CHAPTER II

REVIEW OF RELATED LITERATURE

A. Reviews on listening

1. Definition of listening

There are many definition of listening. First Listening is the most

fundamental language skill and plays an important role in our daily

communication. Listening is an active, purposeful processing of making sense of

what we hear (Helgsen, 2003). Rost (2002:279) states that listening is mental

process of constructing meaning from spoken input. 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. Listening

is thus fundamental to speaking.

Listening is a “receptive skill” where people obtain the main idea according

to what they hear. Helgsen (cited by Gonzales Moncada, 2003) supports that

listening helps learner to be “flexible listeners”, to know how to listen in order to

get the general idea or the specific information needed to understand videos.

Similarly, Richard & Rubin (cited by Van Duzer, 1997) argue that “although

listening is a passive skill it is very much an active process of selecting and

interpreting information from auditory and visual clues”.

Listening is conceived of as an active process in which listeners select and

interpret information which come auditory and visual clues. In order to define

what is going on and what the speakers are trying to express. Active means

listeners get information (from visual and auditory clues) and relate this

information to what they know Rubin (1995:7). Select means that in the process
of making sense of the input, listeners use only part of the incoming information.

Interpret means that in trying to make sense of the input, the listener uses their

background knowledge as well as the new information of what is going on and to

figure out what speakers intend.

Listening as a basic input material is very important for the students in

learning English. It is highly complex processes that draw on knowledge of the

linguistic code (language form) and cognitive processing skill (the skill process in

the mind).

2. Listening Process

Listening is not a simple process. Listeners pass through several stages to

comprehend the meaning of spoken text. Petty and Jensen (1981: 181) propose

three steps of listening process as follows.

a. Hearing : the listeners hear a series of sounds, the actual words and

sentences.

b. Understanding: the listeners understand the meanings of these words

and sentences in the context in which they have heard them.

c. Evaluate : the listeners evaluate the meanings and accept or reject the

total communication.

d. Responding : The listeners respond to what they have heard.

In line with Petty and Jensen, Buck (2001: 274) states that listening is a

complex process in which the listener takes the incoming data, an acoustics signal,

and interprets it based on a wide variety of linguistics and non-linguistics

knowledge. In this case, the linguistics knowledge includes phonology, lexis,

syntax, semantic, and discourse structure. The non-linguistics knowledge includes

knowledge of the topic, context and general knowledge about the world and how

it works. Buck (2001: 274) also adds that comprehension is an on-going process

of constructing an interpretation of what the text is about, and then continually

modifying that as new information becomes available.

Based on the explanation above, it is obvious that listening and hearing are

not identical and should be thought of as two distinguishable phases. Hearing

requires perceiving sounds and discriminating among them while listening is a

process of becoming aware of the sound components and recognizing them in

sequences that have meaning. Besides, listening is also a complex process in

which the listener takes the incoming data, an acoustics signal, and interprets it

based on a wide variety of linguistics (such as of phonology, lexis, syntax,

semantic, and discourse structure) and non linguistics knowledge (such as

knowledge of the topic, context and general knowledge about the world and how

it works). Thus in listening, the listener actively make an interpretation on what

they hear, draw on all existing information resources, including knowledge of the

world, and possibly give response to what has been heard.

3. The Interactive Model of Listening skill

The following eight processes (adapted from Clark and Clark, 1977 and Richard,

1983) are involved in comprehension.

a. The hearer processes what we will call “raw speech” and holds an “image”

of it in short term memory. This image consists of constituents (phrase,

clauses, cohesive markers, and intonation and stress patterns) of a stream

of speech.
b. The hearer determines the types of speech event that is being processed.

The hearer must, for example, ascertain whether this is a conversation, a

speech, a radio broadcast, etc., and, then appropriately “color” the

interpretation of the perceived message.

c. The hearer infers the objectives of the speaker through consideration of the

type of the speech event, the context, and content. So, for example, one

infers whether the speaker wishes to persuade, to request, to exchange

pleasantries, to affirm, to deny, informing, and so forth. Thus the function

of message is inferred.

d. The hearer recalls background information (or schemata) relevant to the

particular context and subject matter. A lifetime of experiences and

knowledge are used to perform cognitive associations in order to bring

plausible interpretation to the message.

e. The hearer assigns a literal meaning to the utterance. This process involves

a set of semantic interpretations of the surface strings that the ear has

perceived.

f. The hearer assigns an intended meaning to the utterance. A key to the

human communication is the ability to match between perceived meanings

with intended meaning. This match-making, of course, can extend well

beyond simple metaphorical and idiomatic language. It can apply to short

and long stretches of discourse and its breakdown can be used by careless

speech, inattention of the hearer, conceptual complexity, contextual

miscues, psychological barriers and host of other performance variables.

 g. The hearer determines whether information should be retained in short

term or long term memory. Short-term memory- a matter of a few

seconds- is appropriate, for example, in context that simply call for a quick

oral response from the hearer. Long term-memory is more common when,

say, you are processing information in the lecture. There are, of course,

many points in between

h. The hearer deletes the form in which the message was originally received.

The words, phrase and sentences themselves are quickly forgotten-

“pruned”- in 99 percent of speech act.

Based on the explanation above, listening is not merely a one way process

of receiving of the incoming data, an acoustic signal. In this case, listening

comprehension is an interactive process. The interactive process of listening are

processing “raw speech” and holding an “image” in short term memory,

determining the types of speech event that is being processed, inferring the

objectives of the speaker, recalling relevant background information (or schemata)

in order to bring a plausible interpretation to the message, assigning a literal

meaning and an intended meaning to the utterance, determining whether

information should be retained in short-term or long term memory, and at last,

deleting the form in which the message was originally received. The words,

phrase and sentences themselves are quickly forgotten-“pruned”- in 99 percent of

speech act. In short, after the initial reception of sound, listeners perform at least

seven other major operations on that set of sound waves.

4. Type of listening activity

In creating a successful listening, it is very important to expose a variety of

listening activities to the students. Brown (1994: 242-244) describes listening

aactivities as follows.

a. Reactive: It requires little meaningful processing. The role of listener as

merely a “tape recorder” must be very limited. The only role that reactive

listening can play in an interactive classroom is individual drills that focus

on pronunciation.

b. Intensive: It focuses on components (phonemes, words, intonation,

discourse markers, etc.) in its requirement that students single out certain

elements of spoken language. It includes the bottom-up skills that are

important at all levels of proficiency.

c. Responsive: A significant proportion of classroom listening activity

consists of short stretches of teacher language designed to elicit immediate

responses.

d. Selective: Its purpose is not to look for the global or general meanings,

necessarily, but to be able to find important information in a field of

potentially distracting information.

e. Extensive: Its purpose is to develop a top-down, global understanding of

spoken language.

f. Interactive: This listening activity can include all five of the above types as

learners actively participate in discussions, role-plays, and other pair and

group work. It must be integrated with speaking (and perhaps other) skills

in the authentic give and take of communicative interchange.

 While Galvin in Rost (1994: 121) identifies four categories of listening, with

typical corresponding purposes as follows:

a. Transactional listening: listening to learn new information. According to

Buck (2001: 73), transactional listening is message oriented. It focuses on

content and conveys factual or propositional information. It is used for

giving instruction, explaining, describing, giving directions, ordering,

checking on correctness of details, and verifying understanding.

b. Interactional listening: listening to recognize personal component of

message. Interactional listening is person oriented more than message

oriented According to Buck (2001: 13), the primary purpose of

transactional listening is social relationship. The important features of

interactional language are those of identifying with other persons

concerns, being nice to the other person, maintaining social, relationship,

etc. It includes greeting, comment about the weather, what is happening in

the world and etc.

c. Critical listening: listening for evaluating, reasoning and evidence. In

critical listening, listeners learn about expected types of responds and do

not become passive listeners.

d. Recreational listening: listening to appreciate random or integrated aspects

or events.

Based on the explanation above, it can be inferred that listeners‟

understanding of a passage depends very much on their purpose of listening. Rost

(1990: 11) sates that the purpose of listening helps the listener to select

appropriate strategies for seeking specific clarification, for noting down certain
details, for scanning for the intent of the speaker and etc. In other words, the

students need to select an appropriate role, and purpose to guide them as they

listen.

Moreover, Rost (2001:75) states that in most listening situations, there are

both transactional and interactional language use, although one will usually be

more dominant in any particular situation. In this case, teachers need to provide

listening practices in both transactional talk and interpersonal talk. Students need

instruction and listening practices to help them recognize both transactional talk

and interpersonal talk and how they can respond appropriately.

5. The Factors that Make Listening Difficult

There are some complex factors influencing the students‟ ability in

understanding listening materials. Brown (1994: 238-241) proposes eight

characteristics of spoken language that make listening difficult as follows.

a. Clustering, in written language we are conditioned to attend the sentence

as the basic unit organization. In spoken language, due to the memory

limitations and our predisposition for “Chunking” or clustering, we break

down speech into smaller groups of word.

b. Redundancy, spoken language unlike written language, has a good deal of

redundancy. The next time we are in conversation, notice the rephrasing,

repetitions, elaborations, and little insertion of “I mean” and “ You mean”,

here and there. Such redundancy helps the hearer to process meaning by

offering more time and extra information. However, if there is a little

redundancy (such as in planned monologues), there is just little extra time

 and information helping the hearer to process meaning. In this case,

listening comprehension becomes difficult.

c. Reduced form, while spoken language does indeed contain a good deal of

redundancy, it also has many reduced forms. The reduction can be

phonological, morphological, syntactic and pragmatic. These reductions

pose significant difficulties especially to classroom learners.

d. Performance variables, in spoken language, except for plan discourse,

hesitations, false starts, pauses, and correction are common. Learners have

to train themselves to listen for meaning in the midst of all these

distracting performance variables.

e. Colloquial language, learners who have been exposed to standard written

English an / or „text book‟ language sometimes find it surprising and

difficult to deal with colloquial language. Idioms, slang, reduced forms,

shared cultural knowledge, are all manifested at some point of

conversation.

f. Rate of delivery, virtually every language learner initially thinks that

native speaker speaks too fast. Actually as Richard (1983) points out, the

number of length pauses used by a speaker is more crucial to

comprehension than sheer speed.

g. Stress, rhythm, and intonation, the prosodic features of English

language are very important for comprehension. As a stressed time

language, English speech can be a terror for some learners as mouthfuls of

syllables come spilling out between stress points.

 h. Interaction, unless a language learner’s objectives is exclusively to master

some specialized skill like monitoring radio broadcast or attending

lectures, interaction will play a large role in listening comprehension.

Students need to understand that good listeners (in conversation) are good

responders. They know how to negotiate meaning, that is, to give

feedback, to ask for clarification, to maintain a topic, so that the process of

comprehending can complete rather than being aborted by insufficient

interaction.

In this situation, listeners need certain strategy in order to comprehend oral

listening. Buck (2001: 50) states that listeners use their understanding of the

communicative situation – the speakers or the topic under discussion to help them

understand what is being said. Therefore, when there is a gap in their linguistic

knowledge, second-language listeners will naturally tend to compensate for that

by using any other available information- including visual information, general

background knowledge or their common sense. In this case, teachers may also use

certain teaching media such as video in order to facilitate their students to

comprehend oral narrative text. Visual information in video can facilitate students

to comprehend the whole story better. Kellerman in Buck (2001: 172) states that

in many target-language use situations, the listening text is accompanied by visual

information which can have a significant impact on the interpretation. Seeing the

situation and participants tends to call up relevant schema. Visual information also

provides listeners with focus for their attention as they are listening.

Moreover, Buck (2001: 172) mentions that visual information is more

important in interactional language use, where the emphasis is on the relationship

between the participants. Buck also adds that with video it is easy to see who is

speaking, the setting of places or situations, gestures. Visual information such as

context of the situation, speaker’s actions, emotions, and gestures can help the

listener to catch the whole message of the story. At last, this visual information is

very important since much of the information communicated sometimes is not

explicitly stated.

Based on the explanation above, thus it is logical if teachers use certain

teaching medium such as video in order to facilitate their students in listening to

oral narrative text. Auditory and visual stimulus in the video can help the students

to catch the whole message of spoken narrative text better.

B. Teaching listening

a. The important teaching listening

Listening plays an important role in language learning. According to Rost

(1994: 141) there are several reasons that make listening so important in

language learning. Those reasons are as follows.

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

the learner. Without understandable input at the right level, any learning

simply cannot begin.

2. Spoken language provides a means of interaction for the learner. Since

learner must interact to achieve understanding, access to speakers of the

language is essential. Moreover, learner’s failure to understand the

language they hear is an impetus, not an obstacle, to interaction and

learning.
 3. Authentic spoken language presents a challenge for the learner to attempt

to understand language as it is actually used by native speakers.

4. Listening exercises provide teachers with a means for drawing learner’s

attention to new form (vocabulary, grammar, interaction patterns) in the

language.

Furthermore, listening is the language modality that is used most

frequently. Ellis and Brewster (1992: 56) mention that in early stage of

learning English, the pupils may spend much of their time listening to the

teacher while playing simple games, singing songs, saying rhymes or

listening to simple stories. In line with Ellis and Brewster, Rivers in Celce-

Murcia (2001: 70) also mentions that on average, we can expect to listen

twice as much as we speak, four times more than we read, and five times

more than we write. In fact, mastering spoken language is very important

in communication. Without learning listening, people might not be able to

speak, to read and to write.

b. Strategies for developing Listening skill

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening input. At this point, Underwood (1997:28)

states that part of teacher’s roles is to ensure that the lesson proceeds in an orderly

and productive way so that the students feel confident, relaxed and unthreatened

by listening task. A good pattern for listening sessions should include the

following aspects.
1. The pre-listening stage.

It is the stage when the context of the listening text is established, the

task(s) is explained and assistance is given/ offered as necessary.

2. The while-listening stage.

It is the stage when the students listen to the passage (in some instance one

section at a time) and attempt the while-listening activities.

3. A period when students discuss their responses in pairs/ group, and help

each other with the task.

4. A repeat listening (if necessary) for students to continue/ complete the

activity or to check/ or clarify information they may have missed or think

they may have get wrong.

5. Some further discussion (if necessary) between students, or some

assistance from the teacher, leading if necessary to listening again to all or

part(s) of the text.

6. Post-listening production of the “acceptable” answer, either by the teacher

or the class in general.

7. Consideration of the area where students failed to understand or missed

something and discussion of why this happened, playing through the text

again, in whole or in part, if necessary.

8. A post-listening extensions activity (if necessary).

Besides, listening strategies also can be classified by how the listener

processes the input. These processes are often referred as bottom-up and

top-down processing. Richard (2008: 4-10) describes those processes as

follows.
 a. Bottom-up processing

In bottom-up processing, learners utilize their linguistic knowledge to

identify linguistic elements in an order from the smallest linguistic unit

like phonemes (bottom) to the largest one like complete texts (top). It

is absolutely “text based” process where learners rely on the sounds,

words and grammar in the message in order to create meaning.

b. Top- down processing

Top- down processing, on the other hand, refers to the use of

background knowledge in understanding the meaning of a message.

This background knowledge activates a set of expectations that help

the listener to interpret what is heard and anticipate what will come

next.

In line with Underwood, Richard (2008:10) also states that a typical lesson

in current teaching materials involves pre-listening, while-listening, and post

listening and contains activities that link bottom-up and top-down listening. In this

case, the pre-listening phase prepares students for both top-down and bottom-up

processing through activities involving activating prior language, making

predictions, and reviewing key vocabulary. The while-listening phase focuses on

comprehension through exercises that require selective listening, gist listening,

sequencing etc. While, the post- listening phase typically involves a response to

comprehension and may require students to give opinions about a topic.

Based on the explanation above, the three phases of listening activity, such

as: pre-listening, while-listening and post-listening make students feels confident,

relaxed and unthreatened in understanding the content of spoken text. Pre-

listening activities such as activating prior language, making predictions, and

reviewing key vocabulary in can help the learners to establish what is already

known about the topic, to build necessary background, and to set purposes for

listening that can facilitate them to listen well. By having this activities they will

feel confident, relaxed and unthreatened in understanding the content of spoken

text. Then, the use of tasks in while-listening phase can help students to focus on

their listening activities. If the teacher gives well-structured and enough listening

tasks, students will be trained and be more confident to understand the content of

spoken text. Students also need further listening activities such as review of the

whole lesson and discussion related students‟ listening difficulties and its

solution so that they will have a good understanding about the lesson and will be

able to listen the spoken text well.

Moreover, Richard (2008: 6) states that the examples of the kinds of tasks that

develop bottom-up listening are as follows.

1. Identify the referents of pronouns in an utterance

2. Recognize the time reference of an utterance

3. Distinguish between positive and negative statements

4. Recognize the order in which words occurred in an utterance

5. Identify sequence markers

6. Identify key words that occurred in a spoken text

7. Identify which modal verbs occurred in a spoken text

Furthermore, Ellis and Brewster (1992: 57) mention about the most important

listening strategies in listening a story as follows.

 1. Predicting: it is useful to encourage children to predict what they

thinkmight come next in a story.

2. Inferring opinion or attitude: An awareness of stress, intonation and body

language-such as facial expressions or gesture- will help the children work

out if a character is angry, happy, sad and so on. This contributes to

understand the story.

3. Working out from context: Although keywords might be glossed before

the story is told, children need to be encouraged to use pictures and their

general knowledge about a topic to work out the meaning of unfamiliar

words.

4. Recognizing discourse patterns and markers (such first, then, finally, or:

but, then, so) gives important signals about what is coming next in a story.

Based on the explanation above, in order to understand the whole message

listening comprehension, listeners need to activate both bottom up processing

skills and top down processing skills. Besides, they also need to be active in

processing of interpretation in which listeners match what they hear with what

they already know (background knowledge). Listeners are expected to combine

their previous experiences with the text they are hearing to comprehend an oral

text. If they fail in doing these, they will not understand the text well.

While for teachers, it is very important to design pre- listening, while-

listening and post-listening activities that can make students feel confident,

relaxed and unthreatened in understanding the content of spoken language.

Teachers also need to design further listening activities such as reviewing of the

whole lesson and discussing about students‟ difficulties in listening in order to

facilitate their students to understand oral narrative text easily. Besides, teachers

may use teaching media such as video in order to facilitate their students in

teaching listening. By listening to the auditory stimulus and paying attention to

the visual stimulus, students will be able to catch the meaning of spoken text

better.

c. Teacher’s role during the Listening Lesson

Richards (2006:22) states that effective classroom learning tasks and

exercises provide opportunities for students to negotiate the meaning, expand their

language resources, notice how language is used, and take part in meaningful

interpersonal exchange. The role of the teacher in the language classroom is that

of a facilitator, who creates a classroom climate conducive to language learning

and provides opportunities for students to us and practice the language and to

reflect on language use and language learning. According to Pulverness, Spratt,

and Williams (2005: 135), the teacher language used in the classroom must be

appropriate for the classroom function and for the level and age of the learners.

Meanwhile, according to Harmer (2008), the roles of a teacher are:

a) Controller : Exemplify teacher-fronted classroom.

b) Organizer : Organize the students to do various activities in the

classroom.

c) Assessor : What students expect from their teachers indication of

whether or not they are getting their English right

d) Prompter : If students lose the thread of what is going on or they are

lost for words, the teacher may nudge them forward in a discreet and

supportive way.
 e) Participant : Traditional picture: Teacher standing back from the

activity letting learners get on with it.)

f) Resource : The teacher should be helpful and available, but resist the

urge to spoon-feed the students so they become iver-reliant on us

g) Tutor : Working with individuals or small groups, combining the

roles of prompter and resource.

h) Observer : Observe what the students do – especially in oral

communicative activities – to be able to give them useful feedback.

d. Teaching Listening in SMP

Based on curriculum SMP English language subject by National Education

Department 2006, the goals of teaching English at SMP are to make the learners

have ability:

a) To improve communicative competence in written and oral form to reach

the functional literacy level,

b) To have awareness that English is important to improve nation competitive

ability in global community, and

c) To develop understanding feedback of the learners between language and

culture.

According to the Standard Competence listening for Seventh Grade

students in the second semester. 7.2 Expressing meanings in simple

transactional and interpersonal conversation to interact with the

surroundings. English is as a means of communication. Communication is

the act of transferring information from one to another, while to

communicate is to understand and to express the information, the mind,

 the feeling, and the development of science and technology, and culture by

using that language. The communication ability in a whole understanding

is discourse ability. Discourse ability is the ability to understand and to

produce oral or written texts, which are realized into four language skills:

listening, speaking, reading, and writing. Listening serves the goal of

extracting meaning from messages. It means that the students acquire

language by listening to and understanding information they hear. In other

words, language acquisition is achieved mainly through receiving

understandable input.

C. videos in language teaching

a. Definition of Animation videos

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. The use of video in

English classes has grown rapidly as a result of the increasing emphasis on

communicative techniques. Being a rich and valuable resource, video is well-liked

by both students and teachers (Hemei,1997:45).

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.

Meanwhile there are many definitions of animation. Webster says "a: a motion

picture made by photographing successive positions of inanimate objects (as

puppets or mechanical parts), b: Animated Cartoon, a motion picture made from a

series of drawings simulating motion by means of slight progressive changes."

This is a fairly common understanding of the term animation, but it reflects a

limited exposure to what the art-form has to offer.

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 animation videos

Harmer (2002:282) states the advantages of using video in teaching and learning

process are:

a) Seeing language-in-use

One of the main advantages of film is that students do not just hear

language, they see it too. This greatly aids comprehension, since for example;

general meaning and moods are often conveyed through expression, gesture, and

other visual clues. Thus we can observe how intonation can match facial

expression. All such paralinguistic feature give valuable meaning clues and help

viewers to see beyond what they are listening to, and thus interpret the text more

deeply.

b) Cross-cultural awareness

Videos uniquely allow students a look at situations far beyond their

classrooms. This is especially useful if they want to see, for example, typical

British „body language‟ when inviting someone out, or how Americans speak to
waiters. Film is also of great value in giving students a chance to see such things

as what kinds of food people eat in other countries, and what they wear.

c) The power of creation

When students make their own film as media in teaching and learning

process, they are given the potential to create something memorable and

enjoyable. The camera operators and directors suddenly have considerable power.

The task of film-making can provoke genuinely creative and communicative uses

of the language, with students finding them doing new things in English.

d) Motivation

For all of the reasons so far mentioned, most students show an increased

level of interest when they have a chance to see language in use as well as as hear

it, and when this is coupled with interesting task.

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

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 Animation Video

 According to Miller (2003) non-verbal behavior or paralinguistic features of

the spoken text are now available to the learners (compared with radio), so

learners can develop their listening skills in a richer language context.

Additionally, according to Beare (2008), videos support students to become more

conscious of their learning process. They allow the learner to get an immediate

feedback being videos more effective than “simple teacher correction”. Moreover,

Esseberger (2000) claims that videos can be used in a diverse way in a language

classroom since they are an exceptional medium of learning.

Students like it because video presentations are interesting, challenging, and

stimulating to watch. Video shows them how people behave in the culture whose

language they are learning by bringing into the classroom a wide range of

communicative situations. Another important factor for teachers that makes it

more interesting and enjoyable is that it helps to promote comprehension. Video

makes meaning clearer by illustrating relationships in a way that is not possible

with words, which proves a well-known saying that a picture is worth thousand

words. Two minutes of video can provide an hour of classroom work, or it can be

used to introduce a range of activity for five minutes. A ten-minute program can

be useful for more advanced students. Less advanced students may wish

something much shorter because their limited command of the language also

limits their attention span. (Dr. Ismail Cakir: 2006)

Furthermore, animation video 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.

D. Previous study

The same research concerned using animation video had been conducted by

the previous researchers.

The first, the research that had been conducted by Dwi cahya ningrum (2010)

entitled ―The Effectiveness Of Using Video in Teaching Listening of Oral

Narrative Text. The result of research shown that the mean for the posttest scores

for the control group was 5,48 and the mean for experimental group was 6.05,

with the great difference of 0.57. So, experimental group was bigger than control

group. Independent T-test results on posttest scores shown that t = 1.98 , df= 39,

and Sig = 0.000. It could be concluded that there was significant difference in the

listening comprehension performance between the participants in the control

group and the participants in the experimental group. This indicated that using

video had indeed helped to significantly evaluate the students` performance in

their listening of oral narrative text.

Another previous study is conducted by Kretsai Woottipong (2014: 210)

that found it can be implied that video can contribute positively to language

learning and processing. It helps learners in developing listening skills, in learning

new lexical terms and in encouraging autonomous learning. Video-based

instruction can be used to develop students’ listening and speaking skills.

Activities associated with video-based instruction such as gap-filling, group

discussion, and oral presentation, can also develop students’ listening and

speaking skills.
 Based on explanation above, the use of animation video was effective and

increased the students’ listening skill