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USING ANIMATION VIDEO
IN TEACHING STUDENTS LISTENING SKILL
IN JUNIOR HIGH SCHOOL
By:
I Wayan Sumerta Winaya Asnadi
English Education Department (UNDIKSHA)
NIM. 1312021146
ABSTRACT
Teaching
English especially listening has become more challenging than ever. It is because
listening is a more complex activity rather than hearing. Regarding to this
case, it is necessary for the teacher to use an innovative teaching strategy in
teaching listening skill. One of them is the use of animation video. It is
defined as cartoon, images, and puppets shown in a way that makes them move and
appear to be alive (Ramandika, 2014). According to experts, there are a lot of
strengths of using animation video in teaching listening. Animation video is
very interesting for the students moreover in junior high school. Students do
not only listen the language, but they also see visually in order to support
their comprehension. In addition, animation video applied in teaching listening
skill provides real situations, intonation, and pronunciation; it allows
students to be exposed in a real context. Therefore, animation video is
effective in improving students listening skill in English language learning (Martinez,
2010; Ramandika, 2014; Musthikanti 2014). Hence, in teaching listening skill by
using animation video, it is a must for the teacher to take into account the implementation
technique. In sum, this paper aims at (1) explaining
the nature of listening skill as well as teaching listening skill and animation
video (2) discussing the reason why the animation video is effective in
teaching listening skill (advantages and disadvantages of using animation
video), and (3) explaining the procedures or practical techniques in
implementing the animation video in teaching listening skill in classroom.
Keywords: animation video, teaching
listening skill
INTRODUCTION
Nowadays, English plays crucial roles in the world. It is because English becomes an international
language for communication besides as the bridge among many countries.
Therefore, English actively used by many countries as the first language,
second language, or even as a foreign language. In Indonesia, English is
currently used as a foreign language. English in Indonesia is also greatly
important. Thus, it is taught in early ages in primary school because of its
necessity.
Moreover in ASEAN
community era, English becomes the basic language which needs to be
comprehended as well as the requirement in order to be able to competing
with others labor in ASEAN community. Hence then, Indonesia government through its educational ministry enhances more certain rules regarding to the exertion of English comprehension through teaching
English.
However, teaching English still remains a lot of problem practically. Teaching
listening by using cassette and tape recorder are commonly old strategy. It
makes the students feel bored in class because the audio is hard to be
differed. While the words expressed through the audio is difficult to be
understood by the hearer. Students just imagine without any contextual
supports. Therefore, students’ skill in listening is not good enough. In fact,
the agent of education especially teachers who play more responsibilities
regarding to this case should take into account how to teach English to
students.
In conducting an effective teaching,
an innovative teaching strategy must be adapted by the teachers. Moreover,
teaching English specifically teaching listening skill is harder than teaching
the three others language skills. Teaching listening should take more places in
term of teaching, because language without listening is impossible (Renukadevi, 2014). Therefore, as been noted
previously, an innovative teaching strategy needs to be implemented by the
teacher in teaching listening skill. One of them is teaching listening skill through
animation video.
Teaching listening skill using
animation video is beneficial both for students and teachers. A study conducted
by Martinez (2010) showed that video could give significant effect toward students
listening skill. Furthermore, a study conducted by Ramandhika (2014) also showed
that, using animation video especially in teaching listening, giving
improvement on listening skill for junior high school students. His study also
supported by the previous research toward the use of animation video in
teaching listening skill as been conducted by Musthikanti
(2014). She suggests an alternative way in
teaching listening that is learning through watching video. She notes that video
can be made as listening teaching medium. It provides not only audio but also
visual. It is easier for the students to understand the content of the video.
Therefore, in
this paper, the writer will further discuss about the use of animation video in
teaching students listening skill especially for the students in junior high
school.
- The Nature of
Listening Skill
Listening is the important skill in
language, besides speaking, reading, and writing. Harmer (2001) expresses that
listening is a “receptive skill” where people obtain the main idea according to
what they hear. It is more complex than merely hearing. In this case, students
receive the meaning of a language without producing the language by themselves.
Meanwhile, Richards (2008) notes that listening is
viewed as an interpretive process of learning. At the same time, the fields of
discourse analysis and conversational analysis revealed a great deal about the
nature and organization of spoken discourse. Hence, current views of listening emphasize
the role of the listener, who is seen as an active participant in listening,
employing strategies to facilitate, monitor, and evaluate his or her listening.
Moreover,
listening skill is a very important skill for hearing something from someone or
something. It is the first language art skill which is learned and developed before
a child speaks (Machado as cited in Prayoga, 2012). He argues, listening is
similar with 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.
Lastly, according to Moulic (2012) listening is a process of
receiving language through the auditory system. This process involves receiving
of the sound waves, identifying the language used (both the segmental and
supra-segmental elements), processing them into appropriate understanding of
the speakers intentions and retaining the message for future use.
Thus, briefly, it can be concluded
that, listening skill is the receptive skill of language which mostly involves
the hearing sense in the purpose of getting certain intention or meaning
through the audio.
- The Notion of
Teaching Listening Skill
In general, teaching is the main
duty of a teacher. It is an attempt to help people especially students to learn
how to do something, giving acknowledge causing to know and to understand. Brown (2006) in his book clearly states that teaching listening
is an important activity for teacher in which she/he should greatly understand
that listening courses must make use of students’ prior knowledge with the
learning in order to improve listening comprehension or skill. Simply it can be
described as the way how the teacher activates the students’ prior knowledge in
order to increase the students listening skill or comprehension.
According to Ampa (2015), teaching
listening requires teacher to take a more active approach to improve listening
abilities by focusing on the specific problems which is faced by the students
and planning the listening activities as to help to resolve the problems. However,
teaching English nowadays has become more challenging than ever.
In order to help the learners’ mastery (increase the
proficiency) of language skills, language teachers, especially English teachers
have to provide quality teaching materials that can be engaging, interesting,
and up-to-date for the students. It can be an effective way while
simultaneously being a tool that will ensure the students to learn (Ismaili, 2013).
Specifically, teaching listening
skill is one of the most difficult duty for teachers. The successes of
listening skill are gained over time and with lots of practices. In students
view, it is frustrating because there are no rules as in grammar teaching. It
does not mean that there is no way of improving listening skills; however they
are difficult to quantify. Teaching
listening skill needs additional effort to conduct the best one. Of course, it
must be appropriate and match with the students’ condition and needs.
- The Definition of
Animation Video
Many views regarding to the definition of video, especially
animation video emerges from many experts. Video is a type of media which
provides moving pictures and sound played simultaneously at the same time. While
animation is the process how to make something especially pictures seem to be
alive. It is one of the audio visual aids that can be used in language
teaching. Specifically animation video is a video made without using something
real. In other words, it is described as cartoon, images, and puppets
photographed and shown in a way that makes them move and appear to be alive
(Ramandika, 2014).
Haryanto (2014) defines animation video as the video that presents
information via aural and visual which has advantages for learners to gain the
information by observing and listening. Video
animation can help the students’ sensibility in hearing sense and participation. It is because video animation is
very interesting and the students at all ages like it.
Thus, animation video is a type of videos made by pictures in
which the pictures can move like they’re alive then presented into audio and
visual. It can be seen and listened by the students in learning process
especially in listening. In this paper, animation video is used as an innovative
teaching strategy in teaching listening skill for the junior high school
students.
- The Advantages and
Disadvantages of Using Animation Video in Teaching Listening Skill
Animation video applied in teaching
listening skill has beneficial impacts and unbeneficial impacts in the
classroom. Both influence in teaching and learning process. The following are
the advantages and disadvantages of using animation video.
Advantages
According to Harmer (2001), one
major advantage of video is that, students do not only listen the language but
also they can see visually. Through this visual sight as the strength of video,
it can support the students’ comprehension on the meaning target to be gained.
Cakir (2006) in his study argues
that there are several advantages of animation video in teaching learning
process especially in listening. Video provides an authentic language input in
which supported by the real action. Video allows students to concentrate on the
language in detail and interpret what has been said, repeat it, predict the
reply. The learner can also concentrate in detail on visual clues to meaning
such as facial expression, dress, gesture, posture and on details of the
environment which is helpful for supporting the students understanding toward the
intended meaning. Additionally, he also argues that video can give students
another understanding of attitudes of characters in the video instead of
listening only.
Furthermore, animation video which
is applied in listening skill provides real situations, intonation, and real
pronunciation. Its strength allows students to be exposed to a real context, as
been suggested by Martinez (2010). He proposes that animations can help
learners come to understand complex ideas more easily rather than audio only.
Moreover, Oddone (as cited in
Amalia, 2014) states that the advantages of using videos in the language
classroom are a lot. Animation video provides instances of authentic language
and can be fully exploited with the teacher’s control. Video gives access to things, places, people’s behavior,
and events. Besides, as an authentic material which usually proves to motivate
students to the “real things”.
Last but not least, according to
Jhoana (in Ramandika, 2014) teaching listening comprehension by using video
animation is giving improvement for the students listening skill. It is proven
by his study toward the use of animation video in teaching listening in
classroom. In a line with this statement, video animation is effective in
improving students listening skill in English language learning (Ramandika,
2014; Musthikanti 2014).
To sum up those statements, it is clearly that animation videos are very beneficial. Animation video is
very interesting. As though, it can attract students’ attention. Besides that,
it can help the students to more understand the meaning intended through the
video because they present visual context aids that assist the students to comprehend
more easily and improve their learning skills.
Disadvantages
Using animation video doesn’t give advantages only,
hence, it also give some disadvantages. We may not
consider the good points only instead the bad points. On the other hand, besides advantages, the
disadvantages of video should also be taken into account. According to Cakir (2006), there are some disadvantages of
using animation video in teaching and learning process especially in teaching
listening skill. Animation video is 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.
In a line with Cakir, Arsyad
(2011, as cited in Yatimah, 2014) also stated some disadvantages of using
video:
1. Animation video needs much time and money.
2. When the video is being shown, the pictures are moving
continuously that make some students cannot get the information from the video.
3. Animation video sometimes does not meet the need of the learning
goal, unless the video is designed and produced specifically for certain need.
From the explanations above, it
can be inferred that using animation video in the language classroom specifically
in teaching listening skill has some advantages and disadvantages. However, it
depends on how the teacher uses it as the media in teaching. When the video is
used appropriately, by choosing the suitable
ones and use them at the right time and the right place, the video can give
some contributions or advantages to the language learning. In other hand, it
can be bad dream when it is implemented in a wrong way or inappropriately,
besides its cost of money and also needs more supporting media in operating the
animation video.
- The Procedure of
Using Animation Video in Teaching Listening Skill
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 (Woottipong, 2014). In teaching
listening skill by using animation video, it is a must for the teacher to
consider the implementation technique. According to Ramandika (2014) the actions implemented comprises of reviewing previous
material, spreading handout, explaining in English, making use of the LCD
projector optimally to display the video animation, and providing activities
that enabled the students to enrich their vocabulary such as giving exercise
related with the video animation.
Moreover, Cakir (2006)
clearly suggests in using animation video, teacher should follow some practical techniques in the classroom as follows:
1. Active viewing
In active
viewing activity, the teacher shows the video and let the students watch it
from the beginning to the end. This activity helps the teacher know how far the
students’ understanding of the video shown.
2. Freeze framing and prediction
In this
activity, teacher stops the video which showing the pictures of characters’ body
language, facial expression, emotions, reactions, and responses. This activity
helps the students understand about what expression should be shown when we say
something in English especially.
3. Silent viewing
In the
silent viewing, the video is played with the sound off and let the students
guess what are the characters are talking about in the video. Through this
activity, students are supposed to remember the dialogues in the video.
4. Sound on and vision off activity
In the
sound on and vision off activity, the students only can hear the dialogue but
unable to see the action. This activity helps the students to improve their
listening skill.
5. Repetition and role play
In the
repetition and role play activity, a scene on video is replayed with certain
pauses. When the students already understood the presentation, then they are assigned
to act out the scene as much as they remember.
6. Reproduction activity
In the
reproduction activity, the students are showed a section in the video and are
asked to retell what is happening. This activity can improve the students’ speaking
skill.
7. Dubbing activity
In dubbing
activity, the students are asked to fill in the missing dialogues orally when
the video is being played with the sound off.
8. Follow-up activity
In
follow-up activity, the teacher makes a discussion with the students regarding to
the content of the video for the sake of understanding.
In addition, Martinez (2010) also
suggests steps or procedures in implementing animation video in teaching
listening skill in classroom. The steps are divided into three main categories
as follows.
1.
Before Viewing
In this
step, teacher introduces the video to the students. After the students hear the
teacher’s explanation about the video, then they are asked to predict as much
as possible about the video that will be given. It is the way how to build
students’ critical thinking and stay focus on the video.
2.
While Viewing
The second
step is “While Viewing” in which the students are allowed to watch the video. In
this step, while they’re watching the video, teacher should observe the
students whether they understand or bother by others students. It’s used to
make the students keep focus on the purposes of the listening while watching
the video.
3.
After Viewing
In this
step, students are asked to answer the questions given by the teacher. Then,
the activity continued by a discussion between students and teacher about the
video in detail. In addition, teacher also confirms the answer of the question
given in this step.
Therefore,
by applying those techniques, it will be helpful for the teachers to teach
English by using animation videos in classroom for the purpose of improving
students listening skill.
CONCLUSION
To conclude, in
teaching listening skill, using animation video is an innovative way or
strategy for improving students listening skill. Listening is not merely in
audio form, but it can be audio visual form. This strategy can help the
students in comprehending the content of material being heard while learning
visually. Teaching listening by using animation video gives more benefits
rather than using audio aids only. It allows students to see and observe the
action in detail while listening to the audio. The concrete things in video are
necessary to build in order to support students understanding toward the
meaning conveyed through animation video. Thus, in improving students listening
skill, teachers are suggested to use animation video as an innovative teaching
strategy in teaching learning process in classroom.
REFERENCES
Ampa, A.T. (2015). The Implementation of Interactive
Multimedia Learning Materials in Teaching
Listening Skills. English Language Teaching, 8 (12), 56-62.
Brown, S. (2006). Teaching Listening. New York. Cambridge
University Press
Cakir, I. (2006). The
use of video as an audio-visual material inforeign language teaching classroom.
The Turkish Online Journal of Educational Technology-TOJET , 5
(4), 67-72.
Harmer, J. (2001). The
Practice of English Language Teaching . Harlow: Pearson Education Limited.
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Animation to The Teaching
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Woottipong, K. (2014). Effect of Using Video
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(A+B+C+D)
The reliability
for
the objective test instrument which is administered
to both groups will be measured by
using
KR-21 (Kuder-Richardson) formula.
The KR-21 formula
can be seen
as follows:
