THE USE OF ANIMATION MOVIEWITH TEXT IN IMPROVING STUDENTS’ VOCABULARY FOR SPEAKING

THE USE OF ANIMATION MOVIEWITH TEXT IN
IMPROVING STUDENTS’ VOCABULARY FOR SPEAKING

AN ARTICLE

PROPOSED BY:
TERESA SARI RAHMANI
NIM. F42109054

ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
PONTIANAK
2018

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THE USE OF ANIMATION MOVIE WITH TEXT IN IMPROVING
STUDENTS’ VOCABULARY FOR SPEAKING

Teresa Sari Rahmani, Albert Rufinus, Urai Salam
English Education Study of Languages and Arts Education Department of Teacher Training and
Education Facullty, TanjungPura University, Pontianak
Email: teresa.sari@yahoo.com

Abstract
This research aims to identify extent the use of animation movie with text in
teaching vocabulary for speaking. The population of the research was the eighth
grade students of SMP N 2 Pontianak in the academic 2016/2017 which VIII D
as the sample. The researcher conducted a pre-experimental. The research
finding showed the total of the pre-test about vocabulary for speaking was 1975
with the mean score 53.37 and it was categorized as “Poor to Average”.
Furthermore, the total score of post-test was 2850 with the mean score 77.02
and it was categorized as “Average to Good”. Based on the data analysis, it was
found that the effect size this research is 1.57, which categorized as “High
Effect”. It can be concluded that the use of animation movie with text can

improves the students’ vocabulary for speaking significantly.
Keyword: Animation Movie, Vocabulary, Speaking

English teaching is teaching the
four language skills, they are listening,
speaking, reading, and writing. Of these
skills, speaking is the main source of
exposure to language and it thus the
main engine for language change and
dynamism (Schmitt and McCarty, 1997)
“For most people spoken language”.
This means in learning a language,
speaking is the first skill to
master.Ladouse in Nunan (1991, p.23)
said that speaking is described as the
activity as the ability to express oneself
in the situation, or the activity to report
acts, or situation in precise words or the
ability to converse or to express a
sequence of ideas fluently. Furthermore,

Nunan (1991) stated that speaking is a
productive oral skill and it consists of
producing systematic verbal utterances
to convey meaning. Based on the
statements above the researcher
conclude that speaking is the way in
which we express thoughts and feeling

through using language, in using
language we need an ability to use these
features: vocabulary, grammar and
pronunciation, Sari Luoma (2003,p.9) in
her book stated that speaking ability is
the more concentrate of test are geared
towards the special features of speaking,
the more certain it is that the results will
indicate what they purport to indicate.
Speaking is people’s ability in
expressing their ideas to other people to
understand each other. It is a demanding

skill that should be developed in order to
communicate with others. Speaking skill
is the proficiency students to develop
through learning and experience; it can
be developed with practice on daily.
Speaking ability is the quality of
students in being able to speak English
fluently; it can be improved to a certain
extent. Speaking skills and speaking
ability are related to each other, by
doing practice, speaking skills of
students will develop, and if the skill

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develop it become naturally improve
speaking ability of students. Vocabulary
is central to English language teaching
because without words we cannot to
understand or express the ideas. Wilkins

(1976) said that “without grammar very
little can be conveyed, without
vocabulary nothing can be conveyed”,
he also wrote “ If you spend most of
your time studying grammar, your
English will not improve very much.
You will see most improvement if you
learn more words and expressions”. this
means without grammar we can still do
communicate eventhough it’s very little,
but without vocabulary we are unable to
do anything. In fact students’ also
recognize the importance of vocabulary
in learning English, this is related with
Schmitt (2000). He stated that “learners
carry around dictionaries and not
grammar books”.Vocabualary is one of
the elements support speaking,by using
vocabulary people can talk active when
doing communication or when give the

information to the other people and to
express their ideas or feelings. Jack
Richard
and
Willy
Renandya
(2002,p.256) stated that Vocabulary is a
core component of language profiency
and provides much of the basis for how
well learners speak, listen, read, and
write. In every language, vocabulary has
function to convey the meaning. Schmit
(2000,p.19) wonders that one of
language element in learning a foreign
language is mastering vocabulary.
Vocabulary is generally thought
through conventional text, such as
giving the students a text, and then
asking them to find the meaning of
words use dictionary. This also happens

in eighth grade of SMP N 2 Pontianak,
the teacher only used a text book and
dictionary without any media.During the
pre-research, the researcher found out
that the text book made them bored and
not
interested
in
learning
English.Teaching is a communication
between a teacher and students.

Teaching will be successful if students
can understand the massage or the
information from teacher. To transform
the information or massage teacher
needs media. Media have an important
role in teaching-learning activity, Azhar
(2011,p.4) stated that media is a tool that
conveys or delivers the message of

learning. Gerlach and Elly (1980)
classified media into six types: a)
Pictures, b) Audio recording, c) Motion
picture , d) Real things, simulation, and
models, and e) Programmed and
computer assisted instruction.
Audio-visual is a good alternative
media for teaching vocabulary.Audiovisual contributes to teaching learning
activity, as Kemp (1963,p.3-4) said there
are some advantages using audio-visual
media in teaching learning: the activity
can be more interesting, learning
becomes more interactive, the quality of
learning can be improved. Audio-visual
media is an animation movie with text
the students’ can learn how to
pronounce and how to use the words
correctly in speaking. According to
Chapple and Curtis (2000) movie is rich
in action and visual aids that is

appropriate for listening and speaking
activities, such as describing scenes and
actions. The use of animation movie in
teaching vocabulary for speaking is
actually to help students to catching and
show how to use words in conversation.
Animation movie is one of the film
types. According toPark and Gittleman,
(1992) refer to animation is a series of
graphics that change over time and/or
space. Sudjana (1996) also says that
animation movie or cartoon is
description in form of painting or
drawing or caricature about the person,
concept or situation that designed to
influence opinions of society, that’s
mean animation movie the act of
animation images is a caricature drawer
that being alive by using illusion of
movement or change over time and

space. Ghebart (2009) stated on his book

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there are some elements of animation
movie: a) Action is over whom act out
the story. The actor usually is dubbing
by a native speaker who makes learners
histories to read spoken English. b)
Location is the accuracy and mood of
the film depends on where it is drawn to
shot. Here learner can see the real place
with their culture. c) Time of the film is
shot. For example there is morning,
afternoon, night, in the holiday, and so
on. Time also shows the year and
something happen what culture and
what kind of language usage in the time.
d) Music and sound are important for
the story because you will hear sounds

like people talking, a fire engine
passing, or bird chirping in the film.
With those elements we can find aids
gathered audio and visual aids. Both of
them hopefully could improve the
students’ competence in understanding
part of learning language process as
speaking, translation, pronunciation, or
even all of part. Based on Sadiman
(1990,p.70) movie especially animation
movie can attract students attentions,
movie is realistic media that can be
repeated or even can be paused, the
sounds are clear and some languages are
available to be studied by students, and
it’s also can stimulate students
understand not only by listening but also
by viewing the picture motion. Hanne
Pederson and HelleVillekold (2005,p.5)
also stated that animation is popular
among children, it makes moving in
time easy, an animation production can
combine the physical and the virtual
worlds, and animation strengthens the
creative mind.
In this reserach, animation movie
has been choosen as media in
teaching,because it is fun, interesting,
colorful, and almost of the people
especially the learnerslove animation
movie. This media had been observed
by Margono in his thesis “The
effectiveness of teaching english verbs
by using cartoon film (An-experimental

study at the second grade students of
SMP Negeri 18 Semarang in the
academy year 2010/2011)”. His thesis
indicated that cartoon movie is effective
in improving students English verbs. In
using audio-visual teaching media the
researcherhas observed and analyzed it
role in improving the students’
vocabulary in speaking for eight grade
of SMP N 2 Pontianak.
METHOD
In accordance with the problem
above, the appropriate method to be
used in this research is Pre-Experimental
design or single group pre-test and posttest design because the researcher wants
to know the effect of media animation
movie for whole students in the class
before and after treatment given. The
table represents the pre-experimental
process with one group pre-test and
post-test.
Pre- test
O1x

Treatment
Post-test
O2
(Cohen, at all 2005,p.213)

Schema. Pre-experimental Process

Note:
O1
: Pre-test (to know the ability of
the students’ achievement in thiscase
vocabulary for speaking)
x
: The treatment that will given
three times to the students during the
research.
O2
: Post-test (to know the ability of
students’ achievement in this case
vocabulary for speaking)
The population of this research had
taken from eighth grade junior high
school students of SMP Negeri 2
Pontianak in academic year 2016/2017
which has total of students’ are 247 and
divided into each classes as follow:

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Table 1.The Population ofResearch

Class
A
B
C
D
E
F
G
TOTAL

Number of students
36
36
34
35
35
35
36
247

Table 2. The Level of Difficulty
The percentage of Item Qualification
LD
Minus to 0.29
Revised (R)
0.30 to 0.49
Difficult (D)
0.50 to 0.79
Moderate (M)
0.80 to 0.92
Easy (E)
Discriminating Power (DP)
𝑈−𝐿
DP = 1 ..............................(3)
𝑁

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The criteria used to classify the
DP of the items are:

The sample of this research consist
35 students of VIII d class from second
grade in SMP Negeri 2 Pontianak in
academic year 2016/2017.The technique
of
data
collecting
is
used
“measurement” to know the result of the
research. The writer measures the
students’ ability before and after
treatment is given by using multiple
choice of vocabulary.Gronlund in
Brown (2004) “Validity is the extent to
which inferences made from assesment
result are appropriate, meaningful and
useful in terms of the purpose of the
assesment”.
To calculate the validity the students’
individual scores the formula as
follows:
s
A = x 100...............................(1)
N
Cohen et, all (2005,p.326)
Note:
A
= students’ individual score
S
= the sum of students’ score
N
= total number of test items
Best (2006,p.260) states that
level of difficulties related to how easy
or difficult the test item is from the
point of view the students who took the
test.
The formula of level of
difficulty (LD) is:
𝑢+𝐿
LD = 𝑁 .................(2)
The criteria used to classify the level of
difficulty of the items are:

Table 3. Discriminating Power
The percentage of Item Qualification
LD
0.40 to 1.00
Very Good (K)
0.30 to 0.39
Good (G)
0.20 to 0.29
Sufficient (S)
0.00 to 0.19
Bad or Revised (R)
According to Frankael, andWallen
(2008) Reliability is defined to the
consistency of the scores obtained show
consistent they are for each individual
from one administration of an
instrument to another and from one set
of items to another.
Reliability coefficient of the test
scores can be calculated by using
Kuder_Richardson formula (KR21) as
follows:
𝐾𝑅21= 𝐾
𝑀(𝐾−𝑀) .....................(4)
[1−
]
𝐾−1

𝐾(𝑆𝐷)2

(Frankael and Wallen, 2008)

In computing the standard deviation of
the score, the following formula can be
used:𝑆𝐷 =

∑X 2

√∑x 2−[ N ]
N

....................(5)

(Best & Kahn, 2006,p.365)

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Table 4.The Degree of Reliability
Coefficient (r)
0.0 - 0.19
0.20 – 0.39
0.40 – 0.59
0.60 – 0.79
0.80 – 1.00

Relationship
Neglibible
Low
Moderate
Substantial
High to very high

Adapted from Best & Kahn (2006,p.388)

RESEACH FINDING AND
DISCUSSION
Research Finding
In this part, the data calculated
to show mean score of pre–test and
post–test, interval score of pre–test and
post–test, significant test of students’
score andthe analysis of the effect from
the treatment. The pre-test was given
before the treatment or the process of
teaching. The maximum score of pre–
test was 85 and the minimum score of

the pre – test was 15.The result
of pre-test was ∑ 𝑋1 = 1975and the
mean score was 𝑋1= 53.37 and it is
qualified was poor to average. The result
of post – testshowed the total score of
students was ∑ 𝑋2 = 2850and the mean
score was𝑋2 = 77.02 and it is qualified
as average to good. The students’
different score was taken based on
students mean score of post – test minus
by the students mean score of pre – test.
In this research, the result showed that
the students’ different score of pre – test
and post – test is = 23.65
The students’ different score of pre-test
and post-test:
Xd

= X2 – X1
= 77.02 – 53.37
= 23.65.....................(6)

Table 5.The students’ Qualification Score of Pre-test and Post-test
Test
Mean
Qualification
Pre-test
53.37
Poor to Average
Poste-test
77.02
Average to Good
Interval
23.65
...............
To know animation movie has
significant difference or not, the
researcher needs to compute the result of
t-test after analyze the interval between
pre-test and post-test. The formula for
computing t-test as follow:
t=
D
D
 D   N 


N N  1

2

2

...........(7)

Based on the result of t- test above,
its show that the value of t- test observed
is bigger than t- table. This significant
result is at 0.05 df (degree of freedom)
the calculation of t – test indicates
11.23. First, the degree of freedom or df
= N-1 is determined. There are 37

students who take the test in this
research, then df = 36(11.23 > 2.042).
Thus, it means the mean score of pretest and post-test of the experiment
group being observed have significant
difference. After counting the significant
score of pre-test and post-test, the writer
describes the findings of the effect of the
treatment in order to see how significant
the effect of teaching vocabulary by
using animation movie with text to
improve students’ vocabulary. The
computation of the effect treatment can
be seen as follows:
ES = t

.................(8)

Based on the result the significant
score of the effect size is categorized as
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“High Effect” with ES > 0.8 (1.80 >
0.8). It means that the use of animation
movie with text as media in teaching
vocabulary give a strong significant
effect to students’ in improvement of
vocabulary. Then, it means this research
proves that the alternative hypothesis
(Ha) was accepted and null hypothesis
(Ho) was rejected.
Discussion
In this part the researcher is going to
discuss the result od the research. The
result of the research is the students
vocabulary for speaking have significant
improvement. Animation movie is
completely helps the students in learning
english, it attracted the students attention
and made the students easy to catch the
information or the massage from the
material of learning, because they can
repeat and learn by themselve at home.
In the first meeting of this reserach, the
students given a pre-test by using
multiple choices test. Mulitiple choices
test had been choosen because on this
research, the researcher focus on the
vocabulary improvement especially
nouns and verbs. The next meeting, the
researcher giving the treatment,for the
treatment have three meetings. In the
treatment the researcher made plan the
students must be able to understand
minimal ten words of nouns and ten
words of verbs related to the material of
learning. On the last meeting, the
researcher giving post-test, with the
same question on pre-test. After that the
researcher analyze the student test
answer.The result of hypothesis is at
0.05 df (degree of freedom) the
calculation of t – test indicates 11.23, df
= 36(11.23
> 2.042). Thus, it means
the mean score of pre-test and post-test
of the experiment group being observed
have significant difference.
Based on recapitulation above that
after conducted a treatments there has a
good changes which based on
maximum, minimum score, mean,

interval score between post-test and pretest , standard deviation and effect of
treatment.The maximum score is 85
while pre-test and change 90 in posttest. The minimum score is 15 while
pre-test and change 50 in post-test. The
standard deviation is 93,50. The effect
of treatment is categorized as “High
Effect” with ES > 0.8 (1.57 > 0.8). It
means that the use of animation movie
with text in improving vocabulary give a
strong significant effect to students’
improvement. Then, it means this
research proves that the alternative
hypothesis (Ha) was accepted and null
hypothesis (Ho) was rejected.The mean
score of pre-test and post- test, the result
of pre-test showed the total score of the
student was = 1975 and the mean score
is = 53.37 and it is qualified was poor to
average. The result of post-test showed
the total score of student was = 2850 and
the mean score is = 77.02 and it is
qualified as average to good. For the
interval between post-test and pre-test is
23.37 means that students’ vocabulary
has been improved.
Based on the research finding
above, it was indicated that the process
of teaching and learning influenced the
improvement of students’ vocabulary for
speaking. It is in line with the statement
by Chapple and Curtis (2000) movie is
rich in action and visual aids that is
appropriate for listening and speaking
activities. In other words, using
animation movie with text as a media in
teaching vocabulary has a positive effect
to
the
students’
vocabulary
improvement.
CONCLUSION AND SUGGESTION
Conclusion
Referring to the research finding the
writer draws the conclusion as
follows:1)Using animation movie with
text as media is effective to improve
students’ vocabulary. It is shown by the

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students’ score in post-test is better than
pre-test. 2)The obtain t-test was that the
value of t-test observed is bigger than ttable. Thus it means that the mean score
of pre-test and post-test of the
experiment group being observed have a
significant difference.
Suggestion
Based on the result of this research
which positively indicates that there
ispositive effect of teaching vocabulary
by using animation movie with text.
Here the writer would like to provide
some suggestions as follow: 1) It is
important for teacher to find out the
suitable and interesting media as
students need in teaching learning
process. In this case animation movie
with text is interesting as a media in
teaching vocabulary. 2) The teacher can
choose the movie, which are suitable
with the material that she teaches. It can
be found from internet. 3) The students
are hoped to be active in learning
process, because the students always
busy with their own activities instead of
focusing on their activities and in
teaching learning process. 4) Animation
movie can be a new media in teaching
vocabulary in SMP N 2 Pontianak in
order to get better output.
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