless for students.

c. The role of movie in teaching

Animated Movie applied in listening skill, provide real situations,

intonation, and real pronunciation and allow students to be exposed to

a real context, as Van Duzer (1998) &Martinez (2002) reveal. To complement,

Ramal (2006) says that using animation video in an ESL classroom can motivate

students, because they can experience real feelings to accomplish their

understanding about the situation of the video.

2. Listening Skill

Listening is one of the four language skills, Reading, Writing, listening and

speaking. Like reading, listening is a receptive skill, as it involves responding to

language rather than producing it. Listening involves making sense of the

meaningful (having meaning) sounds of language.

8
 a. Listening Comprehension

By broad definition, listening comprehension is a crucial communication

skill that results in two actions, understanding what is said and demonstrating

the understanding. Understanding what is said is particularly about the

understanding of meaning of vocabulary used in the text, understanding of

what is implied, and understanding it in the context in which it occurs (Brown

and Yule, 1999). Meanwhile, the understanding can be demonstrated through

both speaking and listening. “Speaking does not happen without another person

comprehends what is said" (Rivers cited in Celce-Murcia, 2001, p 70).

3. Teaching listening

a. The purpose of teaching listening

Rivers cited in Celce-Murcia (2001, p.70) states, "Teaching listening is

important because speaking does not happen without another person

comprehends what is said”. Therefore, the purpose of teaching listening is

to prepare learners for further learning of language by introducing the

specific skills that will potentially influence the future production of

language.

b. The procedure of teaching English using video

To deploy video as powerful tool during the teaching and learning

activities, preparation is one of the main ways to make it more meaningful

before implementing some other ways to encourage the students to be active

learners. Then, the teachers are also required to design learning activities

9
that can keep the students in active learner modes. In this case, the teachers

are challenged to involve the students actively during the teaching and

learning activities by using video

There were some ways that can be implemented when using video in

EFL classrooms, such as Harmer (2006) who mentioned about; Viewing

Techniques. Then, there will be some ways that can be applied by the

teachers to make it meaningful.

1. Pre-Activities

In many classrooms, before playing a video, teacher usually delivers

some questions to activate students’ background knowledge in order to help

them in understanding what information that they are going to learn.

In this part, silent viewing/ prediction/ partial viewing can be ways out

as pre-activities that can be implemented by the teachers to invite the

students to actively participate in teaching and learning activities. It is line

with Harmer’s statement (2007), silent viewing/prediction/partial viewing

can encourage the students to predict what information that they will learn.

The students’ interest to involve in the lesson can be easily activated when

they can observe something. In other words, the teacher can apply some

ways to building students prior knowledge such as questioning or make the

student guessing before deploying a video.

2. Main Activities

When teaching English by using video, commonly teachers use the

video in the classrooms is by just playing it without involving it as an

10
interactive part of the lesson. It affects the quality of the teaching and

learning process in the classrooms. In this case, the teachers have to be able

to invite the students to be active viewers. It means that the students do not

only watch the video when it is presented by the teachers, but they also

could gather valuable information that can enhance their English skills. As

stated before, deploying video in the class can facilitate the students to

learn big things that will support their communicative skills in English,

such as culture and language used in various contexts.

In this case, the teachers have to be able to design interactive activities

that can affect the students’ skills in English. Hence, there are some ways

that can be implemented by the teachers; sound on vision off, active

viewing, freeze framing, and dubbing (Çakir, 2006; Harmer;2007).

3. Post Activities

In this phase, the teachers are also needed to design appropriate

learning activities that have to be completed by the students. As the last

part, it also can be very influential during the process of learning. In other

words, each phase has connection among others Here, the teachers also

need to apply appropriate techniques to make the teaching and learning

activities become meaningful in the closing part of this stage. In some

cases, this part was only encountered as closing activities in which the

teachers just gave some tests to the students in order to know how well the

students can learn from the video that they watch. Obviously, the teachers

need to prepare what the students' need.

11
J. Frame of Concept

To variety the monotonous learning in SMP Negeri 1 Tebas, the researcher will

use animated movie as the media. Animated movie is an interesting media to learn.

Therefore, the researcher wants to conduct the research whether the use of animated

movie affect significantly in teaching listening comprehension. The researcher will

conduct a pre-experimental research that will give pre-test and post-test in different

kind of questions. The researcher will compare the result of both tests.

Before implementing video especially animation video, the first thing

needed is video selection. Teacher should choose video material for the students

which is related with topics, students’ interest, and their level of English

proficiency, as well as cultural aspects.

Procedure of teaching will be explained below:

1. Pre-Teaching activities

- Teacher greets the students.

- Teacher ask a student to lead praying session.

- Teacher checks the students’ attendance.

- Teacher states purpose of the lesson.

- Teacher builds the students’ prior knowledge

2. Main teaching activities

- Teacher play a recording audio about (pre-test).

- Teacher give Pre-Test paper to the student.

- Teacher show the movie to the students.

12
 - Teacher ask the students to work in group of four discussing “what is

the movie about?”

- Teacher ask a student from each group to answer.

3. Post teaching activities

- Teacher play a recording audio (post-test)

- Teacher give the Post-test paper to the students.

- Students answer the test.

- Teacher collect students paper.

- Teacher concludes the material.

- Teacher ask a student to lead a praying session

- Teacher close stop the class

K. Methodology

1. Form of Research

In this research, the researcher uses pre-experimental research. Nunan

(2003) mentions that a type of experimental research with only an experimental

group is a pre-experimental research. The design of this experiment is one

group pretest-posttest design, it will be done in one class only and it has pre-

test and post-test. The model of the design is represented below,

Pre-test Treatment Post-test

𝑌1 X 𝑌1

(Cohen, Manion, and Morrison, 2007, p.282)

13
 This research has pre-test to find out students’ level of ability in listening

comprehension, and post-test to find out the effect of the treatment which is

animated movie (Cars Series) to students’ listening comprehension.

2. Population and Sample

a. Population

Creswell (2012) explains, a population is a group of individuals who have

the same characteristic. The population of this research is seventh grade

student in SMP Negeri 1 Tebas. There are six classes of seventh grade which

are divided into VII A until VII F. Total of the students can be seen in the list

below.

VII A = 32 students

VII B = 31 students

VII C = 32 students

VII D = 31 students

VII E = 34 students

VII F = 30 students

b. Sample

Creswell (2012) explained that the sample is a subgroup of the target

population that the researcher plans to study for generalizing about the target

population. The writer uses cluster random sampling technique to choose the

sample. With cluster sampling, the researcher divides the population into

separate groups, called clusters. Then, a simple random sample of clusters is

14
selected from the population. The sample of this research took all students of

class VII D in SMP Negeri 1 Tebas in academic year 2017/2018 which is

consists of 31 students.

3. Technique and Tools of Data Collection

a. Technique for Data Collection

As the pre-experimental is a quantitative research, technique of

collecting the data is using measurement. According to Ary, Jacobs,

Sorensen & Razavieh (2010, p.101), measurement technique converts

observations into numbers. Researcher will do the pre-test and post-test to

measure the students’ ability about the material that will be given. These

are the step in doing pre-experimental research,

1) Conducting Pre-Test

Pre-test is a form of question that given to the students before

beginning the activity in the class. The question is about the material

that will be given on that day. Pre-test was given to measure the primary

knowledge of the students to the material.

2) Conducting Post-Test

Post-test is a form of questions that given after the material has been

delivered. It is the final evaluation of the material taught by the teacher

whether the students already understand or not to the material. The

advantage of doing post-test is to measure the differentiation of

15
 students’ ability before and after given the material. So, the teacher will

measure how does the material affect students’ ability.

b. Tool for Data Collection

In order to measure students’ listening comprehension, the researcher

uses written test. The form of the test is multiple choice, consists of 10

items in total for both pretest and posttest.

L. The Instrument of Data Analysis

Before the test items are given to the students, the writer will checked the

validity and reliability of the test.

1. Test Validity

Validity is what the test measures and how well it does so (Marczyk,

De Matteo, and Festinger, 2005). The researcher will attempt to use validity

content which will be used to see whether there is a gap between the learning

indicators and the test items. The researcher will list specification of the test

item to identify the validity of the test.

Table 1 Table of specification

No Aspect Test Item Number Total

1 Main Idea 1, 2, 3 3

2 Spesific Information 4,5,6,7 4

3 Recognizing Context 8,9,10 3

16
 After listing the specification, the researcher will analyze the level

of difficulty and the level of discrimination of the test.

a) Difficulty Level

To state whether a test is appropriate to use or not, the test should

neither e too easy nor to difficult. To figure it out, this formula is applied:

𝑅𝑈 + 𝑅𝐿
LD = 𝑁

(Gronlund, 1997 p.112)

Information:

LD = level of difficulty

N = the number of students

𝑅𝑈 = the number of students in the upper group who answer item correctly

𝑅𝐿 = the number of students in the lower group who answer item correctly

Level of difficulty Item qualification

Minus – 0.29 Revised/Discarded (R)

0.30 – 0.49 Difficult (D)

0.50 – 0.79 Moderate (M)

0.80 – 0.92 Easy (E)

(Gronlund, 1997 p.112)

17
 b) Discriminating Power

Discriminating power refers to the posibility of the item in a

test to be answered correctly by students who have plenty of the

individual capability that the item can measure and to be answered

incorrectly by students who have insufficient of the individual capability

that the same item can measure (Cohen, Manion, & Morrison 2007). To

obtain the index of discriminating power, the following formula is

applied:

𝑅𝑈 − 𝑅𝐿
D= 1
𝑁
2

(Gronlund, 1997 p.113)

Information:

D = discriminating power

N = the number of students

𝑅𝑈 = the number of students in the upper group who answer item correctly

𝑅𝐿 = the number of students in the lower group who answer item correctly

Discriminating power Item qualification

0 – 0.19 Bad/Revised (R)

0.20 – 0.29 Sufficient (S)

0.30 – 0.39 Good (G)

0.40 – 1.00 Very Good/ Excellent (X)

(Gronlund, 1997 p.113)

18
2. Test Reliability

According to Ary, Jacobs, Sarensen & Razavieh (2010) Reliability is

the degree of consistency of a test. The formula applied to figure it out is

KR-21. It is the following (Ary, Jacobs, Sorensen & Razavieh, 2010)

Legends:

KR21 = Kuder Richardson reliability coefficient

K = Number of items in the test

M = Mean score in the test

S = The standard deviation of the test score

The Following formula is applied to obtain Standard

Deviation (Ary, Jacobs, Sorensen & Razavieh, 2010):

Legends:

S = The standard deviation of the test score

X = Each value in the data set

̅
X = Mean of all value in the data set

N = The number of students who take the test

1.00 is the highest index for reliability level. The following

is the table of qualification according to Best & Kahn, (2006, p.388)

19
 Table 2 Table of Reliability Level

Coefficient Qualification

0 – 0.20 Negligible (N)

0.21 – 0. 40 Low (L)

0.41 – 0.60 Moderate (M)

0.61 – 0.80 Substantial (S)

0.81 – 1.00 High to Very High (H)

To get a valid test, the researcher already done a tryout with 30 participants with

the result as follows:

Participants Test item

No x X2
name 1 2 3 4 5 6 7 8 9 10
1 alau 0 1 0 0 1 0 0 1 0 1 4 16
2 ameng 1 1 0 0 0 0 0 0 0 1 3 9
3 ayap 0 0 0 0 0 0 0 1 0 0 1 1
4 umat 1 1 0 1 1 1 0 0 0 1 6 36
5 salem 1 1 1 0 1 1 1 1 1 1 9 81
6 amin 0 1 0 0 0 0 0 1 0 1 3 9
7 yunus 1 1 0 0 0 0 0 1 0 1 4 16
8 matius 0 0 0 0 1 1 0 1 0 1 4 16
9 gatot 0 1 0 0 0 0 0 1 0 1 3 9
10 asep 0 0 0 0 1 0 0 0 0 1 2 4
11 jono 0 1 0 0 1 0 0 1 0 1 4 16
12 aming 1 1 0 0 0 0 0 0 0 1 3 9
13 jiji 0 0 0 0 0 0 0 1 0 0 1 1
14 ratih 1 1 0 1 1 1 0 0 0 1 6 36
15 irfan 1 1 1 0 1 1 1 1 1 1 9 81
16 cece 0 1 0 0 0 0 0 1 0 1 3 9
17 bolod 1 1 0 0 0 0 0 1 0 1 4 16
18 miuw 0 0 0 0 1 1 0 1 0 1 4 16
19 wanda 0 1 0 0 0 0 0 1 0 1 3 9

20
 20 amana 0 0 0 0 1 0 0 0 0 1 2 4
21 milea 0 1 0 0 1 0 0 1 0 1 4 16
22 zilong 1 1 0 0 0 0 0 0 0 1 3 9
23 alucard 0 0 0 0 0 0 0 1 0 0 1 1
24 nana 1 1 0 1 1 1 0 0 0 1 6 36
25 monica 1 1 1 0 1 1 1 1 1 1 9 81
26 mita 0 1 0 0 0 0 0 1 0 1 3 9
27 elis 1 1 0 0 0 0 0 1 0 1 4 16
28 gito 0 0 0 0 1 1 0 1 0 1 4 16
29 aliu 0 1 0 0 0 0 0 1 0 1 3 9
30 muji 0 0 0 0 1 0 0 0 0 1 2 4
Total 12 21 3 3 15 9 3 21 3 27 117 591

Tale of Upper Group

Test item
No Participants name x X2
1 2 3 4 5 6 7 8 9 10
1 monica 1 1 1 0 1 1 1 1 1 1 9 81
2 irfan 1 1 1 0 1 1 1 1 1 1 9 81
3 salem 1 1 1 0 1 1 1 1 1 1 9 81
4 nana 1 1 0 1 1 1 0 0 0 1 6 36
5 ratih 1 1 0 1 1 1 0 0 0 1 6 36
6 umat 1 1 0 1 1 1 0 0 0 1 6 36
7 gito 0 0 0 0 1 1 0 1 0 1 4 16
8 elis 1 1 0 0 0 0 0 1 0 1 4 16
9 milea 0 1 0 0 1 0 0 1 0 1 4 16
10 miuw 0 0 0 0 1 1 0 1 0 1 4 16
Total 7 8 3 3 9 8 3 7 3 10 61 415

Table of Lower Group

Participants Test item

No x X2
name 1 2 3 4 5 6 7 8 9 10
1 aliu 0 1 0 0 0 0 0 1 0 1 3 9
2 mita 0 1 0 0 0 0 0 1 0 1 3 9
3 zilong 1 1 0 0 0 0 0 0 0 1 3 9
4 wanda 0 1 0 0 0 0 0 1 0 1 3 9
5 cece 0 1 0 0 0 0 0 1 0 1 3 9

21
6 aming 1 1 0 0 0 0 0 0 0 1 3 9
7 gatot 0 1 0 0 0 0 0 1 0 1 3 9
8 amin 0 1 0 0 0 0 0 1 0 1 3 9
9 ameng 1 1 0 0 0 0 0 0 0 1 3 9
10 muji 0 0 0 0 1 0 0 0 0 1 2 4
total 3 9 0 0 1 0 0 6 0 10 29 85

∑ 𝑋𝑢 = 61 ∑ 𝑋𝑢2 = 415 ∑ 𝑋𝑙 = 29 ∑ 𝑋𝑙 2 = 85

∑ 𝑋𝑢 + ∑ 𝑋𝑙 ∑ 𝑋𝑡𝑜𝑡𝑎𝑙 = ∑ 𝑋𝑢 + ∑ 𝑋𝑙 ∑ 𝑋𝑡𝑜𝑡𝑎𝑙 2 = ∑ 𝑋𝑢2 + ∑ 𝑋𝑙 2

𝑀=
𝑁
61 + 29
𝑀= ∑ 𝑋𝑡𝑜𝑡𝑎𝑙 = 60 + 29 ∑ 𝑋𝑡𝑜𝑡𝑎𝑙 2 = 415 + 85
20
90
𝑀=
20
∑ 𝑋𝑡𝑜𝑡𝑎𝑙 = 90 ∑ 𝑋𝑡𝑜𝑡𝑎𝑙 2 = 500
𝑀 = 4.5

Validity of the test

Items’
1 2 3 4 5
number
RU 9 9 9 6 6
Rl 3 3 3 3 3
0.9 0.9 0.9 0.74 0.74
LD
(Easy) (Easy) (Easy) (Moderate) (Moderate)
0.45 0.45 0.45 0.37 0.37
D
(Excellent) (Excellent) (Excellent) (Good) (Good)

Items’
6 7 8 9 10
number
RU 6 4 4 4 4
Rl 3 3 3 3 2
0.74 0.7 0.7 0.7 0.6
LD
(Moderate) (Moderate) (Moderate) (Moderate) (Moderate)
0.37 0.35 0.35 0.35 0.3
D
(Good) (Good) (Good) (Good) (Good)

22
 Reliability of the test

𝐾 𝑀 (𝐾 − 𝑀)
(∑ 𝑋𝑡𝑜𝑡𝑎𝑙)2 𝐾𝑅21 = [1 − ]
𝑆 = √∑ 𝑋𝑡𝑜𝑡𝑎𝑙 2 − [ ] 𝐾−1 𝐾 ( 𝑆 2)
𝑁
10 4.5 (10 − 4.5)
𝐾𝑅21 = [1 − ]
(90)2 9 10 ( 95)
𝑆 = √500 − [ ]
20
4.5 (5.5)
𝐾𝑅21 = 1.11 [1 − ]
950
8100
𝑆 = √500 − [ ]
20 247.5
𝐾𝑅21 = 1.11 [1 − ]
950
𝑆 = √500 − 405
𝐾𝑅21 = 1.11 [1 − 0.26]
𝑆 = √95 𝐾𝑅21 = 1.11 [0.74]
𝑆 2 = 95 𝐾𝑅21 = 0.82 Highly Reiliable

M. Data Analysis

a. Technique of Data Analysis

To process the data of this research, the researcher uses effect size

calculation. Ary, Jacobs, Sorensen & Razavieh (2010, p.136) state, "effect

size can be used to compare the direction and the relative strength of different

independent variables (intervention) on the same dependent variable".

To measure the effectiveness of using “Cars Series” animated movie in

teaching listening comprehension, the following formula is applied:

̅
𝐷
𝑑=
𝑆

(Ary, Jacobs, Sorensen & Razavich, 2010)

23
 Legends:

d = effect size of mean difference

̅ = mean difference
𝐷

S = standard deviation of difference scores

The effect size calculation produces the index of effect size in

different range and degree. The criteria of effect size can be seen in

table 5 (Cohen, Manion, & Morrison, 2007, p.521):

Table 3 Criteria of Effect Size

Range of Index Degree

0.10-0.20 Weak effect

0,21-0,50 Modest effect

0,51-1,00 Moderate effect

> 1,00 Strong effect

Effect size formula built from smaller statistics, including student's

̅̅̅1 , 𝑋
individual score (X), mean of Pre-test and post-test (𝑋 ̅̅̅2) and the

standard deviation (S).

1) Students’ Individual Score

To compute the X or the effect size formula, the research uses the

following formula:

𝑅
𝑋=
𝑁

Legends:

24
 X = student's individual score

R = the correct answers

N = the total number of test items

2) Mean Score of Pre- and Post- Test

To compute 𝑥̅ of the Effect Size formula, the following formula is applies

(Ary. Jacobs, Sorensen & Razavieh, 2010):

∑ 𝑥̅
̅=
𝐷
𝑁

Legends:

̅ = mean of pre-test and post-test

𝐷

∑ 𝑥̅ = the sum of pre-test and post-test

N = the total number of students who participated in the pre-

test and post-test.

3) Standard Deviation

To compute S of the effect size formula, the following formula is used

(Ary, Jacobs, Sorensen & Razavieh, 2010):

2 (∑ 𝐷)2
√∑ 𝐷 − 𝑛
𝑆=
𝑁−1

Legends:

S = Standard deviation of the difference scores

∑ 𝐷2 = the sum of squared difference scores

25
 (∑ 𝐷)2 = the squared sum of difference scores

𝑛 = the total number of students

References
Ary, D., Lucy C. J., Chris S & Ashgar R. (2010). Introduction to Research in

Education (8th Ed). Belmon: Wadsworth Cengage Learning.

Celce Murcia, Marianne. (Teaching English as A second or Foreign Language

(3rd Ed)). 2001. Boston: Heinle & Heinle.

Cohen, L. (2007). Research method in language teaching. chicago: Cambridge

University press.

Cohen, Louis; Lawrence Manion; & Keith Morrison. (2007). Research Method in

Education. New York: Routledge.

Creswell. (n.d.). Educational Research, Planning, conducting, and Evaluating

Quantitative and Qualitative Research (3rd Edition). New Jersey: Pearson

Prentice Hall.

Creswell, J. W. (2012). Educational Research. Boston: Pearson Education.

Field, John. (2008). Listening in the Language Classroom. Cambridge: Cambridge

University Press.

Marczyk, G., David D., & David F. (2005). Essentials of Research Design and

Methodology. New Jersey: John Wiley & Sons, Inc.

26
Nunan, D. (2003). Research Methods in Language Learning. Cambridge:

Cambridge University Press.

Ur, P. (2009). Teaching Listening Comprehension. Cambridge: Cambridge

University Press.

Appendix

Appendix 1

PRE-TEST AND POST-TEST

Name :

Class :

Date :

Listen to the conversation and choose the best answer for every question by

crossing A, B, or C.

1) How Doc's advice to helps McQueen's drifting?

a. Never hit the bumper

b. Turn right to go left

c. Don’t forget the break

2) Who teach McQueen’s to win the race?

a. Luigi

27
 b. Ferrari

c. Doc Hudson

3) Who is the winner of Piston Cup?

a. Chicks

b. McQueen

c. Luigi

4) How Mc Queen could get lost?

a. He dropped of

b. He out of gas

c. He has flat tire

5) What is the colour of team Dinoco?

a. Blue

b. Red

c. Yellow

6) Why McQueen can’t win the Piston Cup?

a. He Help the Dinoco’s racer

b. He out of fuel

c. He crushes the wall

7) Who is McQueen best friends?

a. Luigi

28
 b. Sterling

c. Tow matter

8) How many Piston cup trophy Doc Hudson Have?

a. 7

b. 5

c. 3

9) In which city McQueen lost?

a. Sun Paradise

b. Radiator Spring

c. Fulls Gas

10) How McQueen get his spirit again in his race?

a. He wants the money

b. He just need to win the race

c. He got Doc as his team’s leader

29
Appendix 2

Answer Key:

1. B

2. C

3. A

4. B

5. A

6. A

7. C

8. C

9. B

10. C

30
Appendix 3

RENCANA PEMBELAJARAN

School : SMP Negeri 1 Tebas

Subject : English

Grade/ Term : Grade VII / Term 2

Aspect/ Skill : Listening

Time Allocation : 90 minutes

Standar Kompetensi : memahami makna dalam percakapan transaksional dan

intrerpersonal sederhana untuk berinteraksi dengan

lingkungan sekitar.

Kompetensi Dasar : Merespon makna yang terdapat dalam percakapan

transaksional (to get things done) dan

interpersonal(bersosialisasi) sederhana secara akurat,

lancer, dan berterima untuk berinteraksi dengan

lingkungan sekitar.

31
Indikator : Menjelaskan konteks pemberian respon yang digunakan

dalam film sesuai topik.

1. Tujuan Pembelajaran

Siswa dapat memahami percakapan dalam sebuah film.

Siswa dapat memahami alur cerita dalam sebuah film.

2. Materi Pembelajaran

Attached in the storage or in

https://www.youtube.com/watch?v=OrMZ5hNNsGY&t=74s

3. Metode Pembelajaran

Gist and detail while watching the movie.

4. Langkah-langkah kegiatan

a. Pre-Teaching activities

- Teacher greets the students.

- Teacher ask a student to lead praying session.

- Teacher checks the students’ attendance.

- Teacher states the purpose of the lesson

- Teacher asks the questions related to the topic.

- Students answer the questions orally.

- Teacher give Pre-Test paper to the student.

- Students answer the test.

- Teacher collect students paper.

32
 b. Main teaching activities

- Teacher show the movie to the students.

- Teacher ask the students to work in group of four discussing “what is

the movie about?”

- Teacher ask a student from each group to answer.

c. Post teaching activities

- Teacher give the Post-test paper to the students.

- Students answer the test.

- Teacher collect students paper.

- Teacher concludes the material.

5. Sumber dan Alat belajar

a.Loudspeaker

b. Multimedia (Laptop, Proyektor)

c. Text Soal

d. Papan tulis dan spidol

6. Penilaian

a.Teknik : Merespon teks lisan dialog secara tertulis

b. Bentuk : Pertanyaan pilihan ganda

c. Pedoman penilaian

1. Jawaban benar dikali 1

2. Jumlah skor maksimal

1 x 10 = 10

33
 3. Nilai siswa = Jumlah skor perolehan x 10

d. Rubrik Penilaian

Uraian Skor

Setiap jawaban yang benar 10

Setiap yang salah/ tidak dijawab 0

34