USING
FLASH ANIMATION TO IMPROVE STUDENTS’
MOTIVATION IN NARRATIVE TEXT READING CLASS
AN ARTICLE
BY
ABDUL HAKIM
F1022131009
ENGLISH EDUCATION STUDY PROGRAM LANGUAGES AND
ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND
EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
USING
FLASH ANIMATION TO IMPROVE STUDENTS’
MOTIVATION IN NARRATIVE TEXT READING CLASS
Abdul Hakim, Rismaya Marbun, Luwandi Suhartono
English Education Study Program of Teacher Training and Education Faculty Tanjungpura University, Pontianak
Email: hakim.coel@gmail.com
Abstract
The research was conducted based on the problem that found in teaching and learning process. From the observation in the pre-research, it was found that the students were uninterested in learning reading in English subject. The researcher did the appropriate way to overcome the problem. The researcher did a classroom action research (CAR) and tried flash animation to improve students motivation in especially reading narrative text. The participants of this research were 31 students on the tenth of class B. The research was conducted through classroom action research in two cycles. The research used observation checklist, field note, and questionnaires to collect the data. The use flash animation show
that the students’ motivation slightly improve. The class became relax, enjoy and easily
controlled by the teacher. As the results, the students' motivation improved by using the flash animation media. The results of questionnaires also showed that with questions that given the average of students agreed that the flash animation improved their motivation. The students mean score also showed 52 that categorized average to good. The teacher also agree that students problem in motivation was solved by used flash animation. In
conclusion, flash animation improved students’ motivation in learning reading narrative.
Keywords: Flash Animation, Motivation, Narrative Text, Reading Comprehension.
INTRODUCTION
Reading as one of the language skills presented in teaching learning activity takes important role in both receptive and productive language skills. It can broaden and
enlarge the students’ knowledge, because most information like technology, science, economy are written in English. Reading can
introduce students’ new vocabularies (words,
clauses, and sentences) structure and grammar that are necessary to developing the other skills such as speaking, listening and writing. Specifically, reading brings students to comprehension, which lead them to better understand what they read.
Reading gives advantages to the students to gain knowledge, enjoy the story and make a connection to larger world. Miami
University (2010) states that reading comprehension skills increase the pleasure and effectiveness of reading. The purpose of reading is to make students understand the meaning of the text and hopefully through reading activities students get the beneficial information for their life.
Based on the researcher’s observation, experience and by interviewing the teacher when he conducted the teaching practice at Tenth Grade Students of SMA PGRI 1 Pontianak especially class B, the researcher found that the students were uninterested in learning narrative text. The students got low motivation in reading class. They are became lazy when learning english. It can be proof that from 31 students only ten students whos active in teaching activity. Some students feel bored when the teacher do monotonous teaching method. The researcher can see only several students were active in learning English. Less motivation of students make them to less active in teaching process. As addition, the students talking with their friend
and didn’t pay attention to their teacher.
Based on those problem the researcher found, the researcher should use the appropriate way to overcome the problem. The researcher tried flash animation as a teaching media to solve the problem. An animation lead people to catch the information correctly. By using flash animation researcher expected the students would be enjoy in teaching activity because the researcher believed animation could bring enjoyment to the listener.
Animation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions in order to create an illusion of movement. Simply speaking, it ranges scope from the basic graph with a simple motion to a detailed image with complex movements. Vanghan (2004) states assisted by the use of animation, teachers can highlight key knowledge points and heighten students’ motivation.
There are some previous studies had been done by researchers Epi Purnama (2012) conducted a research entitle Teaching Reading Comprehension on Descriptive text by Using Macromedia Flash. He did the research to junior high school. The result of her research is teaching by using macromedia
flash was helpful to improve students’ reading
comprehension. It was indicated by the improvement of students mean score in the post-test. The students’ mean score before the
treatment was 79.03 and after treatment was 90.42. The result of t-value was 7.47 which higher than t-table for df=43 that was 2.021. The findings indicates to apply Macromedia Flash in teaching reading since the media created by using Macromedia flash can make students enthusiastic in learning English. By using Macromedia Flash, it is not used for figuring out the meaning of a word, but it
requires the students’ understanding about the
meaning of a word from the media given. The students will be able to find the meaning of words without consulting their dictionary. Macromedia Flash can motivate students to learn because has both audio and visual elements and also make the students memorize the information better.
In this researcher, the researcher improved the students motivation in narrative text reading class on tenth grade students class B of SMA PGRI 1 Pontianak in academic year 2017/2018. This research used a classroom action research which was used to solve
students’ problem in motivation.
Based on the reasearch background above, the problem is: How does flash
animation improve students’ motivation in
narrative text reading class on tenth grade student of SMA PGRI 1 Pontianak in academic year 2017/2018?
Based on the research questions above, the purpose of this research is to know weather
students’ motivation improve in narrative text reading class by implement media flash animation.
The action hypothesis of this research is
flash animation can improve students’
motivation in narrative text reading class of language learning a learner will be successful with the proper motivation.
Gardner (cited in Chambers, 1999) states
“motivation is the individual displays some
goal-directed activity, and that person expends some efforts, moreover the person would show a desire or want for the goal and favorable attitudes towards the activity of
learning language.” Therefore, Gardner and Lambert (cited in Spolsky, 1998) suggested that motivation comes from attitudes.
Learning is closely related to the motivation. Motivation is a key to learning (Brown, 1980). The process of learning shows that effort plays an important role as one of the elements to compose motivation, then to reach te goal.
Ahmadi & Tri (2005) states that motivation is psychology condition that motivates someone to do something. So, motivation in learning is psychology condition that motivates someone to learn. Sardiman (2001) added motivation is an essential condition of learning. Learning achievement will be optimal if there is motivation. In obtain a certain purpose, everyone must have certain motivation.
Comprehension is absolutely necessary for readers for readers to reach the ultimate sufficient skills to comprehend the underlying, deeper meaning of the sentences, the paragraphs, and the entire the text. To have the reader decode each word, it is necessary to read the reading materials loudly and clearly.
Teaching is any activities carried by the teacher in classroom which is intended to give students knowledge or skill. In the teaching language, the skills can be in listening, speaking, reading and writing. As Brown
(1980: 45) defined, “Teaching refers to
showing or helping someone to learn how to do something, giving instruction, guiding knowledge and causing to know or
understand”. It means that the teaching has a
purpose to make students know about the lesson since the students do not know
anything at all about the lesson until they understand even master the lesson.
A narrative text is a text that tell a story that is used to inform, to entertain, motivate or to teach the readers. The story can be true or fictitious. True stories in narrative text can be
one’s adventure, an event or events. Hastuti (2010) says the fictions are stories invented
based on one’s fantasy and imagination.
Narrative texts always contain a moral value for the readers. The characters usually represent an ideal example of opposite of good and evil, hero and villain, strong and weak, or wise and foolish. Narrative text also always contain a conflict of complication because the nature of the text which represents the opposites between. For example a good and a wicked person.
A Flash animation or Flash or Macromedia Flash cartoon is an animated film that is created with the Adobe Flash platform or similar animation software and often distributed in the SWF file format.
Hosea (2006:3) tells that flash is used for the creation of graphics, animation and media that users can interact with, such as interfaces, rich media web pages, games, real-time chat applications, interactive shopping systems and video conferencing. So, although the program is primarily associated with creating content for the internet, Flash is also used to create stand-alone CD, CD-ROMS and presentations, animation for TV, content for PDAs, interactive television, kiosks and mobile phone. Nowadays, flash can be used for create animation as the teaching media in teaching learning process. Flash file can be save in many formats like *.avi, *.gif, *.mov. Flash is an authoring tool that designers and developers use to create presentations, application, and other content that enable user interaction. Pramono (2004) states macromedia flash is animation software that uses to deliver an abstract concept and it is operated by computer and image projector flash projects can include simple animations, video content, complex presentations, applications, and everything in between.
Blanchard (2003) stated in giving the motivation, there are some obstacles can be faced. These problems are the students’ unwillingness, the students’ low self-esteem and the perfectionist students.
The teacher in giving motivation does not always go smoothly. There are some serious motivational problems about schoolwork which is called unwillingness. The Adelman and Taylor (1983) stated that if a students is motivated to learn something, he or she often do much more than anyone.
Blanchard (2003:214) stated that self-esteem as how a students can view and value himself or herself. It is whether he or she has marked effect on what he or she does, the way he or she deals with challenges and the way he or she interacts with others. A student who has low esteem may feel that he or she cannot do anything, give up easily and away from academic competition.
Blanchard (2003:179) stated that the perfectionist students is a student who is not satisfied without doing something well. They set a high standard for themselves and get frustrated when they cannot achieve the standard.
To help the students in reading class, the researcher provides the students with a media from extrinsic motivaion that is flash animation as teaching material. With combination of narrative and an animation will make the students to more enjoy, interest, happy and pay attention to the lesson. It is suitable choice for improving motivation of students with an animation video that will be show to encourage their interest in learning. In addition with narrative story provide reader with enjoyment when they encounter the climax and resolution of the problems. This is the most exciting part of narrative.
METHOD
Classroom action research is a research form which is used in this research to know the improvement of motivation in narrative text reading class when flash animation is applied. By doing this research the researcher
hopes he gathers information about students’
condition in learning narrative texts by means
of using flash animationas media of teaching, so that the researcher who acts as a teacher can try to use alternative way to minimize
students’ problem and to improve motivation
and narrative text comprehension. There are two cycles of procedures that conducted in this research. It is participatory in nature which led Kemmis and McTaggart (2000: 595) to describe it as participatory research.
The technique to collect data in research holds a crucial position as it will affect the conclusion made from the outcome. The researcher tried to use observation and measurement techniques. The observation technique applied using observation checklist, field note and the questionnaires as a way to
recognize students’ improvement of
motivation in reading class through flash animation, while the measurement technique implemented through the test to know the 2005) states “observation plays an important part in any kind of data-gathering and most
action research use this as an instrument”.
This type of observation involves using a coding system or checklist prepared before the lesson begins.
In field note process, the collaborator write down and lists anything that happen when the research being conducted The researcher took notes for many things, such as
students’ activity, problems, improvement, even the teacher’s problem when he applied
the method. Koshy (2005) states that “the use of a research diary, or field notes as they are sometimes referred to, is often very helpful and this device is becoming more popular with
his students”. The field note is very useful to
record the progress in the classroom.
initial information on attitudes and perceptions.
After collecting the data, the researcher needed to analyze the data to the classroom action research, the researcher needed to anlyze the data in qualitative analysis. Koshy (2005) states data analysis is the process of collecting data based on what the researcher have done. The researcher analyzed the data from observation checklist, questionnaries and field note by using qualitative analysis. Best & Kahn (2006) state that there are some step analysing data in qualitative research, there are organizing the data, description, and interpretation.
FINDINGS AND DISCUSSION
The researcher implemented a classroom action research to solve students problem and
improve students’ motivation through narrative text on tenth grade of SMA PGRI 1 Pontianak in academic year 2017/2018. The students face problem in this study.
The researcher attempted to answer the research question by describing the entire process of teaching and learning which happened in the classroom using Flash Animation strategy and the outcomes. The explanation of research finding is discussed.
The Students’ Improvement in Motivation Through Flash Animation in Reading of Narrative Text.
The research finding showed that cycle to cycle had a good improvement. It can be seen from the students actively from second cycle is better than first cycle. In the first cycle, the English teacher gave the explanation about narrative text. What is narrative text, the purpose, and the generic structure of narrative text were told by the teacher. When the students gave attention to the material. When the teacher showed the presentation at slide one the students were actively wrote the explanation without being told to do that. The
teacher then explained what is narrative about and their students gave attention to the asked the students “what is the picture about?” then the students actively guess that. The teacher asked the students to watch carefully to the pictures. The active of students showed that about ten students active to guess the title about. One of the students almost got the right answer related to the the teacher answer. She said the title was Jack and Magic Bean, then all of the students were agree to that answer. The teacher gave the right answer to the students. When it comes to explanation, the teacher then asked the students to wrote down the possibilities things that would be in the story. The students then answer, bean, cow, milk. Because of the time, the student cant guess the possibilities. The bell rang, the teacher ended the class.
Based on the previous result, the teacher and the researcher continue to the second cycle. In this second cycle, the teacher gave the students a text with title Jack and the Beanstalk. The teacher with the collaborator distributed the the story about with the question related to the story. At first the students feel confused to the story about, because the students not understand the whole text. The teacher asked the students about the vocabulary of the text what vocabularies they
are don’t know. Then the teacher wrote list
vocabulary that might be difficult to them in the white board and the meaning. Then when it comes to the watching the flash animation, the students who feel common suddenly got
requires the students’ understanding about the
has both audio and visual elements and also make the students memorize the information better. When watching the animation, the students feel enjoy, relax, laugh, and happy to the story. As the purpose of narrative to entertain the listener/reader. After the the animation was done, the teacher then asked some question related to the story. Such as
“Who is Jack?, and what is moral from the story?”. The students answer is good. One of the students was actively asked a question motivation of student improved from the first cylce. It can be concluded that students motivation had improved from cycle one to cycle two by using flash Animation.
Discussion
The researcher did this research to solve
the students’ problem in motivation. From the
English teacher perspective and the researcher found that students had problems with attitudes, and attention. Another problem was the students not feel happy to learning English. The researcher offered an alternative solution to the teacher to solve the problem by using Flash Animation media. So in this research the researcher collaborated with the teacher to solve the students problem.
Based on the result of the questionnaires for students, the majority of students agreed to the application of flash animation. It indicates the results of by using Flash Animation media was satisfying. If the students can be motivated from the inside or outside factors, the researcher believes that better result for their English learning can be achieved by the students. The students also need the help from the teacher to improve their motivation in learning and practicing English. The students actually were passive, that means they need support from others to motivate them.
The results of second cycle was satisfied. The students got attention to the class.
Students enjoyed to the teaching process. Students can be controlled by the teacher. The indicators of students motivation increased.
In conclusion the result, the teacher media have impact to the students motivation in learning. By using flash animation, the results of the motivation shown as possitive. The improvements of students motivation were analyzed from their attention to the class, share their ideas to the teacher, feels enjoy to the class and can be controlled.
CONCLUSION AND SUGGESTION Conclusion
The teacher and the researcher did this research in two cycles. The results from the explanation and findings from the previous chapter show that students’ motivation improved. In the first cycle, the teaching and learning process did not work smoothly yet. The teacher showed parts of the flash animation. Then in the second cycle the results of using flash animation can be seen.
This research was done by use classroom action research in two cycles. The first cycle was conducted on 31 July 2017 was satisfied.
But the parts of flash animation can’t be show
because the times was not enough. The teacher continued to conduct the second cycle. In the second cycle conducted on 7 August 2017, the teacher applied the flash animation to solve the low motivation of students. The use of flash animation show that the students got attention of the flash animation. The
students’ attitude show that they are interest of the learning of by apply this strategies. The result of second cycle and the questionnaires show that they are got interest by applying this strategies. Besides considering of the score they got, the research found positive responses from students that they were really enjoy the teaching and learning process by use of flash animation. They were satisfied of the teaching and being part of this research.
Suggestion
animation is have power to control the students but considering by applying this the teacher should get attention to the time of the teaching and learning process. The second is flash animation that being used should be understandable by the students. And the last important that the flash animation should be enjoyed.
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