4. The implementation of speaking performances were effective to improve the
students’ speaking skill and confidence. This activity maximized the students to have an experience to practice dialogue with their partners, and made their
own dialogue to be practised by themselves. It implied that it is important for the teacher to give chance to the students to practice speak English. It was
effective to im prove the students’ speaking ability. Since the students were
asked to perform in front of the class, they can improve their self-confidence and reduced their boredom toward speaking learning process too.
5. The implementation of giving rewards could improve students’ enthusiasm
toward the learning material or assignment. It helped the students to be more active and made the class atmosphere alive. It implied that the teacher could
sometimes use it as one of the motivator for the students to be enthusiastic and interested toward the learning process.
C. Suggestions
Based on the conclusion and implications that have been explained above, I propose some suggestions. Some suggestions are given to the participants who are
closely related to this study. They are presented as follows: 1.
For the English teacher The English teacher should consider the students’ needs and interest
before designing the materials. It is important for the teacher to vary the activities and use the communicative activities in the teaching and learning
process of speaking. The reason is because it can reduce the students’
boredom and increase their interest toward the speaking learning process.
The English teacher should use attractive media to get the students’ attention toward English learning process. The reason is because it can
increase the students’ interest level towards the English learning process especially speaking and to minimize their boredom.
2. For the School
The school can apply some efforts to improve the quality of the students’ speaking learning process considering the problems that occur in the
school, for examples they provide relevant facility for each class like LCD and provide the relevant, communicative and appropriate media to support
the teaching and learning process of speaking. 3.
For other researchers Other researchers who are interested in the same field are recommended to
continue and improve this action research in order to find out other efforts to improve speaking learning process through animation movies.
REFERENCES
Arsyad, A.2002.
Media P embelajaran
3rd edition. Jakarta : Grafindo. Asnawir and M. Basyaruddin Usman. 2002.
Media Pembelajaran
. Jakarta:Ciputat Press.
Brinton, M., D. 2001.
The use of media in language teaching
. New York: Thomson Learning, Inc.
Brown, H.D. 2001.
Teaching by Principles: An Interactive Approach to Language Pedagogy
2nd Edition. New York: Addison Wesley Longman, Inc. __________. 2004.
Language Assessment Principles and Classroom Practices
. New York:Pearson Education, Inc.
__________. 2007.
Principles of Language Learning and Teaching
5th Edition. New York: Pearson Education Inc.
Burns, A. 1999.
Collaborative Action Research for English Language Teachers
. Cambridge: Cambridge University Press.
__________. 2010.
Doing Action Research in English Language Teaching
. New York : Routledge.
Cameron, L. 2001.
Teaching Languages to Young Learners
. Cambridge: Cambridge University Press.
Celce-Murcia, M. 2001.
Teaching English as a Second or Foreign Language
Third Ed. New York: Heinle-Heinle. Davis, P. and Pearse, E. 2002.
Success in Language Teaching
. New York : Oxford University.
Denscombe, M. 2007. The Good Research Guide Third Edition . Berkshire : McGraw-Hill.
Harmer, J. 2001.
Practice of Language English Language Teaching
Third Ed. London: Longman.
________. 2007.
The Practice of English Language Teaching
Fourth Ed. London: Longman.
Kementrian Pendidikan dan Kebudayaan. 2013.
Diklat Guru Dalam Rangka Implementasi Kurikulum 2013
. Jakarta : Kementrian Pendidikan dan Kebudayaan.
Kemmis, Stephen and Robin McTaggart. 1992.
The Action Research Planner.
Victoria: Deakin University. Kuchimanchi, B. 2013.
Role of Animation in Students Learning
. Miles, M.B. and Huberman, M.A. 1994.
Qualitative Analysis : An Expanded Sourcebook
2nd Edition. Thousand Oaks, CA : Sage. Nunan, D. 2003.
Practical English Language Teaching
. New York : McGraw- Hill.
Pikkov, U. 2010. Animasophy Theoretical Writings on the Animated Film. Tallinn : Estonian Academy of Arts.
Pinter, A. 2006.
Teaching Young Language Learners
. Oxford: Oxford University Press.
Pratiwi, E. 2012.
Improving The Speaking Skill Of The Tenth Grade Students At SMA Berbudi Yogyakarta By Using Videos In The Academic Year Of
20112012
. Unpublished S1 Thesis. Yogyakarta: English Department Yogyakarta State University.
Richard, J. C. and W. A. Renandya. 2002.
Methodology in Language Teaching
. Cambridge: Cambridge University Press.
Roblyer. M. D., Doering, Aaron H. 2010.
Integrating Educational Technology into Teaching
5th Edition. United States of America: Pearson Education, Inc.
Sfetcu, N. 2011.
Animation Cartoons
. Raleigh : LULU Press. Silvia, R. 2012.
Improving The Students’ Motivation
In The Speaking Learning Process Through Adobe Flash Video-Based Learning Media At Grade VIII
Of SMP N 4 Depok In The Academic Year Of 20112012
. Unpublished S1 Thesis. Yogyakarta: English Department Yogyakarta State University.
Syakur. 1987.
Language Testing Evaluation
. Surakarta : Sebelas Maret University Press.
Thornburry,S. 2005.
How To Teach Speaking
. Hartow: Pearson Education Ltd.
113
APPENDICES
114
APPENDIX A FIELD NOTES
FIELD NOTES
Field Note I Thursday, 25
th
of September 2014 at 10.00 am P: Principle
ET: English Teacher TU: Petugas Tata usaha
R: Researcher
