THE EFFECT OF ANIMATION VIDEO TOWARD STUDENTS’ SPEAKING ABILITY AT FIRST GRADE STUDENTS OF SMAN 2 KALIANDA LAMPUNG SELATAN 2012
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise and thank to God the Almighty for his blessing to the writer so that he can accomplish the writing of this script. In this occasion I would like to express my deepest gratitude and appreciation to:
1. Prof. Dr. Cucu Sutarsyah, M.A. as the Chairman of English Department Lampung University who always help his students.
2. Budi Kadaryanto, S.Pd., M.A. as the First advisor who gave his guidance, advice, encouragement and time from beginning up to completion of this script.
3. Drs. Ramlan Ginting Suka as the Second advisor who gave motivation and advice to me for completing this script.
4. Dra. Hartati Hasan, M.Hum. as the Examiner who gave instruction and her knowledge in order to make this script better.
5. Drs. Khoirudin as the Headmaster of SMA Negeri 2 Kalianda Lampung
Selatan who gave his permission to conduct a research at the school. 6. Dra. Yulia Fahda, M.Pd. as the English teacher of SMA Negeri 2 Kalianda
Lampung Selatan who had become second raters and observer in this research, thanks for her kindness and help.
7. X7 students of SMA Negeri 2 Kalianda Lampung Selatan who had
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Fikri thanks for love, support and pray.
9. My best friend Donesa Rucci who made animation this research, thanks brother for helping me with your heart.
10.My closed friends Affriyan E.S, Mujiono, Tri Wahyudi, Arizka Miftah Faridl, Andimari Purbo, Annisa Putri, Ratna Juwita, Feni Wulandari, S.Pd. and Rizka Mahardika, S.Pd who always help and motivated me.
11.My friends in English Department 2008 and 2007 that cannot mentioned one by one for wonderful friendship. It’s been fun guys.
Bandar Lampung, October 31th 2012 the writer
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ADMITTED BY
1. Examination Committee
Chairperson : Budi Kadaryanto, S.Pd., M.A. ………
Examiner : Dra. Hartati Hasan, M.Hum. ………
Secretary : Drs. Ramlan Ginting Suka ………
2. The Dean of Teacher Training and Education Faculty
Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
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Research Title : THE EFFECT OF ANIMATION VIDEO TOWARD STUDENTS’ SPEAKING ABILITY AT FIRST GRADE OF SMA NEGERI 2 KALIANDA LAMPUNG SELATAN
Name : MUHAMMAD ZACKY SAPUTRA Student Number : 0853042025
Department : Language and Arts Education Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY Advisory Committee
Advisor 1 Advisor 2
Budi Kadaryanto, S.Pd., M.A. Drs. Ramlan Ginting Suka
NIP 19810326 200501 1 002 NIP 19570721 1986031 003
The Chairpersons of
The Department of language and arts Education
Drs. Imam Rejana, M. Si.
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THE EFFECT OF ANIMATION VIDEO TOWARD STUDENTS
SPEAKING ABILITY AT FIRST GRADE OF
SMA NEGERI 2 KALIANDA LAMPUNG SELATAN
(A script) By
Muhammad Zacky Saputra (0853042025)
Advisors:
1. Budi Kadaryanto, S.Pd., M.A. 2. Drs. Ramlan Ginting Suka
ENGLISH STUDY PROGRAM
LANGUAGE AND ART DEPARTMENT
TEACHING TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
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This script is proudly dedicated to those who support me keep struggling to get success they are:
My beloved mother and father, everything that I did is nothing compare to your love. I’m so proud to be your son. My lovely little brother Izhar Fikri, thanks for messing up my room as always. My life was so boring until you came along.
My best friends, thanks for coloring my life.
All people that have helped, motivated and supported me “Thank you so much”
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LIST OF APPENDICES
1. Result of students’ pretest score ... 64
2. Result of students’ posttest score ... 65
3. Data mean Rater 1 and 2... 66
4. List of students’ average score in pretest and posttest ... 67
5. Students’ pretest score R1 and R2 ... 68
6. Students’ posttest score R1 and R2 ... 69
7. Frequency pretest ... 70
8. Frequency posttest ... 71
9. Descriptive T-Test ... 72
10.Inter-rater reliability of pretest ... 73
11.Inter-rater reliability of posttest ... 75
12.T-test Pronunciation ... 77
13.T-test Vocabulary ... 78
14.T-test Fluency ... 79
15.T-test Comprehension ... 80
16.T-test Grammar ... 81
17.Class Observation Sheet ... 82
18.Script Conversation Animation Video ... 85
19.Pretest-Posttest Script Conversation ... 88
20.Pretest ... 94
21.Lesson plan I ... 95
22.Lesson Plan II ... 98
23.Lesson plan III ... 101
24.Posttest ... 104
25.Profile of 2nd rater ... 105
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Graph of Average of students’ pretest score ... 39
Graph of Average of students’ posttest score ... 40
Graph of improving students’ speaking ability ... 42
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LIST OF TABLES
Table of Lesson Observation ... 28
Table of Specification ... 30
Table of Rating Scale ... 33
Table the Data Score Pretest and Posttest ... 36
Table of Row Data of Speaking Test ... 36
Table of Distribution Pretest Score... 39
Table of Distribution Posttest Score ... 41
Table of Raters Reliability ... 44
Table of Standard and Basic Competence ... 45
Table of Analysis the Hypotheses ... 46
Table Percentage First treatment observation ... 48
Table Percentage Second treatment observation ... 49
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MOTTO
~Man Jadda Wa Jadda~
(Siapa yang berusaha akan mendapatkannya)“Arabian Quote”
~Veni Vidi Vici~
(I come, I see, I win)“Julious Cesar”
~Setahun Mengajar Seumur Hidup Menginspirasi~
“Anis Baswedan”(11)
TABLE OF CONTENTS
APPROVAL ... i
ABSTRACT ... ii
MOTTO ... iii
DEDICATION ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION page 1.1 Background of the Problem ... 1
1.2 Research Question ... 5
1.3 Objectives of the Research ... 5
1.4 Uses of the Research ... 5
1.4.1 Practically ... 5
1.4.2 Theoretically ... 6
1.5 Scope of the Research ... 6
1.6 Definition of Terms ... 6
CHAPTER II LITERATURE REVIEW 2.1 Concept of Speaking ... 8
2.2 Types of Speaking ... 9
2.2.1 Imitative ... 9
2.2.2 Intensive ... 10
2.2.3 Responsive ... 10
2.2.4 Transactional ... 11
2.2.5 Interpersonal ... 11
2.2.6 Extensive ... 12
2.3 Concept of Teaching Speaking ... 13
2.4 Concept of Multimedia... 14
2.5 Multimedia is an Effective Tool for Learning ... 15
2.6 Concept of Animation Video ... 15
2.7 The Effect Animation Video in Learning Speaking ... 16
2.8 Teaching Speaking using Animation Video ... 17
2.9 Procedure of Teaching Speaking using Animation Video ... 19
2.10 Advantages and Disadvantages using Animation in Learning Speaking ... 20
2.10.1 Advantages ... 20
2.10.2 Disadvantages ... 21
2.11 Theoretical Assumption ... 21
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3.2 Population and Sample ... 23
3.3 Data Collection Technique ... 24
3.4 Research Procedures ... 24
3.4.1 Selecting Speaking Material ... 24
3.4.2 Determining Research Instrument ... 24
3.4.3 Determining Population & Sample ... 25
3.4.4 Conducting Pretest ... 26
3.4.5 Giving Treatment ... 26
3.4.5 Conducting Posttest ... 26
3.4.7 Analyzing, Interpreting & Concluding Data ... 27
3.5 Research Instruments ... 27
3.5.1 Speaking Test ... 27
3.5.2 Observation ... 28
3.5.3 Validity ... 29
3.5.3.1 Content Validity ... 29
3.5.3.2 Construct Validity ... 29
3.5.4 Reliability... 31
3.6 Criteria for Evaluating Students Speaking Ability ... 32
3.7 Data Analysis ... 35
3.8 Data Treatment ... 36
3.9 Hypothesis Testing ... 37
CHAPTER IV RESULT AND DISCUSSION 4.1 Result ... 38
4.1.1 Result of Pretest ... 39
4.1.2 Result of Posttest ... 40
4.1.3 Improving of Students’ Speaking Ability ... 42
4.1.4 Result of Reliability Test ... 44
4.1.5 Result Validity ... 45
4.1.6 Hypothesis Test ... 46
4.1.7 Result of Observation Process of TL Speaking by using Animation .. 47
4.2 Discussion... 51
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 59
5.2 Suggestions ... 60
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I. INTRODUCTION
1.1Background of the Problem
Speaking is an essential tool for communicating, thinking, and learning. By having good ability in speaking we can convey information, ideas and maintain social relationship by communicating with others. In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently. It is supported by British Council’s report (1998) which states that more than two billion people use English to communicate. Many people think that the ability to speak a language is the product of language learning.
Speaking as the most important skill, because speaking is the measurement of language product. Speaking skill is considered as the most complex skill, because in speaking skill there are many other skills that should be mastered too, they are; pronunciation, vocabulary, fluency, grammar and comprehension. Speaking is one of oral communication that is learned by students from Elementary School until Senior High School but it will be useless to master much vocabularies and grammar if they can not use them in communicating and interacting with others.
Mastering speaking skills in learning English is a priority for many second language and foreign language learners. Learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis
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of how much they have improved in their speaking language proficiency Richards, (1990).
Renandya, (1999) stated speaking is one of the central elements of
communication. In EFL (English as Foreign Language) teaching, it is an aspect that needs special attention and instruction. In learning speaking teacher have to provide effectiveness of learning, it is necessary for EFL teacher to examine the factors, condition and components that underline speaking effectiveness. It means the EFL teacher has to give more attention toward speaking skills by analyzing the effectiveness of learning speaking.
In addition, Richard (1990: 122) explains the typical learners’ problems in speaking like speaking slowly, taking too long to compose utterances, incapable to participate actively in conversation, spoken English does not sound natural, poor grammar and pronunciation. Besides there are many reasons causing English learners poor in speaking skills, such as lack of curriculum emphasis on speaking skills, teachers’ limited English proficiency, class conditions do not favor oral activities, limited opportunities outside of class to practice, and examination system does not emphasize oral skills.
Based on English curriculum for Senior High School, students are expected to be able to express the utterances in spoken form. They should speak fluently,
acceptable pronunciations, grammatically, comprehensibly and communicative to communicate with the others. However, based on the researcher’s observation when he took PPL at second grade of SMA N 1 Simpang Pematang Mesuji
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Lampung, many Senior High School students can not speak English. In general, they have difficulty in speaking English. There are many problems that made students cannot speak English, such as: students’ lack of vocabularies, lack of grammar, lack of pronunciations, and also they are afraid to speak English. It is also supported by previous research of a student Unila found that the students of senior high school have difficulties in their speaking ability Eka (2011). They need strategies in speaking to help them speak grammatically, fluently and communicatively.
Concerning the problem that the students had in speaking, the researcher tried to help them to make them fun in learning speaking through animation video. Nowadays Information Technology has given an important contribution to our learning and information sharing. The learning via multimedia with animation appears to be an attractive approach. This research was focused on animations in learning speaking English language for first grade of senior high school. The current English language books for students that were available in the market did not really attract students to read them. People especially students have easily bored when reading this kind of material that only serve text and some graphical objects.
Animations proposed innovative ways of knowledge to students. Through animation, the boring books could be transformed into an interesting and
attractive learning, not only motivating students but also a very effective way to improve acquired knowledge about English language. Teachers could also use this system to explain the material. The system tended to be an easier method of
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learning the language with the combination of multimedia elements such text, audio, graphic, and animation.
The researcher hoped that by using animation videos as the media, the students would be enthusiastic in teaching learning process as the result they would pay attention to the material that would be given by the teacher, and also researcher hoped would be able to improve students’ speaking ability. It was hoped that the result of students’ speaking was not only to make them speak fluently,
grammatically, right in responding, and acceptable pronunciations but also they would be more confident in speaking English.
For this reason, the researcher was interested in using animation video as the learning media to improve the students’ speaking ability. In this case the researcher would focus on animation video as the media that could improve speaking skill at their level on Senior High School. The use of animation video was supposed to develop of students’ speaking ability and to motivate them to speak up and also built students’ confident in speaking English. Because the researcher believed that the students would not be afraid when they were talking with an animation video. In learning process the students focused on animation video and the each student would response the animation for communication. The process of learning speaking by taking communication with animation video hoped would be improved students speaking ability.
Referring to the background, the researcher was going to apply animation video as media of English learning in order to improve students’ speaking ability at first grade of SMA N 2 Kalianda Lampung Selatan.
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1.2Research Questions
1. How is the process teaching learning using Animation Video at first grade of SMA N 2 Kalianda?
2. Do Animation Videos have positive effect in improving students’ speaking ability at the first grade of SMA N 2 Kalianda?
1.3 Objectives of the Research
1. To find out whether animation video have positive effect to improve students’ speaking ability.
2. To find out the process of teaching learning speaking by using animation video.
1.4Uses of the Research 1.4.1 Theoretically
The result of this research was expected to be used in supporting the idea and theory that teaching speaking through animation video could made students’ enthusiastic in learning English, made students active in teaching learning process and can improve students speaking ability.
1.4.2 Practically
The result of this research may become new information for EFL teacher that animation video as media of teaching speaking could improve students speaking ability.
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1.5Scope of the Research
This research was quantitative research. This research was conducted at the first grade of SMA N 2 Kalianda. One class was chosen by researcher to experimental class by using random sampling technique. This research was to find out whether there was any positive effect about students’ speaking ability after the usage of animation video as the media of learning for teaching speaking to students at the first grade of SMA N 2 Kalianda. The focused of animation video were about responding the animation with some topics they were: introduction, shopping and sport in order to communicate in real situation. The types of teaching speaking provided responsive in treatment and for pretest and posttest the researcher used interpersonal dialogues. The material based on the KTSP curriculum of SMA N 2 Kalianda. There were pre-test before three times treatments and post-test after giving treatments in this research.
1.6Definition of Terms
Some terms are defined in order to give basic understanding of the related variables and concepts. These are stated below:
1. Speaking is oral communication. It is a two ways process between speaker and listener involve productive and reactive skill of understanding.
2. Multimedia is a combination of five media elements which is text, graphic, animation, sound and video.
3. Animation video defined as all moving images whether on television, cinema, or video clips incorporated into computer applications that involve
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subtle changes in a sequence of stationary images presented in time, the fourth dimension, giving the illusion of connected movement.
4. Improvement is an effort in changing something low previously to be higher.
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II. LITERATURE REVIEW
This chapter discusses (1) concept of speaking, (2) types of speaking (3) concept of teaching speaking, (4) concept of multimedia, (5) multimedia is an effective tool for learning (6) concept of animation video, (7) effect animation video in learning speaking (8) teaching speaking using animation video, (9) procedure of teaching speaking by using animation video, (10) advantages and disadvantages using animation video in learning speaking, (11) theoretical assumption, (12) hypothesis.
2.1 Concept of Speaking
According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener involve productive and reactive skill of understanding. Richard (1986) says that speaking is the main skill in communication. Based on this idea we can understand that by speaking, someone can communicate or express what they want in order to understand one another.
When students talk about their ideas, they clarify their thinking. Matthew (2001:45) says: “speaking is any process in which people share information, ideas and feeling, it involves all of body language mannerism and styles anything that adds meaning to a message”. It means that speaking is the way to deliver our intention and purpose for interacting in society.
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Lado (1976: 240) defines speaking as an ability to converse or to express a sequence of ideas fluently. It means that in process of speaking there must be at least two persons, one is the speaker and the other one as the listener. In communication, the speakers must be able to deliver the ideas clearly, as the result the listener can receive and understand what the speaker means.
According to Doff (1987: 2) in all communication or conversation two people are exchanging information or they have a communication or conversation need. It means that the purpose the people communicate with the other is to tell what people think, which they do not know, or to get information from other people.
From the literature above the researcher defined that speaking is an ability to express ideas, feelings and emotions toward the other people. The language is used to express what we want in order to be understandable by the other people. Therefore speaking is a skill in transferring the message to others in spoken language. The use of
speaking is important in daily activity in which people need to communicate with others to fulfill the need of live and socialization.
2.2 Types of Speaking
Brown (2001: 250) says that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of speaking classroom activities as follow:
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2.2.1 Imitative
A very limited portion of classroom speaking time may legitimately be spent generating” Human tape-recorder” speech, where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.
2.2.2 Intensive
Intensive speaking goes one-step beyond imitative to include any speaking
performance that is design to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or it can even from part of some pair work activity, where learners are “going over” certain forms of language.
2.2.3 Responsive
A good deal of student speech in the classroom is responsive short replies to teacher students and initiated questions or comment. In this research students can also response the media such as animation video that would be used in this research. Example:
A: Hi, nice to see you. How are you today? S: I’m fine
A: I don’t know you, and do you know me? S: No
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A: well. Let’s know to each other, my name is Patrick. What is your name? S: My name is Taufan
A: I was born on 1st June in 1998 at lampung city, how about you where and when you were born?
S: I was born on 7th August in 1997 at lampung. A: I’m from Jakarta, where do you come from? S: I’m from Lampung.
A: now I’m 14 years old, how about you? S: I’m 14 years old too.
2.2.4 Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is n extend form of responsive language.
Conversation, for example, may have more of a negotiate nature to them than does responsive speech.
2.2.5 Interpersonal (dialogue)
Interpersonal dialogue carried out more for maintaining social relationship than for transmission of the facts and information. Interpersonal communication
includes message sending and message reception between two or more individuals. It can involve one on one conversations or individuals interacting with many people within a society. It helps us understand how and why people behave and
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Example:
A: Hi, what is your name?
B: my name is M. Taufan and you?
A: my name is Muhammad Aminuddin, what is your hobby? B: my hobby is playing football and you?
A: my hobby is soccer, and where do you live? B: I live in Sukajadi, and you?
A: I live in Sukajaya. A: nice to meet you B: nice to meet you too A: thank you
2.2.6 Extensive (monologue)
Students at intermediate to advanced level are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.
From all the types of speaking above, finally the researcher was chosen responsive in treatment and interpersonal dialogue in pretest and posttest. Animation video would ask the students’ to take conversation by asking some question related to the topic. It meant that when treatments students would respond the animation video or taking conversation with animation as media of this research. Interpersonal dialogue used in the pretest and posttest. In this process students would take conversations with their
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partner by composing their own dialogue by choosing one topic from three topics that were available in this research.
2.3 Concept of Teaching Speaking
Teaching speaking means teaching the students how to use the language for communication, for transferring idea, thought or even feeling to other people. Teaching speaking means teaching how to use language for communication, for transferring ideas, thought or even feeling to other people. The goal of teaching speaking skills is to communicate efficiency (Brieger: 1990). It meant that by
mastering speaking we can express the ideas transfer our feeling even emotion to the other people.
(Harmer: 1990). The aim of teaching speaking is to train students for communication. Spoken language is permitted people to communicate with the others. It was clear that spoken language is very important for communication in social life and also the main goal for EFL and ESL learners. Richards & Rodgers (1986:10) say that
speaking was made the primary aim of language teaching when the Direct Method came. In the era of this method oral communication became the basis of grading the language teaching programs.
However, in teaching speaking teacher can not only teach what would be spoken but also based the situation what we deal with. The teacher should teach speaking by carrying out the students in certain situation when the topic was being talked about. The topic and media must be familiar to the students, so that students would be easy
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in receiving the material and teacher would be easy in giving instruction if the topic and situation in teaching learning speaking are common for the students.
From the definition above, the researcher assumed that in teaching speaking, teacher should choose good media and topics conversation in order to deliver the material to obtain the goal of learning. In learning speaking the students should not ashamed and afraid of make mistakes in communicating as long as it did not hinder
communication. Based on this assumption, the researcher proposed the teaching speaking by using Animation Video as the media of learning.
2.4 Concept of Multimedia
Mayer (2001) says that multimedia is a combination of five media elements which is text, graphic, animation, sound and video.According to Anderson (2001), multimedia is a computer system that supports interactive use of at least one of the following information sources: graphic, image, voice, sound and video. It means that the multimedia is a tool which can help the people who want to utilize it to obtain their own purposes.
Mayer (1999) Multimedia can be defined in terms of sensory modalities (visual vs. auditory), representational modes (pictorial vs. verbal) or delivery media (screens vs. speakers). It is clear we can use multimedia in delivering the teaching material to make great potential for improving the way students learn.
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2.5 Multimedia is an Effective Tool for Learning
Some studies in United States show that multimedia based instruction increase
effectiveness at least 30% more than traditional control group instruction or any other forms of instruction. It means that by using multimedia in teaching learning process the teacher can deliver the material more effective than the traditional instruction.
Multimedia also provides more powerful dimension to deliver teaching material and by using multimedia teacher can be changed the traditional teacher-centered way of education to the student-centered. Learning with multimedia technology has
introduced an important paradigm in education that will have a very important impact on educational system and the way teachers teach and students learn.
2.6 Concept of Animation Video
Paul A. Sundberg, (1998) says that Animation video is defined as all moving images whether on television, cinema, or video clips incorporated into computer applications that involve subtle changes in a sequence of stationary images presented in time, the fourth dimension, giving the illusion of connected movement. The term is normally applied, however, to moving images designed either by hand or by computer. It means that animation video is the media that can be shown audio and visual with all moving image to make it real for the viewer.
The Computer Animation Dictionary (1989) defines animation as producing the illusion of movement in a film/video by photographing or otherwise recording, a
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series of single frames, each showing incremental changes in the position of the subject images which when shown in sequence at high speed in order to give the illusion of movement. Mayer, R.E and Anderson, R.B (1992) Animation video is all moving images that are recorded onto videotape, a computer disk, or other media formats. From the definition above we know that animation video is a media to make sequence moving images which is including sound record that can be used as the interesting teaching material.
2.7 Effect of Animation Video in Learning Speaking
Park & Gabrieli (1995) say that animation video is inevitably remembered better than words on task of recall and recognition. While Lorry (1971) says Animation video easier to remember when the objects are not just side by side but are shown
interacting. It means that animation video can be more memorable by the students than word and also more attractive and unique than the words which can make animation video more interesting for students as the result the students’ may will be more enthusiastic in teaching learning process.
In addition Gambrell & Brooke Jawitz (1993) say that videos help students remember unfamiliar words during thinking and enhance comprehension retention. It means that animation video may be more efficient than word or graphical object to represent teaching material for students.
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2.8 Teaching Speaking using Animation Video
Teaching speaking means teaching the students how to use the language for
communication, for transferring idea, thought or even feeling to other people. When using the animation video language as a teaching media, the teachers have to choose what type of animation videos they want to use.
Furthermore, in using animation video as the media of teaching the teacher has to use a proper approach and method for developing students’ ability containing the
language. The aim is that the students are able to transform the knowledge that they have achieved from animation to the spoken form in order to communicate with the others. Through animation, the students will get to know how to make conversation and also use the language for communication.
Animation video includes different types of learning processes and it is suited for process teaching speaking. Teaching speaking with animation video will include the following:
1. Communications: students response or communicate what the animation ask to them by spoken form. Ex:
A: In this mall, I will buy a shirt what will you buy? S: I want to buy a book.
2. Idea, story: after students watched the animation video they have to retell the story by spoken form. Ex:
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S: he went to the mall over there he bought a shirt and asked me what I will buy, after that he went to bookstore and bought dictionary book and I buy novel book.
3. Synopsis: the students can tell the synopsis the animation story in front of class by spoken form. Ex:
S: First he went to the mall, after he got a shirt he went to bookstore and bough English dictionary then, he went to his home.
4. Character: the students understand and can describe all of the characters in the story by spoken form. Ex:
S: from animation video we know that the character was really friendly. 5. Telling: the student tell what happen in the animation video by spoken form.
Ex:
S: he bought shirt in the mall, he bought English dictionary, and he went to his home by driving car.
In using animation video as the media of teaching, the teacher should provide with the basic knowledge in making animation video and how to use it. As the result, the teacher would feel comfortable and secure about using animation video in the teaching learning process.
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2.9 Procedures of Teaching Speaking by using Animation Video Previewing
Any pre viewing activity would be associated with developing learner’s
comprehension strategies or stimulating student’s background. Teacher told to the students that they were going to watch an animation video then the animations would ask them and the teacher command studentsto response what the animation ask to them by spoken form.
While viewing
In this step, animation played more than once. The aims for watching the video in the first time and further time would be different.
First viewing was global understanding. Playing the animation once and asked the students to response together. In this step, the teacher asked the students to respond animation video conversation by their own answer. Ex: animation said “my name is Patrick, what is your name?” then the students answered by their own name together. Besides of that, the teacher asked them about the topic and content that animation said.
Second viewing was presentation of language. After the students watched the
animation for the second times and also had responded the animation one by one. The teacher asked them to coming front in pairs to take conversation like the animation video (one student become such as animation that asks the student and the other one
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respond what his friend asks). Then, the teacher asked all students in pairs to come in front of class to perform their dialogue that relating to the topic.
Post viewing
Post viewing activities were connected the way of using language that came from the animation video. The teacher explained why in question form there were
differentiations of grammar (Do you, Are you etc.) and teacher explained to the students about how to respond it correctly.
2.10 Advantages and Disadvantages Using Animation in Learning Speaking 2.10.1 Advantages
Animation is one type of the moving videos and animation has the following advantages:
1. Animation makes teaching learning process fun and enjoyable. 2. Animation is popular among students.
3. Animation makes it possible to be in control of the video, because the teacher and students can reflect and analyze every question from animation by
pausing the video.
4. Animation and imagination are closely connected which makes it possible to use animation for any students.
5. Animation makes “moving in time” easy.
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7. Animation strengthens the students’ creative mind.
2.10.2 Disadvantages
Animation is one type of the moving videos and animation has the following disadvantages:
1. Animation is relatively difficult to make by the teacher.
2. Animation can not conduct in the schools that have not been facilitated with language laboratory or computer laboratory.
3. It is difficult to write script conversation. 4. Class preparation is too long.
(Adapted and translated from: Sujana and Rival (1997:71-95)
2.11 Theoretical Assumption
In teaching speaking, there were some media that could help the teacher to reach the aim of teaching learning process. There were many kinds of media in teaching speaking and teacher should have the ability to choose the appropriate media and implement it in the teaching learning process to obtain the goal. The use of interesting aid is necessary for teaching speaking. Animation video was used in teaching
speaking because it made students enthusiastic and active in the teaching learning process. Many senior high school students familiar and like animation. Animation video could attract the students and also get their understanding about language via
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entertainment. Therefore, animation video could be an effective and interesting media in teaching speaking.
Animation Video was chosen as the media in teaching speaking. Speaking is any process in which people share information, ideas and feeling, it involves all of body language mannerism and style that add meaning to give a message. The objective of teaching speaking is to make students use it for communication. The students have to understand the meaning, mastery the grammar, vocabulary and also how to
pronounce and how to use it in communication in daily activities.
Furthermore, the researcher believed that teaching speaking using animation video created good atmosphere in the classroom, so that the students not got bored in teaching learning process and this condition was expected to help students improve their speaking ability.
2.12 Hypothesis
The researcher proposed the following hypothesis:
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III. RESEARCH METHOD
3.1 Research Design
This research was a quantitative research. It was carried out to see and find out does animation video have positive effect in improving students’ speaking ability and to know how is the process of teaching speaking by using animation video. The design in this research was one group pretest-posttest design. It meant before the first teaching, pretest was carried out and after third teachings, a posttest conducted. The research design could be presented as follows:
T1 X T2
T1 : Pre-test
T2 : Post-test
X : Treatment (teaching speaking using animation video)
( Hatch and Farhady, 1982:20) in Setiyadi (2006:44)
In conducting this research, the researcher used inter-rater reliability and computed the average score the oral test of the pre-test and post-test.
3.2 Population and Sample
The population of this research was the first grade of the SMA N 2 Kalianda. In determining the experimental class the researcher used the random sampling technique by using lottery. It meant that all in the first year class got the
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same chances to be the sample. The sample of this research was class X 7 the pre test and post test was administered in this class.
3.3 Data Collecting Technique
The research purpose to gain the data of students’ speaking ability score before the treatment (pretest) and after treatment (posttest). The learners’ performance was terms of interpersonal dialogue concern on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension, and grammar. It based on the rating scale by Harris (1978: 84). The score range from 20-100.
3.4 Research Procedures
3.4.1 Selecting Speaking Material
In selecting the speaking material, the researcher used the syllabus of the first year of SMA student based on school based curriculum or KTSP, which is the newest curriculum used by the school.
3.4.2 Determining the Instruments of the Research
The instrument in this research were speaking test to know the improvement of students’ speaking abilityand observation table to find out the teaching learning process of speaking through animation video. The researcher conducted the speaking test for the pretest and posttest. The purpose these tests for gaining the data. The data was the students’ speaking ability score before and after the
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25
of the class. The test concerns on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.
In achieving the reliability of pretest and posttest of speaking, inter rater
reliability used in this research. The first rater was the researcher himself and the second rater was the English class teacher self. Both of them discussed and putted mind of the speaking criteria in order to obtain the reliable result of the test. Extend validity of the pretest and posttest in this research related to the content and the construct validity. The content validity refers to the materials which are based on the syllabus.
Construct validity concerns with whether the test is actually in line with the theory of what it means to know the language. It means that the test measured certain aspect based on the indicator. It is examined by referring the aspect that was measured with the theories of the aspect namely, pronunciation, vocabulary, fluency, comprehension, and grammar.
3.4.3 Determining Population and Sample
The population of this research was the first grade of the SMA N 2 Kalianda. One class was taken as the sample of this research. In determining the experimental class the researcher used the random sampling technique by using lottery. So that those all the second year class got the same chance to be the sample. The sample of research is class X 7 the pre test and post test was administered in this class.
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3.4.4 Conducting Pretest
Pretest was given before the treatment (teaching speaking by using animation video). The test was speaking test in the forms of interpersonal dialogue. The material that was tested related to KTSP curriculum which is suitable with their level. Pretest was given to know how far the competence of the students in speaking skill before the treatment. The test was held for 45 minutes. The scoring system based on the rating scale by Harris.
3.4.5 Giving the Treatment
The researcher presented the material for treatment in experimental group by using animation video. The students’ was commanded by teacher to respond or answer the animation. There would be three times treatments in this research. Each treatment would be held for 90 minutes.
3.4.6 Conducting posttest
The posttest was administered after treatment, in 45 minutes. It was to know the progress of the students’ speaking ability after being given the treatment using animation video. The scoring system would be based on the rating scale by Harris. In conducting the posttest the learners would be provided some topics to take a conversation in pairs. The test would be oral test, and directly the teacher called the group one by one to come in front of the class to perform their dialogue. The learners would be asked to speak clearly since their voiced would be recorded during the test. The material for pretest and posttest was taken from the students’
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27
handbook. The form of the test would subjective test since there was no exact answer.
3.4.7 Analyzing, interpreting and concluding the data
After collecting the data that was students’ utterances in performing the dialogue, the recorded voices would be listening carefully by the two raters. The data analyze was referring the rating scale namely pronunciation, vocabulary, fluency, comprehension and grammar.
Tabulating the result of pretest and posttest and calculating the mean of the pretest and posttest for experimental class. Then, drawing the conclusion from the result of the pretest and post test, that used, Repeated Measures T-Test of SPSS
(statistical package for social science) version 13.0 for windows. The data was gained from one group and the researcher intends to find out whether there was improvement of students speaking ability.
3.5 Research Instruments 3.5.1 Speaking Test
The instrument in this research in was speaking test. The researcher was
conducted the speaking test for the pretest and posttest. The purposed these tests for gaining the data. The data was the students’ speaking ability scores before and after the treatment in performing a conversation in terms of interpersonal dialogue in front of the class. The students chose some topics that were available on this
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research. The test concerns on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.
3.5.2 Observation
To know the process of teaching learning of speaking using animation video the researcher used observation table during teaching learning process.
Table of Lesson Observation Appendix
CLASS OBSERVATION SHEET
Topic : Day/Date :
Class : Observer :
No Students’ Activities Students’ code %ss involved ai aif ats ak as cg ds dh da dwa dr ep
1 Pre- Activity
Being interested in the opening class
Respo d g to teache ’s uestio
about topic enthusiastically 2 While activity
Listening teacher explanation about responding animation
Participating in responding animation video together
Doing practice before coming front
Taking a part in peer correction to help their friend
3 Post activity
Reflection
Precentage of students’ Activity (%)
Additional notes:
In the table observation there were seven points of students’ activities. Researcher took checklist of students’ activity during teaching learning process.
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3.5.3 Validity
A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982; 250).According to the Hatch and Farhady (1982; 281) there are two basic types of validity; content validity and construct validity. Extend validity of the pretest and posttest in this research relate to the content and the construct validity of the test.
3.5.3.1 Content Validity
Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the material was given suitable with the curriculum. Content validity is the extend to which a test measures a representative sample of the subject meter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test. (Hatch and Farhady, 1982; 251).
Content validity in this research was referred to the materials which based on the syllabus. It means in pretest and posttest the material suitable with their level in first grade senior high school.
3.5.3.2 Construct Validity
Construct Validityis concerned with whether the test is actually in line with the theory of what it means to know the language that is being measured, it would be examined whether the test actually reflect what it means to know a language. In this research the researcher focused on speaking ability in forms of interpersonal
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dialogue. It means that the pretest and posttest measured certain aspect based on the indicator. It was examined by referring the aspect that measured with the theories of the aspect namely, pronunciation, vocabulary, fluency, comprehension, and grammar. A table of specification is an instrument that helps the raters plan the test.
The table of specification
Aspect Theories
1. Pronunciation
It refers to the ability to produce easily comprehensible articulation. (Brown 1977:4)
Pronunciation refers to the intonation patterns (Harris 1974:81).
2. Vocabulary
Vocabulary means the appropriate diction which is used in communication (Brown 1977:4)
Vocabulary refers to the selection of words that suitable with content (Harris 1974: 68-69).
3. Fluency
Fluency to the ease and speed of the flow of the speech (Harris 1974:81)
Fluency can be defined as the ability to speak fluently and accurately. Signs of fluency include a reasonably fast speed of speaking and only a small numbers of pause (Brown 1977:4)
4. Comprehension
It defines that comprehension for oral communication that requires a subject to respond to speech as well as to initiate it (Brown 1977:4)
5. Grammar
It is needed for students to arrange a correct sentence in conversation (Harris 1974) It is students’ ability to manipulate and to distinguish appropriate grammatical from inappropriate ones (Heaton 1978:5)
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3.5.4 Reliability
Reliability refers to extend to which the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In achieving the reliability of the pretest and posttest of speaking, inter raterreliability was used in this study. The first rater was the researcher himself and the second rater was the English teacher.
In achieving the reliability of pretest and posttest of speaking test, first and second raters discussed and putted mind of the speaking criteria in order to obtain the reliable result of the test.
Figure of Interaction in Performance Assessment of Speaking Skills Raters
Scale/Criteria Score Performance
Task Students
McNamara (1995)
Besides inter rater reliability that used in this research. The researcher also used the statistical formula for counting the reliability score between first and second raters.
The statistical formula of reliability is as follow: R= 1− 6 Σ�2
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R = Reliability
N = Number of students
D = the different of rank correlation
1-6 = Constant number
After finding the coefficient between raters, researcher analyzed the coefficient of reliability with the standard of reliability below:
a) A very low reliability (range from 0.00 to 0.19)
b) A low reliability (range from 0.20 to 0.39)
c) An average reliability (range from 0.40 to 0.59)
d) A high reliability (range from 0.60 to 0.79)
e) A very high reliability (range from 0.80 to 0.100)
Slameto (1998: 147)
3.6 Criteria for Evaluating Students’ Speaking Ability
The consideration of criteria for evaluating students’ speaking ability was based on the oral rating sheet from Harris (1974; 48). There were five aspects to be tested; pronunciation, vocabulary, fluency, comprehension, and grammar.
In evaluating the students' speaking scores, the researcher and the second rater listened to the students' record voice. The students' utterance was recorded because it can help the raters to evaluate more objectively. Based on the oral rating sheet from Harris (1974:84), there were five aspects to be tested.
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Table of rating scale Aspects of
speaking Rating scales
Description
Pronunciation
5 Speech is fluent and effortless as that
native speaker.
4 Always intelligible though one is
conscious of a definite accent. 3
Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding.
2
Very hard to understand because of pronunciation problem most Frequently be asked to repeat.
1 Pronunciation problem so severe as to
make speech unintelligible.
Vocabulary
5 Use of vocabulary and idiom virtually that
is of native speaker. 4
Sometimes use inappropriate terms and must rephrase ideas, because of
inadequate vocabulary. 3
Frequently use the wrong word,
conversation somewhat limited because of inadequate vocabulary.
2
Misuse of words and very limited vocabulary make comprehension quite difficult.
1 Vocabulary limitations so extreme as to
make conversation virtually impossible.
Fluency
5 Speech is fluent and effortless as that of
native speaker.
4 Speed of speech seems rather strongly
affected by language problems.
3 Speed and fluency are rather strongly
affected by language problems.
2 Usually hesitant often forced into silence
by language problems.
1 Speech is so halting and fragmentary as to
make conversation virtually impossible.
Comprehension
5 Appear to understand everything without
difficulty. 4
Understand nearly everything at normal speed although occasionally repetition may be necessary.
3 Understand most of what is said at slower
that normal speed with repetition.
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can comprehend only" social
conversation" spoken slowly and with frequent repetition.
1 Can not be said to understand even simple
conversation in English.
Grammar
5 Grammar almost entirely in accurate
phrases. 4
Constant errors control of very few major patterns and frequently preventing
communication. 3
Frequent errors showing some major patterns uncontrolled and causing occasional irritation and
misunderstanding.
2 Few errors, with no patterns of failure.
1 No more than two right pattern sentence
during the dialogue.
The scores of each point are multiplied by four; Hence, the highest score was 100
Here the identification of the scores If the students get 5, so5 X 4 = 20
4, so 4 X 4 = 16 3, so 3 X 4 = 12 2, so 2 X 4 = 8 1, so 1 X 4 = 4
For instance:
A student got 5 in Pronunciation, 3 in Vocabulary, and 3 in Fluency, 2 in comprehension and 2 in grammar. Therefore, the student’s total score will be:
Pronunciation 4 X 4 = 16
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Fluency 3 X 4 = 12
Comprehension 4 X 4 = 16
Grammar 3 X 4 = 12
Total 68
It means he or she got 68 for speaking.
3.7 Data Analysis
To analyze the data of the students' score in the pretest and posttest the researcher computed them by using the formula as follows:
N X M
Notes:
M = Mean (the average score) X = Students score
N = Total number of students (Arikunto, 1997:68)
Then the mean of pre-test compared to the mean of post-test to see whether Animation Video has positive effect toward students’ speaking ability. In order to know whether the students get an improvement, the researcher used the following formula.
I=M2-M1 Notes:
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M2 = the average score of post-test M1 = the average score of pre-test
After the data collected, the researcher treated the data by using the following procedures:
Putting the data of score of pretest (T1) and posttest (T2) on table below: S’
code Pronunciation Vocabulary Fluency Comprehension Grammar Total
1 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
2 3
Row data of oral test
No Students’ code
Rater 1 Rater2
Pre-test Post-test Pre-test Post-test
1 A
2 B
3 C
….
3.8 Data treatment
In order to find out the increasing of students’ speaking ability after being taught by using animation video, the researcher used statistically analyzed the data using the statistical computation i.e. repeated measures T – Test of SPSS version 17.
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37
According to Setiyadi (2006:168-169), using Repeated Measures T-Test for hypothesis testing has 3 basic assumptions, namely:
1. The data is interval or ratio
2. The data is taken from random sample in population (not absolute) 3. The data is distributed normally
3.9 Hypothesis Testing
The hypothesis testing stated as follow:
H1 : Animation Videos have positive effect in improving students speaking ability.
H0 : Animation Videos have no positive effect in improving students speaking ability.
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having conducted the research at the first grade of SMAN 2 Kalianda Lampung Selatan and analyzing the data, the researcher would like to state some
conclusions as follows:
1. There is significant improvement of students’ speaking ability after being taught speaking by using animation video. It can be proved from the increase of the students’ mean score in the pretest and posttest. The result of post test is higher than the result of pre test. There is positive effect in improvement students’ speaking ability from the mean pretest (47.20) to posttest (66.51). The result of the hypothesis test shows that the H1 hypothesis is accepted (p>0.05). It means that there is a significant increase of students’ speaking ability after being taught speaking by using animation video.
2. Animation video gives the positive improvement of the class situation, such as: 1) the students focused seriously on their tasks and sometimes asked questions to the researcher in teaching learning process. 2) The student involved and participated actively during the lesson. 3) The students became more confident in showing their ability in front of class. They had courage to speak up with animation. 4) They were more enthusiastic and were motivated in joining the speaking class. They had big interest to the media (animation
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60
video) use during the lesson. They paid close attention to the animation video. It means animation video made the atmosphere of class fun and enjoyable.
5.2 Suggestions
Considering the findings of research, the research would like to recommend some suggestions as follows:
1. Since there is positive effect in improving students’ speaking ability after being taught by using animation video, English teachers are suggested to use animation video in teaching speaking. Speaking is essential that most students considered as difficult skill. In order to make the lesson was easy and
interesting, the teacher have to clever in using an interesting way or strategy that attract the students attention and interest. They should also use any media in teaching. Animation movie is one of effective media that can be used in teaching speaking. The teacher should be able to select the appropriate topic of the conversation for their students. Teacher can find it from any sources or make it by themselves. Then, it brings into the class and uses it as teaching media collaboratively with any interesting techniques and activities. By doing this, the students are motivated in joining the class. They also will not get bored in teaching learning process.
2. For institutions, it is necessary for the institutions to provide any facilities in supporting the teaching and learning process so that it will run more efficient and effective. The use of appropriate facilities and media in class can gain the students‟ interest and motivation in studying a subject at school.
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REFERENCES
Arikunto, Suharsimi. 1997. Prosedur Penelitian suatu Pendekatan Didaktik. Edisi Refisi. Jakarta: Rineka Cipta.
Brieger, Nick. 1990. Social Contacts. London: Prentice Hall International. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Fransisco: State University.
Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Depdiknas. 2006. Curriculum for Senior High School Students. Jakarta:
Depdiknas.
Doff, Adrian. 1987. Teaching English. Cambridge: Cambridge University Press. Gambrell, Linda B. & Brooks Jawitz, Paula. (1993). Mental imagery, text
illustrations, and children’s story comprehension and recall. Reading research quarterly, 28 (3), 264-276.
Hadi, Amirul. 2000. Practical English Conversation. Jakarta: Rineka Cipta. Harris, David. P. 1969. English as a second Language. London: McGraw-
Hill, University Press.
Hatch, Evelyn and H. Farhady. 1982. Research Design and Statistics for Applied Linguistic. London: New Burry House, Inc. Rowley.
Kemp, Jarrold E. 1963. Planning and Producing Audiovisual Materials. California: Chandler Publishing Company.
Katchen. 1995. Cartoons for Speaking Practice. Taken from: http://mx.nthu.edu.tw/~katchen/professional/cartoons.html Lado, Robert. 1974. Language Testing. London: Longman.
Matthew, Candace. 1994. Speaking Solutions. New York: Prentice Hall Regents, Pearson Education.
Mayer, R. E., (2001). Multimedia Learning. Cambridge, United Kingdom: Cambridge University Press.
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62
Mayer, R. E., and Anderson, R. B. (1991). Animations need narrations. United Kingdom: Cambridge University Press.
McNamara, T. F. (1995). Measuring Second Language Performance. London: Longman.
Noldy, Nancy E., Stelmack, Robert M., Campbell, Kenneth B. (1990). Event- Related Potentials and Recognition Memory for Pictures and Words. The Effects of Intentional and Incidental Learning. Psychophysiology, 27 (4), 417-428.
Park, I. & Hannafin, M. 1993. Empirically Based Guidelines for the Design of Interactive Multimedia. Educational Technology Research and
Development. 41/3, 63–85.
Richard, Jack C. and Theodore S.Rogers, 1986, Approaches and Methods in Language Teaching, Cambridge: University Press.
Richards, J. C., & Renandya, W. A. 2002, Methodology in language. Cambridge: University Press.
Rucci, Donesa. 2012. Video Animasi untuk pembelajaran bahasa inggris.
Bandar Lampung:www.uzuma-doneza.blogspot.com
Setiyadi, Ag. Bambang. 2006. Metode Penelitian Bahasa Asing Pendekatan Kualitatif dan Kuantitatif. Yogyakarta: Graha Ilmu.
Shohamy, Elana. 1985. A Practical Handbook in language Testing for Second Language Teacher. Tel Aviv: Tel Aviv University.
Stempleski, Susan. 1987. Short takes: Using authentic video in the English class. Paper present at the Annual Meeting of the International Assosiation of Teachers of English as a Foreign Language. Belgium.
Sudjana, Nana dan Rifai, Ahmad. Drs. 2002. Media Pengajaran. Bandung: Sinar Baru.
Sweller, John; Van Merrienboer, Jeroen J.; and Paas, Fred G. 1998. "Cognitive Architecture and Instructional Design." Educational Psychology
Review 10:251–296.
University of Lampung. 2010. Format Penulisan Karya Ilmiah. Bandar Lampung: Lampung University Press.
Wollen, K.A., & Lowry, D.H. (1971). Effects of Imagery on Paired-Associate Learning. Journal of Verbal Learning and Verbal Behavior, 10, 276-284.
(1)
M2 = the average score of post-test M1 = the average score of pre-test
After the data collected, the researcher treated the data by using the following procedures:
Putting the data of score of pretest (T1) and posttest (T2) on table below:
S’
code Pronunciation Vocabulary Fluency Comprehension Grammar Total
1 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
2 3
Row data of oral test
No Students’ code
Rater 1 Rater2
Pre-test Post-test Pre-test Post-test
1 A
2 B
3 C
….
3.8 Data treatment
In order to find out the increasing of students’ speaking ability after being taught
by using animation video, the researcher used statistically analyzed the data using the statistical computation i.e. repeated measures T – Test of SPSS version 17.
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37
According to Setiyadi (2006:168-169), using Repeated Measures T-Test for hypothesis testing has 3 basic assumptions, namely:
1. The data is interval or ratio
2. The data is taken from random sample in population (not absolute) 3. The data is distributed normally
3.9 Hypothesis Testing
The hypothesis testing stated as follow:
H1 : Animation Videos have positive effect in improving students speaking ability.
H0 : Animation Videos have no positive effect in improving students speaking ability.
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having conducted the research at the first grade of SMAN 2 Kalianda Lampung Selatan and analyzing the data, the researcher would like to state some
conclusions as follows:
1. There is significant improvement of students’ speaking ability after being taught speaking by using animation video. It can be proved from the increase
of the students’ mean score in the pretest and posttest. The result of post test
is higher than the result of pre test. There is positive effect in improvement
students’ speaking ability from the mean pretest (47.20) to posttest (66.51).
The result of the hypothesis test shows that the H1 hypothesis is accepted (p>0.05). It means that there is a significant increase of students’ speaking ability after being taught speaking by using animation video.
2. Animation video gives the positive improvement of the class situation, such as: 1) the students focused seriously on their tasks and sometimes asked questions to the researcher in teaching learning process. 2) The student involved and participated actively during the lesson. 3) The students became more confident in showing their ability in front of class. They had courage to speak up with animation. 4) They were more enthusiastic and were motivated in joining the speaking class. They had big interest to the media (animation
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60
video) use during the lesson. They paid close attention to the animation video. It means animation video made the atmosphere of class fun and enjoyable. 5.2 Suggestions
Considering the findings of research, the research would like to recommend some suggestions as follows:
1. Since there is positive effect in improving students’ speaking ability after being taught by using animation video, English teachers are suggested to use animation video in teaching speaking. Speaking is essential that most students considered as difficult skill. In order to make the lesson was easy and
interesting, the teacher have to clever in using an interesting way or strategy that attract the students attention and interest. They should also use any media in teaching. Animation movie is one of effective media that can be used in teaching speaking. The teacher should be able to select the appropriate topic of the conversation for their students. Teacher can find it from any sources or make it by themselves. Then, it brings into the class and uses it as teaching media collaboratively with any interesting techniques and activities. By doing this, the students are motivated in joining the class. They also will not get bored in teaching learning process.
2. For institutions, it is necessary for the institutions to provide any facilities in supporting the teaching and learning process so that it will run more efficient and effective. The use of appropriate facilities and media in class can gain the students‟ interest and motivation in studying a subject at school.
(5)
REFERENCES
Arikunto, Suharsimi. 1997. Prosedur Penelitian suatu Pendekatan Didaktik. Edisi Refisi. Jakarta: Rineka Cipta.
Brieger, Nick. 1990. Social Contacts. London: Prentice Hall International. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Fransisco: State University.
Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Depdiknas. 2006. Curriculum for Senior High School Students. Jakarta:
Depdiknas.
Doff, Adrian. 1987. Teaching English. Cambridge: Cambridge University Press. Gambrell, Linda B. & Brooks Jawitz, Paula. (1993). Mental imagery, text
illustrations, and children’s story comprehension and recall. Reading research quarterly, 28 (3), 264-276.
Hadi, Amirul. 2000. Practical English Conversation. Jakarta: Rineka Cipta. Harris, David. P. 1969. English as a second Language. London: McGraw-
Hill, University Press.
Hatch, Evelyn and H. Farhady. 1982. Research Design and Statistics for Applied
Linguistic. London: New Burry House, Inc. Rowley.
Kemp, Jarrold E. 1963. Planning and Producing Audiovisual Materials. California: Chandler Publishing Company.
Katchen. 1995. Cartoons for Speaking Practice. Taken from: http://mx.nthu.edu.tw/~katchen/professional/cartoons.html Lado, Robert. 1974. Language Testing. London: Longman.
Matthew, Candace. 1994. Speaking Solutions. New York: Prentice Hall Regents, Pearson Education.
Mayer, R. E., (2001). Multimedia Learning. Cambridge, United Kingdom: Cambridge University Press.
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62
Mayer, R. E., and Anderson, R. B. (1991). Animations need narrations. United Kingdom: Cambridge University Press.
McNamara, T. F. (1995). Measuring Second Language Performance. London: Longman.
Noldy, Nancy E., Stelmack, Robert M., Campbell, Kenneth B. (1990). Event-
Related Potentials and Recognition Memory for Pictures and Words. The
Effects of Intentional and Incidental Learning. Psychophysiology, 27 (4), 417-428.
Park, I. & Hannafin, M. 1993. Empirically Based Guidelines for the Design of
Interactive Multimedia. Educational Technology Research and
Development. 41/3, 63–85.
Richard, Jack C. and Theodore S.Rogers, 1986, Approaches and Methods in
Language Teaching, Cambridge: University Press.
Richards, J. C., & Renandya, W. A. 2002, Methodology in language. Cambridge: University Press.
Rucci, Donesa. 2012. Video Animasi untuk pembelajaran bahasa inggris. Bandar Lampung:www.uzuma-doneza.blogspot.com
Setiyadi, Ag. Bambang. 2006. Metode Penelitian Bahasa Asing Pendekatan
Kualitatif dan Kuantitatif. Yogyakarta: Graha Ilmu.
Shohamy, Elana. 1985. A Practical Handbook in language Testing for Second
Language Teacher. Tel Aviv: Tel Aviv University.
Stempleski, Susan. 1987. Short takes: Using authentic video in the English class. Paper present at the Annual Meeting of the International Assosiation of Teachers of English as a Foreign Language. Belgium.
Sudjana, Nana dan Rifai, Ahmad. Drs. 2002. Media Pengajaran. Bandung: Sinar Baru.
Sweller, John; Van Merrienboer, Jeroen J.; and Paas, Fred G. 1998. "Cognitive
Architecture and Instructional Design." Educational Psychology
Review 10:251–296.
University of Lampung. 2010. Format Penulisan Karya Ilmiah. Bandar Lampung: Lampung University Press.
Wollen, K.A., & Lowry, D.H. (1971). Effects of Imagery on Paired-Associate