THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL.

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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TABLE OF CONTENTS

PAGE OF APPROVAL

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... ix

LIST OF FIGURES ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of the Problems ... 3

1.3 Aim of the Study ... 3

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 4

1.6 Clarification of Terms ... 4

1.7 Organization of the Paper ... 5

CHAPTER II THEORETICAL FOUNDATION ... 7

2.1 Reading ... 7

2.2 Teaching Reading ... 9

2.3 Media in Teaching ... 9

2.4 Animated Video ... 14

2.4.1 The Issue of the Use of Animated Video ... 16

2.4.2 Video Selection ... 17

2.4.2.1 Criteria for Selection ... 17

2.4.2.2 Types of Video ... 18

2.4.2.3 Sources for Selecting Video ... 18

2.4.3 The Procedure of Teaching with Animated Video ... 18

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

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2.6 Related Research on the Use of Video in Language Learning ... 20

CHAPTER III RESEARCH METHODOLOGY ... 23

3.1 Location, Population, and Sample ... 23

3.2 Research Method ... 24

3.3 Research Variables ... 24

3.4 Research Hypothesis ... 24

3.5 Research Design ... 25

3.6 Procedure of Useing the Animated Video ... 27

3.7 Data Collection Technique ... 27

3.7.1 Pre-test ... 27

3.7.2 Post-test ... 28

3.7.3 Questionnaire ... 28

3.8 Research Procedure ... 28

3.8.1 The Preliminary Study Phase ... 29

3.8.2 The Preparation Phase ... 29

3.8.3 The Implementation Phase ... 29

3.8.4 The Analysis and Preparation of Reports ... 30

3.9 Research Instrument ... 30

3.10 Techniques and Result Analysis of Instrument ... 31

3.10.1 Validity Test ... 31

3.10.1.1 Instrument of Learning Score ... 32

3.10.1.2 Instrument of Students’ Responses ... 33

3.10.2 Reliability Test ... 33

3.10.3 Difficulty Level Test ... 34

3.10.4 Discriminatory Power ... 35

3.10.5 Procedures and Data Analysis Techniques ... 36

3.10.6 Scoring Rubric ... 36

3.10.7 Research’s Hypothesis testing ... 37

3.10.7.1 Hypothesis Prerequisites Test ... 37

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

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3.10.7.1.2 Homogeneity Test ... 37

3.10.7.2 Hypothesis Testing ... 38

3.10.7.2.1 Independent Sample T-Test ... 38

3.10.7.2.2 Paired Sample T-Test ... 38

3.10.7.2.3 Gain Factor Test (Ngain) ... 39

3.10.8 Questionnaire ... 40

3.11 Table of Research Procedures ... 41

CHAPTER IV FINDING AND DISCUSSION ... 42

4.1 Research Findings ... 42

4.1.1 The Pilot test Score Analysis ... 42

4.1.1.1 Validity Analysis ... 43

4.1.1.2 Reliability Analysis ... 46

4.1.1.3 Difficulty Level Analysis ... 47

4.1.1.4 Discriminatory Power Analysis ... 49

4.1.2 Hypothesis Prerequisites Test Analysis ... 51

4.1.2.1 Data Normality Test ... 51

4.1.2.2 Homogeneity Test ... 53

4.1.3 Hypothesis Data Analysis ... 54

4.1.3.1 Analysis of Pretest Score Data of Control and Experimental Class ... 54

4.1.3.2 Analysis of Pretest and Posttest Score Data of Control Class ... 56

4.1.3.3 Analysis of Pretest and Posttest Score Data of Experimental Class ... 58

4.1.3.4 Analysis of Posttest Score Data of Control and Experimental Class ... 60

4.1.3.5 Ngain Score Analysis of Pretest and Posstest between Control and Experimental Class ... 63

4.1.4 Questionnaire Data Analysis ... 64

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

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4.3 Concluding Remark ... 69

CHAPTER V CONCLUSION AND SUGGESTIONS ... 68

5.1 Conclusion ... 70

5.2 Suggestions ... 71

BIBLIOGRAPHY ... 72

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

ix LIST OF TABLES

Table 3.1 Experimental Design ... 26

Table 3.2 Category of Item Difficulty Level ... 35

Table 3.3 Category of Item’s Discriminatory Power ... 36

Table 3.4 Category of Scoring Rubric ... 37

Table 3.5 Category of Ngain Level... 39

Table 3.6 Student Response Category ... 40

Table 3.7 Research Procedures ... 41

Table 4.1 The result of Validity Test ... 44

Table 4.2 Instrument Validity Test ... 46

Table 4.3 The Result of Difficulty Level ... 48

Table 4.4 The Result of Discriminatory Power ... 50

Table 4.5 Normality Test of Learning Score Variable ... 51

Table 4.6 Homogeneity test of the Students’ Learning Score ... 54

Table 4.7 Pretest of the Control Class and the Experimental Class ... 55

Table 4.8 The Average of Pretest Score of the Control Class ... 57

Table 4.9 The Average of Prettest and Posttest Score of the Experimental Class... 59

Table 4.10 Posttest Result of the Control Class and the Experimental Class .... 61

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

x LIST OF FIGURES

Figure 1.1 Media in teaching ... 10

Figure 4.1 Normality Test Results of Control Class’ Learning Score ... 52 Figure 4.2 Normality Test Results of Experimental Class’ Learning Score ... 52 Figure 4.3 The Average Score of Pretest Score of Control and

Experimental Class... 56

Figure 4.4 The Average Score of Pretest and Posttest Score of Control

Class ... 58

Figure 4.5 The Average Score of Pretest and Posttest Score of

Figure 4.6 The Average Score of Posttest Score of Control and

Figure 4.7 Average Score of Pretest and Posttest Score of Control and

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Hanifah Khalidiyah, 2015

THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

1 CHAPTER I

INTRODUCTION

This chapter provides a brief description of the whole content of the study

undertaken. It includes background of the study, statement of the problem which

presents the formulated questions to be investigated in this research, aims of the

study, scope of the study, significance of the study, research methodology,

clarification of terms, and organization of the paper.

1.1 Background of the Study

Reading is the meaningful interpretation of printed or written verbal symbols

(Harris, 1975). Reading is a result of the interaction between the perception of graphic symbols that represent language and the reader’s language skills and knowledge of the world. In this process the reader tries to re-create the meanings

intended by the writer. The reading process involves both the acquisition of meanings intended by the writer and the reader’s own contribution in the form of interpretation and evaluation of and reflection on those meanings.

In order to get information from written sources, reading skill is very

important to be mastered. It will allow them to continue developing other skills

that they have acquired in the classroom. For students, reading is one of the

primary* sources to obtain information. Students must be able to comprehend and

understand what they read.

However, in foreign language reading is not an easy thing to do. Many

students have difficulties in reading, for example when the students need to read a

text, not all of them are able to find the correct information based on the text they have read. Brashdi (2006) stated that one of the students’ problems in reading English is the lack of vocabulary. Otto and Chester (1976, p. 6) also explained

that reading is a complex act, it involves a number of processes before the readers

get the information that they need. When the students cannot comprehend a text

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

activities to optimize the students’ ability in understanding information from a text and to enrich students’ vocabulary.

In Indonesia, English language learning has been introduced to children

since elementary school but there is a presumption among Indonesian students

that learning English is difficult, challenging and time-consuming. The limitation

of facilities owned by the school is also one of the inhibiting factors on students'

English language learning in school. Therefore, the information and knowledge

presented by the teacher are often unacceptable or cannot be understood by

learners.

There are many possible reasons why students think that reading English

text is difficult to learn. First, according to Nurkamto (2000), cited by Juhaendi

(2013), most school in Indonesia, especially junior high school use a method

which makes students passive learners. Second, the use of teaching media to

deliver the material to the student has not been too effective. Some of them still

confused finding the appropriate teaching method and media to be applied in the

classroom.

During this time, the media that is often used in the learning process is just

a tool or media that has been available in the school such as a map, atlas or globe.

As a result, the media is less effective or even not suitable with the subject matter,

the teacher has to say. This condition causes the English learning process becomes

boring, so the students are not motivated to learn and as a result the learning score

in English lessons were not as expected beforehand. Whereas according to the

development of science and technology, learning can be implemented by utilizing

the technological advances either through a computer or internet media. Moreover,

the computer and the internet as audio-visual tool has advantages over other

media, as stated in Sadiman, et al (2008, p. 9) that the use of audio visual aids

such as animated video functions as a medium conveys the message or the

information in the study. The use of animated video is expected to improve

students' motivation to read, understand the concept and then improve their

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

Animation is defined as the pictures that appear and can move. An

animated film is one in which puppets or drawings appear to move. Harrison and

Hummell (2010, p. 20) define it as a quick display of a sequence of static images

that create the illusion of motion. Meanwhile, Brown, Lewis and Harcleroad

(1977, p. 232) termed it as a collection of films prepared through the pictures that

produce the illusion of movement when projected.

There were some researchers investigating the use of media in teaching

English. D'Alton (1998) has conducted a research titled Teaching with Video.

Berk (2009) published an article titled Multimedia teaching with video clips: TV,

movies, YouTube, and mtvU in the college classroom. In Indonesia, similar study

has been researcher by Nurmayasari (2011). The research presents the report on

the use of audio visual aid in teaching speaking. Those previous researches only

focused on increasing other language skills, which are speaking and listening.

Regarding to the reason above, this study is aimed to fill the gap by analyzing the

effect of animated video in teaching reading.

Based on this background, the purpose of this research is to find out the

effectiveness of using animated video as a media in teaching English to students'

learning score.

1.2 Statement of the Problems

The following are the research questions of this study.

1) Does animated video increase the students’ score in reading skill?

2) What are the students’ responses to the use of animated video as the media

in teaching reading?

1.3 Aim of the Study

In according with the research questions above, this study aims to meet the

following purposes.

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

2) To find the students’ responses toward the use of animated video as the

instructional media in reading skill.

1.4 Scope of the Study

This study focuses on analyzing the influence of the use of animated video as

media in teaching reading skill to ninth grade of junior high school students'

learning score.

1.5 Significance of the Study

The result of this study can give some contribution in terms of theory and practice.

Theoretically, this study is expected to give some contributions to the field of

education especially in teaching English. The focus is on the effectiveness of the

use of animated video as the instructional media and the students’ responses

towards it in teaching and learning reading of ninth grade students. Practically, the

result of this research hopefully can help teacher to create meaningful teaching for

students and at the same time it may motivate students to learn English especially

in reading.

1.6 Clarification of Terms

To avoid the misinterpretation, misunderstanding, and misjudgments toward some

concepts presented in this study, this section will clarify some terms, which are:

1) Animated video is the media that will be used in teaching English to find

out the influence of that media to students' learning score. The videos in

this research will be adapted and taken from a YouTube channel named

Telmo and Tula, educational cartoon for kids - Little cooks recipes &

crafts, with entitled Telmo and Tula - Chocolate cake recipe to cook with

kids; Telmo and Tula - Tuna Sandwich; and Telmo and Tula - Fruit Salad.

2) Reading is the ability to recognize printed symbols and to comprehend

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

states that reading is process of determining words and phrases in context

and understanding text.

3) Teaching and learning process is a process of delivering a message from

the message source through a particular channel or media to the message

recipients. In this research teacher will use animated video to support the

learning process.

4) Student learning score are the values obtained by the students during the

lesson in the classroom with the teacher.

1.7 Organization of the Paper

This paper is organized into five chapters. Each chapter is divided into subtopics

that elaborate the issues investigated.

CHAPTER I : INTRODUCTION

This chapter provides a brief explanation of the whole content of the research. The

chapter states the background of the study, statement of the problems, the aims of

the study, scope of the study, benefits of the study, clarification of terms, and

organization of the paper.

CHAPTER II : THEORETICAL FOUNDATION

This chapter discusses some theories about teaching media and the influence of teaching media on students’ learning score for the research. This chapter describes some theories underlying the current research to make the study clearer. The study

adopts the theories from some references which are appropriate for this research.

The chapter is divided into three main theories. They are reading skill, teaching

reading, and the use of animated video as the media in teaching reading.

Moreover, some previous researches in the field of using video as the teaching

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

CHAPTER III : RESEARCH METHODOLOGY

This chapter gives clear explanation about how the study conducted and analyzed.

It describes the procedures of the study in order to figure out the answer of the

questions previously stated in chapter one. The discussion includes location,

population and sample; method and strategy of the research; data collection

technique; research procedure; research instrument; techniques and result analysis

of instrument; and table of research procedure

CHAPTER IV : FINDINGS AND DISCUSSIONS

This chapter will analyze and discuss the findings of the research clearly. It

provides the conclusions based on the findings and discussion in the previous

chapter. This chapter also presents some suggestions and recommendation for the

follow up studies.

CHAPTER V : CONCLUSION AND SUGGESTIONS

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THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS' READING SKILL

70 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter provides the conclusions based on the findings and discussion

in the previous chapter. This chapter also presents some suggestions and

recommendation for the follow up studies.

5.1 Conclusion

The purpose of this research is to investigate the effectiveness of using animated

video as a media in teaching reading to students' learning score and to find out the

students’ responses toward the use of animated video as a media learning reading.

In this research, independent t-test was used to analyze the students’ score of

reading test (pretest and posttest). It was used to compare the means between the

control class and the experimental class. Based on the result of the data analysis, it

was shown that using animated video in learning reading was advantageous. Most

of the students agree that the animated video helps them to improve their reading

comprehension because the video can motivate the students, stimulate students’

interest and raise their curiosity.

The calculation of the independent t-test displayed that there was a

difference between the pre-test and post-test in the control and experimental

classes. The students in experimental class reach higher score (tobt : 20,484) than

students in control class (tobt : 7,603) in post-test. The results show that the use of

animated video as the media in teaching reading is more effective than using

conventional method in improving students’ score in reading skill.

Furthermore, from the result of the questionnaire, it was shown that most

of the student gave positive responses to the use of animated video as a media in

learning reading. The animated video can be a good model since it can encourage

them to imitate what they see and hear. Most of the students agree that the use of

animated video is suitable for learning reading. They also confirmed that the use

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more attractive, increasing their enthusiasm, and increasing their focus, and make

the material become easier to understand. These responses come up because

animated video is unique and different from another media.

Thus, it could be safe to conclude that based on the statistical computation

and questionnaire findings, the animated video was effective to improve students’

reading comprehension and increase their learning score. The use of animated

video in teaching and learning process also got well responses from the students.

5.2 Suggestions

After drawing some conclusion, there are several suggestions presented in this

study that can be recommended for the follow-up studies for the teachers and

researcher. Research findings show that animated video is an effective and

advantageous media to improve students’ reading comprehension and increase they learning score in reading. However, this research was conducted in limited

situation. Therefore, it is necesarry for further researchers to consider some

suggestions in implementing animated video as teaching media to learn English,

especially reading comprehension.

First, it is important for the teachers who want to use animated video in

teaching English to build an effective situation towards the use of animated video

in teaching reading. It is necessary to check the electronic equipments, organizing

the class, and the most important thing is selecting suitable video. The video

should have an interesting story with good quality of both audio and visual. The

teachers should also provide appropriate activities for teaching and learning

process. In addition, using more creative and well-planned instructional planning

is also suggested. In delivering the material, the teachers should be more creative

and make the students pay attention to the learning activities and involve in

teaching and learning process.

Second, for the researchers in similar field of study, it is suggested to

investigate other language skills, such as listening, speaking and writing. Besides

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studying in different levels of students is to gain more information towards the use