The principal difference between this technique and retelling from aural stimulus is obviously that the skills used are hearing or speaking in one
case and reading or speaking in the other. Both are authentic, but for any particular learner the text type are likely to be different in term of subject
matter, length, degree of formality, conversation or text, and etcetera. This would naturally be reflected in the different passages chosen for each
technique. Another different is that a recorded passage is heard in real time, that
is to say, the timing of the delivery is predetermined and the learner has no control over. He has to process it as it comes. Access to reading passage is
much more under the learner‘s control. He can take it at his own speed, re- read phrases or sentences and refer back to check reference. A written passage
may therefore be linguistically more complex than a recorded passage because of poor comprehension.
2.2.7 General Concept of Animation
Sutopo 2002: 2 says animation is making objects to move so that it looked live. The objects of animation can be picture of letters. Animation starts to be
recognized since television start to present moving picture that come from camera and also the work from an animator. Animation is very good to be used in
presentation, model, documentation, and etcetera. Another definition of animation defined by http:www.animwork. dkT
WAGuideGuide. html Animation comes from the Latin word animate, which means to give life or to give soul.
2.2.8A Flash Animation
A flash animation is one of the many media to teach story retelling. ― A flash animation or flash cartoon is an animated film which is created using ―Adobe
Flash‖ animation software and often distributed in the ―.swf‖ file format‖ http:en.wikimedia.orgwikiflash_animation.html.
Flash is a program by ―Macromedia‖ for creating interactive, animated online content. Animated simply means ―to have movement‖ -- Flash content does
not have to be a cartoon. It is commonly used to mimic software interface elements such as scroll bars, drop-down menus, buttons, and navigational
systems. The term ―Flash‖ has also come to mean the actual files created using Macro
media‘s program of the same name. Not only it contents animated pictures, but it is also interactive, allowing the user to experience unique results based on
input hand-out of a Workshop for San Diego State University Faculty and Staff, 2000;4.
A flash animation like cartoon but it is simpler. We can make it by ourselves or download it from internet. The amount of flash animation file is
small, so it does not need a long time to download it.
2.2.9The Advantages of a Flash Animation as the Media in Teaching Speaking
As stated in the previous discussion, teacher‘s creativity including in using media will affect the students‘ result in learning. Flash animation is one of the alternative
media that is appropriate to be used in teaching a second language. A flash animation also becomes the part of prepared talk. Based on Harmer 2001:274
prepared talks represent a defined and useful speaking genre, and if properly organized, can be extremely interesting for both speaker and listener.
A flash animation tends to be more interesting in the performance, easy in the application, more economical in the using of computer‘s memory, and more
interactive. Therefore the teachers can explain the teaching material easily and more interesting. It is more practical because it can be put into the CD so that it
can be taken anywhere easily. We do not need to take some complicated teaching aids. Actually, the students are very keen and more enthusiastic because it is more
interactive and easy to carry out. With the flash animation, the teaching learning process is more interesting because we can hear some music and listen to some
instructions given. We can also insert the instruction voice to the CD so that the teacher can a little bit save their energy http:eddy-setiawan.blogspot.com.
The objective of using a flash animation in teaching speaking is to help students to get and to compose their idea easily. Moreover, by doing this media,
teacher can encourage the students‘ motivation in speaking skill. Harmer 2001: 51 stated that without such motivation we would almost certainly fail to make the
necessary effort. Furthermore, animated cartoon icon has a unique appeal to everyone especially for young learner. Therefore, it can arouse the students‘
interest to produce many sentences orally. As a teaching media, especially in teaching speaking, a flash animation
provides many inspirations to be explored by the students. The advantages of this flash animation are that students can see the cartoons‘ gesture, expression, mood,
and l isten to the storyteller‘s voice. Therefore, students can easily get the idea of
the story and retell the story fluency.
2.2.10The Flash Animations Used in the Study
Flash animations used in this study are animated fairy tales showing the plot of the story but not in one sequence. I have to click the next button to continue the
story. A storyteller tells the story, so it is different from an animation film. Flash animation provides the innovation; it is simpler than animation film but more
complex than still pictures. It is also understandable because the ideas or the themes are very simple but it is packed in interesting image.
There are two title of flash animation in form of cartoon, they are: 1
―Goldilocks and Three Bears‖ This
flash animation
is downloaded
from http:www.britishcouncil.org.htm . There are four major characters in the story;
they are Goldilocks, daddy Bear, mummy Bear and baby Bear. ―Goldilocks and Three Bears‖ narrates the adventure of Goldilocks.
Goldilocks was a little girl that had a golden hair. One day she was walking in the forest. She found a house and entered it. The house was empty. She found three
bowls on the table. She tried the first porridge, but it was too hot. Then she tried the second porridge, but it was too cold. Finally, she tried the last one, it was just
right and she ate all the porridges. Then she went upstairs and slept on the baby Bear‘s bed. The Bears
family came and saw their porridges were eaten by someone. Then they went
upstairs and saw Goldilocks was sleeping there. Then Goldilocks woke up and saw the Bears. She was frightened, ran to the forest, and never came back again.
2 ―Little Red Riding Hood‖
This flash
animation is
downloaded from
http:www.britishcouncil.org.htm . There are three major characters in the story; they are Little Red Riding Hood, Granny, and The Wolf.
―Little Red Riding Hood‖ narrates about a little girl named Little Red Riding Hood. She lived in a wood in the forest. One day she was visiting her
Granny. She brought a nice cake for her Granny. On her way to her Granny‘s house, she met a Wolf. The wolf asked where she would go. She said that she
would go to her Gran ny‘s house behind the trees. Then the Wolf came into
Granny‘s houses and ate Granny. When she got to Granny‘s house, Granny looked very strange. Little Red Riding Hood wondering whether it was Granny or
the wolf she met in the wood. When the wolf wanted to eat her, she shouted for help. Fortunately, the woodcutter heard her shouting. Then he ran into the house
and hit the wolf over the head. The wolf opened his mouth and shouted. Suddenly, Granny jumped out. The wolf ran away and never came back again, and what will
happen to Little Red Riding Hood? It was an interesting experience.
2.2.11 Action Research
