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
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
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
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.
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
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
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
18.Script Conversation Animation Video ... 85
19.Pretest-Posttest Script Conversation ... 88
Graph of Average of students’ pretest score ... 39
Graph of Average of students’ posttest score ... 40
Graph of improving students’ speaking ability ... 42
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
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~
TABLE OF CONTENTS
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
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
3.6 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
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 59
5.2 Suggestions ... 60
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
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
3
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
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
5
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
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,
7
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
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
9
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
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?
11
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
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
13
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.
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
15
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
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
17
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.
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
19
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
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.
21
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
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:
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
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
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
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
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
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
29
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
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
31
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
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
33
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.
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
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
35
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:
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
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.
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
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
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