




































57 

 ELT FORUM 3 (1) (2014) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

THE EFFECTIVENESS OF ANIMATION VIDEO ENTITLED “THE BOY 

WHO CRIED WOLF” TO IMPROVE STUDENTS’ LISTENING SKILL OF 

NARRATIVE (An Experimental Research of Eighth Year Students of SMPN 1 

Kejobong in the Academic Year of 2013/2014) 

 

Annisa Mustikanthi   

 

English Department, Faculty of Languages and Arts, State University of Semarang, Indonesia 

 

Article Info 

________________ 
Article History: 

Received in April 2014 

Approved in Mei 2014 

Published in Juni 2014 

________________ 
Keywords: 

video, narrative, listening 

skill 

____________________ 

Abstract
 

___________________________________________________________________ 

English is not an easy subject to learn. The reason is the quality of human resources or the teacher 

is still low. They have to teach and deliver their knowledge to the students, but they cannot deliver it 

well if they do not master English. They also have to be creative. Teaching will be more attractive if 

the teacher can deliver the materials in fun ways. This final project mainly aims at determining the 

effectiveness of using a video with texts in teaching listening for the eighth grade of junior high school 

students. The subject of this study was the eighth grade students of SMP Negeri 1 Kejobong in the 

academic year of 2013/2014. The number of the subject was 60 students. The design of this study 

was experimental study. The data were gained by administering pre-test and post-test of listening 

test.  By using cluster random sampling, students of VIII E were taken as the samples of the 

experimental group and the samples of control group were the students of VIII G. In the pre-test, the 

mean score of the experimental group was 58.60, while the control group was 57.30. The result of 

post-test of the experimental group was 67.30 and the control one was 60.90. There was an 

improvement between the results of pre-test and post-test’s score. That meant that the medium was 

effective enough to be used in teaching listening of narrative. From the calculation of t-test, the result 

was 1.84 while the t-table with degree of freedom (df) 58, rounded up to 60 at 5% significance level 

was 1.67. Because the t-test was higher than the t-table (1.84>1.67), it can be concluded that using 

video with English texts was effective for teaching listening of narrative. An animation video can be 

made as a medium in teaching listening. The students will not get bored in the learning process 

because video is such an interesting medium which provides audio and visual that can grab the 

students’ interest. The teacher should consider animation videos in teaching listening because it is 

easy to understand the story by watching the animation videos which provides audio and visual. 

 

© 2014 Universitas Negeri Semarang 

 
 Correspondent Address:  

   B3 Building,  FBS Unnes  

   Sekaran, Gunungpati, Semarang, 50229 

   E-mail: annisanotonegoro13@gmail.com  

ISSN 2252-6706 



 

Annisa Mustikanthi / Journal of English Language Teaching 3 (1) (2014) 

58 

INTRODUCTION 

 

As a foreign language, English has four 

skills that have to be mastered by the learners. 

There are listening, speaking, reading, and 

writing skill. Their time in learning is full of 

learning reading and writing. In reality, English 

teachers in school do not give attention to 

listening. Based on the observation in school and 

while doing PPL, the teachers rarely give material 

about listening. Teachers tend to teach reading 

and writing because they find it difficult to teach 

listening. Whereas, listening skill is important 

because we cannot communicate well with other 

people if our listening skill is bad. 

Listening plays a vital role in daily lives. 

People listen to different purposes such as 

entertainment, academic purposes or obtaining 

necessary information (Hien: 2003). Without 

listening skill, no communication can be 

achieved. As a result, language learners especially 

those who learn English as a foreign language in 

non-native setting, find it difficult to acquire good 

listening skill.  

Students in schools begin to learn English 

by doing reading, instead of listening. Reading is 

different from listening and writing is different 

from speech. The biggest difference is that speech 

consists of sounds. Listeners have to know the 

sound system. Moreover, when we are going to 

write something in English, the sentences should 

be correct and neat, while speech does not (Fadlij: 

2008). English-speaking people usually speak 

English speedily. It is too fast for the students to 

follow. Sometimes they have not even got the 

meaning of the first sentence when the second 

sentence started. As a result, they miss the whole 

story. 

An alternative way in teaching listening is 

by watching video. 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. In this 

research, the video entitled “The Boy Who Cried 

Wolf” was chosen to be a medium in teaching 

listening. The reason why “The Boy Who Cried 

Wolf” was chosen is the content of the story is 

easy to understand.  

In this research, teaching listening using a 

video with texts compared to teaching listening 

using a video without texts. There are 2 groups of 

students which become the subject. Group 1 was 

the experimental group and group 2 was the 

control group.  The experimental group was 

taught by using a video with texts and the control 

group was taught by using a video without texts. 

This research reveal whether a video with texts is 

better than a video without texts as a medium in 

teaching listening. 

 

LITERATURE REVIEW 

 

 Kvitnes (2013) conducted a research in 

teaching listening by using a same video clip for 

both of experimental groups and control groups. 

The difference is in the subtitles, English, 

Norwegian, and without subtitles. The study 

found that subtitles aided comprehension of plot 

in the initial round of testing, and this was 

established through a simple questionnaire. 

 Rokni and Ataee also administered a 

study in listening. However, they conducted their 

research in speaking skill. They done their study 

in 8 sessions and then they held a posttest. The 

result showed that students’ who is taught by 

using movie is better in speaking than those who 

is taught by using movie without any subtitle. 

 

2.1 Definition of Listening 

Howatt and Dakin in Rahmawati (2010) 

states that listening is an active process because 

we have to identify and understand what other 

people saying. This involves understanding a 

speaker’s accent or pronunciation, his grammar 

and vocabulary and grasping his meaning. 

According to Saricoban in Stivani and 

Hayati (2011), listening is one of the fundamental 

language skills. It’s a medium through which 

children, young people, and adults gain a large 

portion of their education—their information, 

their understanding of the world and of human 

affairs, their ideals, sense of values, and their 

appreciation. 

 

 

 



 

Annisa Mustikanthi / Journal of English Language Teaching 3 (1) (2014) 

59 

2.1 Listening Skill 

Listening is one of language skills that 

must be mastered by the learners. It is an 

important language skill. A listener will catch the 

words or sentences said by the speaker in order to 

communicate to each other.  “In reality, listening 

is used far more than any other single language 

skill in normal daily life. 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” (Rivers & Weaver in Murcia 2001: 

70). Rivers and Weaver’s statement shows that it 

is difficult to communicate if listeners do not 

comprehend what is said by the speaker. 

 

RESEARCH METHODOLOGY 

 

Experimental research was applied in this 

research. In this study, cluster random sampling 

was chosen. The selection of groups, or clusters, 

of subjects rather than individuals is known as 

cluster random sampling (Cohen, Manion & 

Marrison 2007: 95). In this study, VIII E was 

chosen as experimental group and  

VIII G was chosen as control group. This 

selection was suggested by the English teacher of 

SMP N 1 Kejobong. 

 

3.1 Research design 

According to Best in Rahayu (2012) the 

design of the experiment can be described as 

follows: 

 

Experimental Group O1 X1 

 

O2 

Control Group O1 X2 

 

O2 

Where: 

O1 : pre-test 

X1 : treatment of experimental group (watching  

video with texts) 

X2 : treatment of control group (watching video 

without texts) 

O2 : post-test 

 

 

FINDINGS AND DISCUSSION 

 

In the pre-test, the mean score of the 

experimental group was 58.60 and the control 

group was 57.30. It showed that the score were 

slightly equal. It meant that there was no 

significant difference of the score between 

experimental group and control group. The mean 

score of the post-test of experimental group was 

67.30 and the control group was 60.90. The post-

test score of the experimental group was higher 

than the control group’s post-test score. This 

diagram below showed the difference of pre-test 

and post-test of experimental group and control 

group. 

 

Diagram 1. Diagram of Pre-Test and Post-Test 

between Experimental Group and Control Group 

 

The working hypothesis that “There is a 

significant difference in students’ listening 

achievement between students who were taught 

listening by using a video with texts and those 

who were taught listening by using a video 

without texts” was accepted.  

 And finally, based on the research that 

have conducted, it was proved that listening to 

narrative stories by using video with texts for the 

eighth grade students of SMP Negeri 1 Kejobong 

in the Academic Year of 2013/2014 was 

effective. 

 

CONCLUSION 

 

Due to the research finding and discussion 

in the previous chapter, it could be concluded that 

teaching listening using video with text was 

effective. 

30

40

50

60

70

Pre-

Test

Post-

Test

58,6

67,3

57,33

60,9

Experimental

Control



 

Annisa Mustikanthi / Journal of English Language Teaching 3 (1) (2014) 

60 

There was a significant difference in the 

achievement between the students who were 

taught by using video with texts and the students 

who were taught by using video without texts. It 

could be seen from the improvement of means 

between two groups. The pre-test mean score of 

the experimental group was 58.60, whereas the 

pre-test mean score of the control group was 

57.33. Meanwhile, the post-test mean score of the 

experimental group was 67.30 and the post-test 

mean of the control group was 60.90. From the 

result, it can be concluded that the treatments 

which were used by the experimental group gave 

positive effect in improving students’ 

achievement in listening. 

 Teaching listening by using video with 

texts was more effective than teaching listening 

by using video without texts. It was proved by the 

result of the t-test and the t-table with the degree 

of freedom (df) 58 at 5% significance level and the 

result showed that t-test (1.98) was higher than 

the t-table (1.67).  It meant that there was 

significant difference between teaching listening 

by using video with text and teaching listening by 

using video without texts. Therefore, the null 

hypothesis (H0) that stated there is no significant 

difference on students’ listening achievement 

between students who were taught listening by 

using a video with texts and those who were 

taught listening by using a video without texts 

was rejected. Whereas, the working hypothesis 

(Ha) that stated there is a significant difference on 

students’ listening achievement between students 

who were taught listening by using a video with 

texts and those who were taught listening by 

using a video without texts is accepted. 

A new way of teaching listening should be 

applied in order to make teaching and learning 

process more interesting. Teachers should vary 

their ways in teaching listening because 

sometimes the students get bored with just sitting 

on their chair and listen to the tape recorder. 

An animation video can be made as a 

medium in teaching listening. The students will 

not get bored in the learning process because 

video is such an interesting medium which 

provides audio and visual that can grab the 

students’ interest. The teacher should consider 

animation videos in teaching listening because it 

is easy to understand the story by watching the 

animation videos which provides audio and 

visual. 

Hopefully the result of this research will be 

useful for the readers, especially for teachers of 

English. This research also can be a reference for 

the next researcher in conducting research by 

using other kinds of animation videos. 

 

REFERENCES 

 

Celce, M, M. 2001. Teaching English as a Second or 

Foreign Language. Boston: Heinle & Heinle. 

Cohen, L., Manion, L., and Morrison, K. 2007. 

Research Methods in Education. New York: 

Routledge.  

Fadlij, M. 2008. Improving Students’ Listening Skill by 

Using Songs (An Action Research at the 

Second Year Students of MA Pancasila 

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[accesed 24/02/14] 

Hien. DIFFICULTIES AND STRATEGIES IN 

LISTENING COMPREHENSION. Available 

at  

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