MUHAMMADIYAH O F UNTVERSITYPALEMBANG F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION ENGLISH EDUCATION STUDY PROGRAM F E B R U A R Y 2017

T E A C H I N G SPEAKING BY USING C A R T O O N F I L M T O T H E E I G H T H G R A D E
STUDENTS O F T H E S T A T E JUNIOR H I G H S C H O O L 13 O F P A L E M B A N G

THESIS

BY
NIA HARYANTI
NIM 372012042

MUHAMMADIYAH O F UNTVERSITYPALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND E D U C A T I O N
E N G L I S H E D U C A T I O N STUDY P R O G R A M
F E B R U A R Y 2017

T E A C H I N G S P E A K I N G B Y USING C A R T O O N F I L M T O T H E E I G H T H G R A D E
STUDENTS O F T H E S T A T E JUNIOR H I G H S C H O O L 13 O F PALEMBANG

THESIS

Presented to
Muhammadiyah University Palembang

In partial fulfillment of the requirements
For the degree of Sarjana in English Language Education

By
Nia Haryanti
NIM 372012042

MUHAMMADIYAH O F U N I V E R S I T Y P A L E M B A N G
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY P R O G R A M
February 2017

I

The thesis written by Nia Haryanti has been certified to be examined

Palembang, February 2017
Advisor 1,

Prof. Dr. Indawan Syahri, M.Pd.

Palembang, February 2017
Advisor H ,

Sri Hartati, S.Pdt, M.

This is to certify that Sarjana's thesis of Nia Haryanti has been approved by the
board of examiners as the requirement for Sarjana Degree in English Language
Education.

Prof. Dr. Indawan Syahri, M.Pd., Chairperson

Acknowledge by
The Leader of

Approved by
The Dean of

Motto:
Keep trying whatever stop your success, because success in the hands of yourself

This thesis dedicated to:
1. My beloved dad Effendi Yasin who care, love, help, give me money and hug
me when I need help whatever it. My beloved Mom Warsinda who love, pray,
listen, hug, angry and cooking for me. thank you so much for you my beloved
parents.
2. My Brother is Muhammad Abri Yunus and My younger sister is Siti Maisa
Dama Liana thank you for your supports.
3. My beloved friends,DafitaSari, Diana Iswara, Inggit Pratiwi, MinahYuliani.
Rika Puspita Sari,SherIi Hartati, Nurmala Habibah, Shindth Cindria, Sulvi
Rizki Ananda, Ulfa Nana Kumia, and Indah Restiana, that give me fiicndship,
togetherness, supports, moments, patience, paryer , understanding, love, and
warmth.
4. All of people who had helped me when Ifinishedthesis but I can't mentioned
one by one.
5. My almamater. University of Muhammadiyah Palembang.

iv

15

B. Population am) Sample
1. Population of the Study
Arikunto

(2006)

states

that

population

is

the

entire

subjects

of

the investigation (p. 108). The population also meant as objective to get and to collect
the data. Fraenke! and Wallcn (2011) state, "the larger group to which one hopes to
apply the results is called the population" (p.91). The population of this study was
collected from the entire Eighth Grade Students of the State Junior High School 13 of
Palembang in academic year ol' 2016/2017.

Tabled. I.
The Population of the Study

NO.

CLASS

STUDENTS

1

VIITI

38

2

VII.2

38

3

V1II.3

38

4

vni.4

38

vni.5

39

6

Vlli.6

36

7

VIII.7

36

8

VIII.8

33

9

vm.9

34

10

VIII.10

32

Jumlah

362

(Son rcL': State Junior High School 13 of Palembang, in Academic year of 2016 20! 7)

i

16

2, Sample of the Study
Arikunto (2006) states sample is a part of representative ef population
invastegated (p.13!). Sample is also as a way the writer selects number o f individuals
as a sample which represents the population. In this study, the writer used
convenience sampling. Fraenke) et.,al (2011) states convenience sample is a group of
individuals who (conveniently) are available forstLidy(p.99). The writer chose
convenience sampling because the school researched in class VIII.2 as a sample
which consists of 38 students to the Eighth Grade Students o f the State .hinior High
School 13 of Palembang. The distribution of the sample could be seen table 3 .2.
Table 3. 2.
Sample of the Study
Class

Sample

lotal

Vlll 2

E.xperimental

38

(Sources .Slate Junior High School 13 of Palembang)

C.

Research Variable

A variable is everything that become object of research or the influencing
factors that would be studied. Ai-ikunto (2006) states variable is eveiything which
the wiiter expects to find the answer ( p . I I 8 ) . Variable is something that will be
measured to be subject or object of the research.
There are two kinds o f variables: the independent variable and independent

variable, fraenkel, et a! (2011) states," an independent variable is presume to affect
or somehow influence at least one other variables, a dependent variable is presume to

17

be affect by one or more independent variable"' (p.80) In tins case. Independent
variable was called causing variable. The independent variable is th use of cartoon
film media. Dependent variable is effected variable.
The independent variable of the .study was the application of the cartoon film
to the Eighth Grade Students of the State Junior High School 13 of Palembang and
ilie dependent variable was the score of the students itself .

I). Techniques for Collecting Data
1. lest
Brown (2000:384) stated Ihat a test is method of measuring a person's ability,
knowledge, and performance in a given domain. In this .study, there were two kinds
of test that were given to the students. Ihc purpose ot" giving test is to know
tiie situation, knowledge, ability and performance of the students. They were pre-test
and post-test.
Pre -test was given before treatment and post - test was given after teaching
and learning activities, to find out effectiveness of teaching speaking through cartoon
film.
2. Validity
Validity is measuring what is supposed to measure. In other word, validity
determined whether the research truly measure which is irnendcd lo measure or how
truthful the research result is. Brown (2003) states that validity refers lo the extend to
which the result of an evaluation procedure serve particular use for which are
intended (p.22).

,

18

Basically, validity of a test is always concern with the specific use to be made
of the result and with the tnuhfulness of our proposed interpretation. Fraenke! and
Wallen (2011) state, "validity is the most important idea to consider when preparing
or selecting an instrument for use."(p. 147 ). Based on the cun tcuhim and syllabus for
the Eighth Grade Students.The validity of the test in this study can be seen Table 3.3.

Table 3. 3.
Test Specification of Test Items
Type of
Objective

Material

Indicator

Time
Test

Expressing the

Speaking

Students are

meaning in a

orally through

able to

simple

cartoon film

present n

monoiogiie

with the title

monologue

accurately.

Turtle's Flute

performance

Oral test

80' minutes

Fluently, and
acceptably in
daily life
context in front
of narrative

(Sources.

Stale Junior

High School

13 of Palembang

m academy year of 2016 201 7

19

3. Reability
Reliability is the degree to which an assessment tool produces stable and
consistent results. Fraeke! and Wallen (2012), reliability refers to the consistency of
the scoresobtainedhow consistent they are for each in dividual from one administration
o f an instrument to anotlier andfrom one set of items to another (p.l 54).
To know the reliability of the test, it used inter realiability where two judges
have been asked to composition or perhaps the speaking performance of language
learners. It used

I
Tf-AB
= l + (n-

l)rAB

r-u

: the realibility of all the judges rating

n

: number of rates

rAB

: corelalioii between the two raters

(sources : the formula by Frankel and Wallcn (2006, p. 109)

To find the difference between two raters in the case, following formula was
used :
^

A/(i:xy)-(i:y)(Ex)

Wliere :
r^fj

: Correlation

n

: Number of the students

X

: Score of rater A

y

: Score of rater H

20

(sources : the formula by Frankel and Wallen (2006, p.l 12)

For the research purposes, a usual rule the reliability should be at least 0,07 and
preferably.

^

E . Technique for Analyzing the Data
1.

Percentage Analysis I
The percentage analysis was used to find the students' individual score in

the test given. Commonly the percentage of scores in a specified distribution fell
point at which a given sore lies. The percentage analysis was used to find out
the students' individual scores.

2. Paired Samples t-test

Find out the significant differences between tiie result of Post-test and Pretest, the writer analyzed the data o f research through SPSS 16 (Statistical Packages
for

the Social Sciences) program. Hatch and Farhady (2002) states, "paired samples

t-test is test compares two means that are from the same individual object, or related
units. Tlie two means tvpically represent two different times (pre-test and post-test)
with an intervention or two different but related condition or units" (p. 116).

3. Rating of Speaking Skill
Based on the rating scales of speaking sheet, tliere were five components that
are to the students, namely: pronunciation, gi'ammar, fluency, vocabuiary, and
comprehension.

'

2!

Tabic 3.4.
Rating Scale of Speaking

Speaking
Criteria

Scores
Component
Pronunciation

5.

Equivalent to and fully accepted by educated native speaker

4.

Errors in pronunciation are quite rare

.3.

Errors never interfere with understanding and rarely disturb
the native speaker

2.

Accent may be obviously foreign. Accent is intelligible
though often quite faulty

1.

Errors in pronunciation are frequent but can be understood by
a native speaker used to dealing with foreigners attempting to
speak his language.

—H^~~
Grammar

1

5.

Equivalent o f an educated native speaker

4.

Able to use the language accurately on all levels normally
pertinent to professional needs.

3.

Errors in grammar are quite rare. Control of grammar is good.
Abie to speak the language with sufficient structural accuracy
to participate effectively in most formal and infonnal
conversation on practical, social, and professional topics.

2.

Can usually handle elementary construction quite accurately
i
but does not have through and confident control of the

grammar.
En'ors in grammar are ircqnent, but speaker can be
understood by a native used lo dealing with foreigners
attempting to speak his languageHas complete fluency in the language such that be speech is
fully accepted by educated native speaker.
Able lo use the language fluently on all level normally
pertinent to professional needs.
Can participle in any conversation within the range o f this
experience with a iiigli degree of fluency.
Can discuss particular interest of competence with reasonable
case. Rarely has to grope for word.
Can handle with confidence hut not with facility most social
situation including introduction and casual conversation about
ciurent events, as well as work, family and autobiographical
word.
Speech on all level is fully accepted by educated native
speaker in all its features including breadth o f vocabulary and
idioms, colloquialism, and pertinent cultural references.
Can undersiand and participate in any conversation within the
range of his experience with a high degree of precision of
vocabulary.
'

I

23

3.

Able to speak the language with sufficient vocabulary to
participate effectively in most formal and informal
conversation on practical, social and professional topics.

2.

Vocabulary is broad enough that the rarely has to grope for a
word has speaking vocabulary sufficient to express him self
simply with some circumlocutions.

1.

Speaking vocabulary inadequate to express anything but the
most elementary needs.

Comprehension

5.

Equivalent of an educated native speaker.

4.

Can understand any conversation within the range o f his
experience.

3.

Comprehension is quite complete at a normal rate of speech.

2.

Can get the gist of most conversation of non-technical subject
(i.e., topics that require no specialized knowledge).

i.

Within the scope of his limited language experience, can
imderstand simple questions and statements if delivered with
slowed speech, repetition, or paraphrase.

(Source : State Junior High School J 3 of Palembang in academy year of 2016/2017)

C H A P T E R IV

FINDINGS AND I N T E R P R E T A T I O N

This chapter discussed (A) findings, and (B) interpretation.

A. Finding

The findings o f this study consisted of ( I ) conversion of percentage range, (2)
the result of students" score in the pre-test, (3) the result o f students' score in the posttest, and (4) the comparison l^etween pre-test and post-test.
The

test consisted of four

aspects hy using cartoon film,

there were

pronouncation, giammar, fluency, vocabuiary and comprehension. The result of the
test were calculated by using SPSS 16.0 for windows.

I.

Conversion of Percentage Range

The

score range would be used to intetjiet the students individual scores.

The range was presented in tabic 4.1.
Table 4.1
The Conversion of Percentage

5

NO.

Percentage of Correct

Level Achievment

I

80-100

Excellent

2

70-79

Good

3

55-69

Fair

4

45-54

Poor

2,028 and

consenquentJy

31

alternative hypothesis (Ha) was accepted. From the data, it showed that the students"
score were ditTerent From pre-test to post-test.

B. Interpretation
From the calculation o f the tlnding, it was interpreted that Cartoon film was
effective to improve the students" speaking ability, especially
Students at State Junior High School 13 o f

to the Eighth Grade

Palembang. The finding showed that

mean o f the students' score in the post-test was higher than pre-test 70.42 > 65.42,
while the result analyzed through the t-obtained 4.203 and it was higher than critical
value o f t-table 2.028.

ABSIKACr

Nia Haryanti. 2017. Teaching Speaking by Using Cartoon filmto the Eighth
Students of the State Junior High School 13 of Jfdentbang.The^is,

(}rade

English Education

Study Program, Sarjana Degree (SI), Facult>' o f Teacher Training and Education
University

of

Muhammadiyah

Palembang,

Advisors: (i) Prof.

Dr.

Indawan

Syahri,.M.Pd. ( I I ) Sri Hartati, S.Pd.,M,Pd.

Key words: teaching, speaking, and cartoon film.

The title o f this thesis was ^'Teaching Speaking by Using ('arioon b'lhn lo the Eighth
Grade Students of the State Junior High School 13 of Pale rnhang".The main problem
o f this study was "is it effective to teach speaking by using CartoonFilm to the Eighth
Grade Students o f the State Junior High School 13 o f Palembang?". Therefore, the
objective o f this study was finding out whether or not it is effective to teach speaking
by using cartoonFilm to the Eighth Grade Students o f the State Junior High School 13
o f Palembang". Pre-experimental method was used in the study. The population o f
the this study were 362 students from ail the Eighth Grade Students o f the State
Junior High School 13 o f Palembang, while the sample o f this study was 38 students
o f one class. This study used t-test that the dala calculated b\ using SPSS 16.0
version.The result o f the data analysis showed that t-obtained was 4.203, where
critical value oft-table was 2.028, at the significant level 0.05 and degree o f freedom
was 37, Hence, t-obtaincd was higher than t-table, it indicated that the alternative
hypothesis (Ha)was accepted and null hypothesis (Hr,) was rejected. U could be
concluded that it was effective teaching speaking by using cartoon film to the Eighth
Grade Students o f the State Junior Fligh School 13 o f Palembang.

V

ACKNOWLEDGEMENTS

First o f all, the writer would like to thank to Allah SW T, the lord o f universe,
who has given blessing and ability to the writer to fulfill and complete this thesis
entitled "Teaching Speaking by Using Cartoon Film to the Eighth Grade Students o f
the Junior High School 13 of Palembang". Peace and blessing be upon our prophet
Muhammad SAW, his families, his companion, and his followers.
This thesis was written to fulfill one the requirements for Sarjana Degree at
English Education Study Program, [,anguage and Arts Education Department,
Faculty

of Teacher

Training

and

Education, Muliammadi} ah

University

of

Palembang in academic year 2016/2017. The writer would like to express her deepest
gratitude to her advisors. Prof. Dr. Indawan Syahri, M.Pd., and Sri Hartati,
S.Pd.,M.Pd, for their guidance and advice during the process of writing this thesis.
1 icr great appreciation is conveyed to Abid

Djazuli, S.E., M . M , Rector o f

Muhammadiyah University of Palembang, Drs. H. Ervvin Bakti, M.Si., Dean of
Faculty of Teacher Training and Education, Sri Yuliani, S.Pd.,M.Pd. Head o f English
Education Study Program for their assistance in administiative matters. The writer
also would like gratitude to all her lecturers who taught her during her study at
the English Education Study Program, Faculty o f Teacher Training and Education,
Muhammadiyah University o f Palembang.

This thesis was v\Titten on the basis o f the research of the State Junior High
School

13 Palembang.

The writer would like to express her appreciation to

Headmaster of the school. Prima Iswaili, S.pd., M M , for all teacher and staff, and
the students for their cooperation.
The writer realizes this thesis is not the perfect one. A l l of comment, critic,
and suggestion are welcome for this thesis. The last, the writer hopes this thesis will
be useful for the people who read it and for another writer in tlie future.

Palembang,
The Writer,

NH

vi

Februari 2017

C O N I EIN I S

Pages
H I EE

i

A G R E E M E N T PAGE

ii

M O T T O AND D E D I C A T I O N

iii

ABSIRACr

iv

ACKNOWLEDGEMENTS

v

CONTENTS

vii

LIST O F TABLES

ix

LIST OF APPENDICES

x

C H A P T E R I IN I R O D I I C T I O N
A. Background ot the Study ___
B. Problem o f the Study
C. Limitation o f the Problem
D. Formulation of the Study
E. Objective of the Study
F. Significance of the Problem
G. Hypothesis of the Study ,._
H. Operational Definition

_

_
_
__

CHAPTER IILITERATURE REVIEW
A. reaching
B. Speking
_
C. Teaching through Media
D. Cartoon Film in Teaching
_
E. The Advantages of Using Cartoon Film
_
F. Procedure Teaching Speaking by Using Cartoon Film
G. Previous Related Study...

vii

'
3
3
4
4
4
5
5

6
7
8
9
10
10
12

C HAP I KR 111 R L S K A K C H AND PR(K E D I R E
A. Method of the Study
B. Population and Sample
_
C. Research Variables
_
D. Technique for Collecting the Data
E. Technique for Analyzing the Data
C H A P T E R IV F I N D I N G S AND I N T E R P R E I A T I O N
A. Findings
B. Interpretation

'4
15
_
_

__

_

1?
20

-4
31

C H A P T E R V C O N C L U S I O N S AND S I J G G E S I IONS
A. Conclusions
_
B. Suggestions
_

32
3?

REFERENCES

34

APPENDICES

36

viii

LIST O F APPENDICES

Appendices
Pages
1.

Sural Keputusan Dekan FKIP

37

2.

Usui Judul Skripsi .

38

3.

Sural Permohonan Riset Dan Dinas Pendidikan

39

4.

Sural Keterangan Penelitian

40

5.

Kartu Bimbingan Skripsi

6.

Undangan Simulasi Proposal

7.

Daftar Hadir Simulasi Proposal

8.

Daftar Hadir Dosen Pembimbing Simulasi Proposal

9.

Kartu Hadir Simulasi Proposal

10.

Instrument Penelitian

11.

Dokumentasi Penelitian

12.

The Students' Score in Pre-test and Post-test

52

13.

Lesson Plans

56

14.

Curriculum Vitae

_

_
_

_._

43
_

44
-

___

45
_

46

_

47
48

_

_

_

X

50

70

CHAPTER I
INTRODUCTION
This chapter presents (A) background o f the study, (B) problem of the study.
(C) limitation o f the problem, (D) formulation of the study, (E) objective of the study,
(F) significance of the study, (G) hypothesis o f the study, and (H) operational
definitions.

A.

Background
Speaking is tightly related to an ability an o f oral communication with other

people. In other words, the ability o f speaking is really in transferring message in
order to have a good communication way. Richards & Renaiidya as cited Oktafia
(2015) state speaking is a complex task for second or foreign language learners
(p i4). Speaking is also used to help students to deliver their knowledge and opinion
about everything in their daily activities. Students should learn speaking because it
gave them good way to practice, they could be master the skill, and also it helped
them to comminicate to the speaker. Through speaking, students could show their
ideas, experience, even feeling to others.
Based on The writer's exprerience of teaching practice, especially in teaching
speaking at State Junior Migii School 13 of Palembang, the writer found that many
students faced difficulties in learning speaking in this school. First, the students may
lack o f vocabulary mastery so they could not use their idea. Second, the students did
not have courageous so the they would be fee! shy and afraid to make mistakes. Last,

1

2

the students soon got bored and uninterested in learning because they thought to
study it too much time and during study the teacher used the same ways, oniy use the
text as material and then asked them to practice it in hoot o f class. In teaching and
learning process,

the teacher had to be a facilitator to students. He or she must try

to give good model in teaching speaking. In this case, the teacher could use any kinds
of media to teach speaking in order to make learning activity cheerful. Based on the
statement, one o f the kinds of teaching media is audio visual media which consist of
noil projector media, three dimension media, and machined media. One example of
machined media that can be used to teach is film.
One o f teaching media showed characters of something and then details.
Moreover, film is the interesting media in teaching and teaming process. There are
some advantages involving film m teaching and learning activity, for example; it
could persuade students' imagination and the characters of the stoiy. By showing
film, it can be effective by asking students watch and understand the story o f the film.
Azliar ( 2 0 I I ) states tliat film as pictures in a frame where frame by frame is projected
through the projector lens me chanically (p.49). So the pictures in the screen looked
alive. There are several kinds of film and one o f them is cartoon film. In this study,
the writer was interested to observe teaching speaking by using cartoon film as media
in teaching.
Clark (2000) states that cartoons can engage the attention of the learners and
present information in a non-threatening atmosphere

(p,34-35). Cartoon film is

interesting, funny, thinkable, and easy media to get that can be possibly used to teach

speaking a.narrative text. By using cartoon film in teaching and learning speaking,
the students could releii the story o f a cartoon film.
The writer chose film as media in teaching speaking process because it is
hoped that the films could motivate the students and improve students" speaking
ability. By using cartoon film. Students were expected to develop their idea. They
could make description or created a story. It means that students can share their story
about the film to their friends through nairative story telling, the writer assumed that
by using cartoon film, the students'speaking ability would be success.
Based on the description, the writer would like to conduct an experiment o f
teaching speaking using cartoon film at Junior High School. With the title "Teaching
Speaking by Using Cartoon Film to the Eighth Grade Students of the State
Junior High School 13 of Palembang."

B.

Problem of the Study
The problem of this study was that many students still gel diffully in

expressing what they want to say or to talk about something and the students lost
motivation in speaking, the writer used Cartoon Film for the solution.

C.

Limitation of the Problem
In this study, the problem is limited on investigating the effectiveness of

cartoon film to teach speaking skill that this material used a narrative to the Eighth
Grade Students of the State Junior High School 13 of Palembang.

4

D.

Formulation of the Study
The problem is formulated as follows "was it effective to teach speaking by

using cartoon film to the Fjghth Grade Students of the Slate Junior High School 13
of Palembang?"

E.

Objective of the Study
The objective of the study was to find out whether or not it was effective to

use cartoon film in teaching speaking to the Eighth Grade Students of the State Junior
High School 13 o f Palembang,

F.

Significance of the Study

The significances of this study are as follow:
1. for teachers

|

This study will give more informations, some knowledges and improve their
method in teachuig speaking.
2.

for students

i

This study will hopefully motivate the students to increase their ability in
speaking skill, and make the learning process more interesting and get more
understanding.
3.

for wTiter
The writer gets useful experience and more knowledge about how to improve
students' motivation in teaching speaking.

5

G.

Hypothesis of the study
Fraenke! and Wallen (2012) states that hypothesis is a simply a prediction of

some sorts regarding the possible outcomes of the study(p.51). The hypothesis was
used in this study is null hypothesis (Ho) and alternative hypothesis (Ha).
1.

The null hypothesis (Ho); It is not effective lo teach speaking by using cartoon
film to the Eighth Grade Students of the State Junior High School 13 o f
Palembang.

2.

The alternative hypothesis (Ha): It is effective to teach speaking by using cartoon
film to the Eighth Grade Students of the State Junior High School 13 o f
Palembang.

H.

Operational Definition

There were three main statements that need to explain this study. Theyare teaching,
speaking, and cartoon flim:
1. Teaching is an activity to transfer the information where the teacher as the
persons to transfer the information and the students as person who receive the
infonnation. Usally in the classroom.
2.

Speaking is the ability to express tlie idea, opinions, feelings, and thought orally.
In the case students need acertain way or strategy to make their idea, opinion,
feeling and thought be expressed. So speaking by using cartoon film can make
students more interesting or motivated to speak in English.

3. Cartoon flim

is a useful tool to deliver message for learners. As an audiovisual

aid, cartoon contain sound and fun picture and effective media to teach speaking.
It can build the students' enthusiasm to learn pronunciation.

I

C H A P T K R II
I ITERATURE REVIEW

This chapter presents (A) teacliiiig, (B) speaking, (C) teaching IhrougJi media.
(D)

cartoon

film

in teaching,

(E) the

advantages o f using cartoon

film,

(F) the procedure of teaching speaking by using cartoon film, and (G) previous
related of studies.

A.

Teaching
Teaching is someone or profession

who taught people, giving

ideas,

instruction in the study. A teacher functions was as a facilitator, guide, motivator, and
manager. As a facilitator, a teacher provided facilities such as

circumstances

equipment, aids, etc that make the learners are possible to learn easier. Teaching is an
activity where the teacher helps the students to give them knowledge or information.
Pascal (2011) states, "teaching in the foundation stage is based upon
the premise tiiat positive, respectflil relationsliips between children and adults
areessential for children well being success in the I'lilure" (p.l). In other words,
teaching is a profession conducted by using a combination o f art, science and skill. It
was an art because it relies on the teacher's creative provision of the best possible
learning environment and activities for his/her students.
Brown (2007) states, "teaching is showing or helping someone to learn how to
do something, giving instniction, guiding in the study of something, providing with
knowledge, causing to know or understand, furthermore, teaching can not be defined
apart from learning" (p. 07).

6

7

in other words we can say that teaching is quiding and facility learning, in ability tlie
learner to learn, and setting condition for learning.

B.

Speaking

|

Speaking is one of language skills that must be taught to the students in
the process of teaching and learning, especially in English. It was one of the skills
that had be mastered by students in the learning English. Speaking is the key to
communicate. By consindering that someone could be a good speaker in learning
the language, teaching speaking is needed in learning activity to improve their
speaking skill.
Brown and Yule (1999) state that speaking is the expression tlie need request,
information, and service (p.93). By speaking with otlier people, we would be able to
know what kinds o f situation were

in the world that people who had ability in

speaking will be better in receiving information. The people wanted lo communicate
which each other person consequently they should have speaking skill well. Brown
(2003) states;
"speaking is a productive a skill that can be directly and
empirically observed, these observation are invariable colored
by the accuracy and effectiveness of a test - taker speaking
skill, which necessary compromise the reliability and validity
of an oral production test" (p.140).
Based on the previous explanation it is important for an teacher of English
emphasizes speaking for their students. The teacher must explain the important o f this
skill, which it required for daily activity communication with another person, and

9

1,

Visual media, such as film strip, transparency, micro projection, bulletinboard,
pictures, illustration, chait, graphic, poster, map, and globe.

2,

Audited media, such as phonographrecord. electric transcript, radio, recorder
oflape recorder.

'

3.

Audio visual media, such as film. Television, and three dimensions things.

4.

Dramatization, role play, socio drama, etc.
Those media could be used in teaching based on the materials and students'

level and interest. In this study, the writer used audio visual media named film to ease
students in mastering the material given to them especially related to speaking.

D.

Cartoon Film in Teaching
Cartoon is the illusion of motion created by consecutive display o f images of

static element. Film production, refers to the technique by which each frame o f film
is produced invidually. Tlie cartoon is useful as a teaching tool to invite pupils to
voice out their opinions and provide reasons for their ideas. Tlie informal nature o f
concept cartoons encouiaged pupils to present their views without fear of being
judged. This opened up an opportunity for teachers to probe and clarify their pupils'
thoughts on the topic.
In concept cartoon teacliing, alternative ideas, which includet the scientifically
acceptable one, regarding a scientific phenomenon are presented in a form o f cartoonstyle drawing in a poster. Ideas are put fonvard by carlooncharacters in adiscussion
format. Then, the learner is invited to join the debate with the cartoon characters.
Keogh and Naylor (1999) state that concept cartoons are extremely versatile as a

i
10

teaching strategy. They may be employed across subjects, such as in the development
of reading skills in English, or the teaching of problem solving in Math (p.433).

E.

The Advantages of lising Cartoon Film
The teacher of English faced the students who liave difficulties in English

Speaking. Cartoon Film is the answer to solve this problem. The teacher of English
can use it in teaching learning process. Gilbert (2009, p.6) states that there are at least
six benefits o f using cartoon film, they are:
1.

Clear and easy to understand.

2.

Produce in pure English, tiieEnglish words and sentences are full by the linguist
experts and educators and choice o f words to suit our students speaking study.

3.

Contain of many dialogues and vocabulary with familiar story completed by nice
pictures, colors, and sounds.

4.

Teachers do not need to talk a lot in explaining the teaching materials that are
being presented.

5.

The materials can be printed as needed.

6.

Data can be stored inthe fonn C D or flash, so it can be taken everywhere.

F.

The Procedure of Teaching Speaking by Using Film Cartoon Film
Christine Roell (2010, p.5 ) says that the activities of teaching are as follows:

a.

Pre -Activities

]

1. The teacher said " Assalamualaikum wr.wb" to students
2. The teacher checked the students' attendance list
3. The teacher did wanning up to the topic going to be discussed.

11

I

a.

Have you ever watched a cartoon film

b.

What cartoon films that you like'^

c.

What does story tell you about?

While-Activities
1. i hc teacher explained to the students that they will leant about the narrative
throLigii cartoon film.
2. The teacher presented a cartoon film to the students.
3. After the cartoon was over, teacher replayed the part which was not
understand by the students.
4. fhe teacher askscd students to make short summary o f the story that they have
already watched

|

5. Students was allowed to talk with their friends and be given the opportunity to
share their ideas.
6. The teacher pointed to one of the students to come and performed monologue
in front of the class and then continued to the other.
7. Students was allowed to bring their summary lo help liicin when they forget
what to say.
Post- activities

|

1.

Concluding the material together.

2.

fhe teacher announced the students about material in the next meeting.

3.

The

teacher

closed

the

Wassalamuaiaikiim wr.wb".

meeting

and

said

"AlliamduHllah

or

12

G.

Previous Related of Studies
In tliis study, the first previous related study is entitled, "Teaching Names of

Objects by Using A Cartoon Movie Entitled " S P O N G E B O B S Q U A R E P A N T " to
the Sixth Grade the State Elementary School 1 of Teluk kijang" by Almahmudi
(2012). The similarities o f this study between both o f study used Cartoon as media,
and pre-experimental method. The differences, the sample students involved by the
previous study were taken from

the Sixth Grade the State Elementary School 1 of

Teluk Kijang. Almahmudi states that the method was effective.
The second, previous related study is entitled "Teaching Speaking by Using
Picture to the Tenth Grade Students of SMA Negeri 1 Kikim Tengah Lahat" by
Ayu Herwana (2014). The smililarities of this study is in previous written used
nairative text and this study also use naiTative text.. The differences between both
study are the theme used Pictures, for this study used Cartoon Film as dependent
variable, the method that was used quasi- experiement, and the sample students
involved by the previous study were taken from the Tenth Grade Students of SiMA
Negeri 1 Kikim Tengah Lahat. Ayu Herwana states that the method was effective.
Third,

previous

related

the

study

Margono

a

thesis

entitled,

"Teaching Speaking By Using Stroytelling with Flashcard to Eleventh Grade
Students At S M A Muhammadiyah 2 Palembang " by Epritami Binangkit (2014).
The similarities of the study the written used narrative text and this study also use
narrative text.

The differences of the previous study used two classes were treated

were as experimental and control group and used total sampling to lake sample, and

13

the sample students involved by the previous study were taken fiom Eleventh Grade
Students A t S M A Muhammadiyah 2 Palembang

C H A P T E R HI
METHOD AM) PROCEOI RES
This chapter presents (A) method of the study, (B) population and sample,
(C) research variable, (D) technique for collecting the data. (E) technique for
analyzing data.

A.

Method of the Study
The writer used pre-experimental method. Fraenkel et. a! (2012) states,

" in one group pretest-postest design, a single group was measured or observed not
only after being expose to a treatment of some sort, but also before" (p.269).
The formula of this design was as follows:
Pre-test

frealment

Post-test

Yi

X

Y2

(Source-.Suryabram. 2010. p. 100}
Where:
Yi : Pre-test
X : treatment
Y2 : Post-test
In this study, the experimental study conducted 111 the class by taking to
Eighth Grade Students of the State Junior High School 13 o f Palembang
population.

14

as

C H A P l ER V

C O N C L l SIGNS A N D S U G G E S T I O N S

This chapter discussed (A) conclusions, and (B) suggestions.

A . Conclusions

I

From the Finding, it could bo concluded that Teaching Speaking by Using
Cartoon Film to the Eighth Grade Students at State Junior High school 13 o f
Palembang. It could be seen from the mean o f students' score in pre-test was 65.42
and the students' mean score m post-test was 70.42 used SPSS 16.0 version.
The average score o f the students in pre-test was 65.42 it meant that
the students' mastery o f speaking skill in pre-test was minus level. The average
scores o f the students in post-test 70.42 it was higher than the average score the
students

in pre-test.

It meant that the students got progress in post-test.

The students' mastery o f speaking skill in post-test was good

The

data

analysis

through

the

dala

t-test

formula

gave

4.203

as

the result. The null hypothesis (IE) was rejected because t-obtained was higher
than t-table 4.203>2.028 and consequently the alternative hypothesis (FE) was
accepted. From the data, it showed that the students' score were different from
pre-test to post-test. It meant that teaching speaking by using cartoon film was
effective.

32

33

B.

Suggestions

There arc some suggestions who want to deliver from the writer to teacher
of English, students, and institutions

1.

English of Tcacher

In this case, one of technique in teaching speaking by using cartoon fihn to
conduct and make a progress in learning process especially in speaking skill. So,
the students will be motivated to learn English
2.

Students
In order to master English, tlie students should improve their vocabularies

to

understand English easily and try to practice English with friend because

practice makes perfect. It means that students can share their stoiy abom the film
to their friends through narrative.

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Cipla.

Penelitian

Arikunto, S. (20]0). Pro.sedw
Aksara.
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Suafii Pendekatan

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York; Longman. I
Brown, Dougles. (2003). Language Assessment
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I^rmciple

and classroom

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Practice.

Cambridge University

Concept cartoons. Instructional

and

learning

Christine, Roell. (2010). Intercultural Training with Films. English Teaching Forum,
Vol.
2.,
2-15.Retrieved
from
http://exchanges.state.gov/englishteaching/forum/archive5/docs/f1lesfolderl
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111/48_2-etf-intercuitural-training-with-fiims.pdf.
Accessed on Mei 23,
2016.
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education. Boston, IvIA: McGraw-hill.
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New York: McGraw-Hill Group Inc.

Education.

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London, : Seventh edition.

Education.

and Evaluate

Research

and

Gilbert, Melanic. (2009). Using Movies for Teaching Low Level Student in English:
English Teaching Forum Vol.31 July-September.
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Jakarta: FT Raja Grafindo Persada.

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English.

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Keogh, B , & Naylor, S, (1999) Concept Cartoons, teaching and learning in science:
An evaluation. Inlcrndiional Journal of Science Eclucalum, 2/(4), 431 -446,
Munir) Fathur. (2012). The Effecfiviness of Teaching Vocabuiary by Using Cartoon
film Toward Vocabuhtiy Mastery of Tour/h Urade Students oj Mi Al Hidayah
02 Bc/ttvA.Unpublishcd Master's Thesis, graduate school. State Islamic in
college (STAIN), Tulungagung.
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of Teaching and School Readiness.

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As A Foreign

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F A K U L T A S K E G U R U A N DAN I L M U PENDIDIKAN
UNIVF/RSI FAS M U H A M M A D I Y A H P A L E M B A N G
STA TUS D I S A M A K A N / TERAKREDITASI
Alamat : Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp. (0711) 5 10842.
Fax (0711) 513078, E-mail: fkip ump((^yahoo.com
KEPUTUSAN DEKAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PALEMBANG
NomoF :042/G.17.2/KPTS/FKIP UMP/IX/2016
Tentang
Pengangkatan Dosen Pembimbing Penutlsan Skripsi Mahasiswa
FKIP Universitas Muhammadiyah Palembang
MEMPERHATIKAN:
Hasil Rapat Pimpinan diperluas Fakultas Keguruan dan llmu Pendidikan Universitas
Muhammadiyah Palembang tentang pembimbing penulisan skripsi
MENIMBANG:
a bahwa untuk kelancaran mahasiswa FKIP UMP dalam menyelesaikan program
studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi
b. bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan
pengangkatan sebagai landasan hukumnya.
MENGINGAT;
1. Piagam Pendirtan Universitas Muhammadiyah Palembang Nomor 036/111.SMs.79/80;
2 Qaidah Perguruan Tinggi Muhammadiyah
3. UU Rl Nomor 20 tahun 2003, tentang Sistem Pendidikan Nasional;
4
Peraturan Pemerintah Nomor: 66 Tahun 2010, tentang Pengelolaan dan
Penyelenggaraan Pendidikan;
5. Keputusan Rektor Universitas Muhammadiyah Palembang Nomor 216/E-1/KPTS/
UMP/VII/2015, tentang Pengangkatan Dekan Fakultas Keguruan dan llmu Pendidikan
Universitas Muhammadiyah Palembang;

MEMUTUSKAN
MENETAPKAN :
Pertama
: Mengangkat dan menetapkan dosen pembimbing penulisan skripsi mahasiswa
FKIP Universitas Muhammadiyah Palembang
Nama
Nia Haryanti

NIM
372012042

1.

Dosen Pembimbing
Prof. Dr Indawan, M Pd

2. Sri Hartati, S.Pd , M.Pd.
Kedua

: Keputusan Ini berlaku sejak tanggal 1 September 2016 sampai dengan
30 Desember 2016 dan dapat diperpanjang, dengan ketentuan bahwa segala
sesuatu akan diubah dan/atau diperbaiki sebagaimana mestinya apabila
terdapat kekeliruan dalam keputusan ini.
Ditetapkan di : Palembang
Pada tanggal : 30 Dzulkaidah 1437 H.
1 September 2016 M.
Dekan,/

y...
AS'-'^

Tembusan:
1. Ketua Program Studi
2. Dosen Pembimbing

Drs. H. Erwin Bakti, M.Si.
NBM/NIDN844147/0010016001

UNIVERSITAS M U H A M M A D I Y A H P A L E M B A N G
FAKULTAS KEGURUAN D A N I L M U PENDIDIKAN
STATUS D I S A M A K A N / T E R K A K R E D I T A S l
Alamat: Jin. Jend Ahmad Yam 13 U l u Palembang Telp. (0711) 510842
Fax (0711) 513078, E-mail; fkip_ump@yahoo.com

USUL J U D U L D A N P E M B I M B I N G SKRIPSI
Nomor:37,12.042/G.I7.2/KPTS/FK]P UM.P/X/2016
Nama

Nia Haryanti

NIM

372012042

Junisan

Pendidikan Bahasa dan Seni

Progiam Studi

Pendidikan Bahasa Inggris

Judul Skripsi
( I ) Teaching Reading Comprehension

through Visualizing

Teachnique to The Eighth Grade Students o f Junior High
School 13 o f Palembang.
(/A Teaching Speaking By Using Cartoon Film to The Eighth
Grade Students at Junior High School 13 o f Palembang.
(3) Teaching Vocabulary tiirough Guessing Word with The
,

Theme o f "Part o f Human Body" to The Seventh Grade
Students o f Junior High School 50 o f Palembang.

Judul yang diusulkan

(

Pembimbing I

Prof. Indawan, M . Pd.

Pembimbing i l

Sri Hartati. M . Pd.

^

)

Palembang,

April 2016

Toeram Studi

Sri Yuliani. S.Pd.. M.Pd.

UNIVERSITAS MUHAMMADIYAH PALEMBANG

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
STATUS DISAMAKAN / T E R A K R E D I T A S I
A l a m a i : JI. Jend. A.. Yam 13 Ulu Palembang 30263 Telepon 510842

Nomor
Hal

1437 H.
24 Dzulhijah
26 September 2016 M.

: 1611/G.17.3/FKIP UMP/IX/2016
: Permohonan
Riset

Yth. Kepala Dinas Pendidikan
Pemuda dan Olahraga
Kota Palembang

Assalamualaikum w.w.,
Ba'da

salam, semoga

kita

senantiasa

mendapat

Taufiq dan Hidayah

serta selalu berada dalam lindungan Allah S W T dalam melaksanakan tugas
sehari-hari. Amien.

I

Sehubungan dengan hal tersebut diatas, kami mohon kesediaan saudara
memberikan bantuan kepada mahasiswa:
Nama

: Nia Haryanti

NIM

:372012042

Program Studi : Pendidikan Bahasa Inggris
Untuk melakukan riset di lingkun