TY  - GEN
CY  - UNIVERSITAS LAMPUNG
ID  - eprints2899
UR  - http://digilib.unila.ac.id/2899/
A1  - Ferdiansyah, 0813042004
Y1  - 2014/08/19/
N2  - Listening can be considered as the first step in learning a language, particularly
foreign language. Moreover, listening, as one of language skills, is one of the
most important and fundamental of the four skills in foreign language learning
because listening is the earliest stage in acquiring information from which it is
very useful for learners in using English. As a matter of fact, the teachers in the
school have taught listening but the students? listening ability was still far from
the goal being expected. Many students had difficulties in comprehending the
ideas in conversation. Therefore, the researcher did the research to find out
whether there was any significaiont difference of students? listening achievement
taught through dialogue video and animation movie and which media was more
effective to help students improve their listening achievement between the two
media.
This research applied pre-test ? post test control group design. This experimental
method deal with two groups of experimental classes, class XI IPA 3 was treated
as the experimental class one was taught using animation movie and those XI IPA
2 using dialogue video. The samples of the research were the eleventh grade
students of SMAN 12 Bandar Lampung in the year 2013/2014. In determining the
experimental classes, the researcher used two highest clasess. Since the data were
in form of students? listening ability, the data were collected by using two
listening tests: pre- test and post-test and analyzed using animation movie and
dialogue video.
The result showed that there was no significant difference of students? listening
achievement between those who were taught through dialogue video and those
taught through animation movie. By teaching through dialogue video and
animation movie, it was found that the students? mean score of the pre-test on
experimental class one was 62.8 and their mean score of the post-test after being
taught through animation movie was 67.46, in which their gain score was 4.66.
On the other hand, the students? mean score on experimental class two was 54.9
and after being taught through dialogue video their score increased 2.7 to 57.60.
Although there was no significant difference of students? listening achievment, it
indicated that animation movie was better than dialogue video in increasing the
students? listening achievement. In other words, animation movie was more
effective to help students improve their listening achievement.
PB  - FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
TI  - COMPARATIVE STUDY OF STUDENTS? LISTENING ACHIEVEMENT
TAUGHT THROUGH DIALOGUE VIDEO AND ANIMATION MOVIE
AT SMAN 12 BANDAR LAMPUNG
AV  - restricted
ER  -