Title: Improving students' speaking skills through animated films in the second grade of SMPN 5 Mandai (a pre-experimental study). Improving Students' Speaking Skills through Animated Films in the Second Grade of SMPN 5 Mandai (A Pre-Experimental Study).
INTRODUCTION INTRODUCTION
Background
Based on the above information, the researcher knows that there were problems in the speaking ability of students of VIII A SMPN 5 Mandai. The process of developing a visual aid can be given to students using a UP film in a speaking class.
Research Questions
Objective of Study
Significance of the Study
For the teacher: the teacher can use the results of the study as a reference for his teaching method. For researchers: Other researchers can use the results of this study as their reference.
Scope of Study
The teacher can enrich their utterances which can be used in the classroom to improve students' speaking skills.
Previous Related Research Finding
The result of the research is that the mean score obtained in the pre-test from the students' speaking in terms of accuracy in speaking skills was 4.58, the post-test is 6.66 and the total follow-up score is 2.08. Ismaili (2014) "The effectiveness of using films in the EFL classroom - A study conducted at the University of Southern Europe".
Some Partient Ideas
- Concept of Speaking a. Definition of Speaking
- Fluency
- The concept of Animation Movie a. Definition of Movie
- Teaching English trough Animation Movie
In the storytelling, the teacher can first start the story and then ask the students to retell the story. It is the reluctance of the students to speak and participate and the teacher's role.
Conceptual Framework
Input
Process
Output
- Input : the researcher conducted the pre-test (1 meeting) where researcher teaching English learning to know the students prior
- Process : After giving pre-test, the researcher conducted the treatment for 6 meetings by using animation movie in teaching
- Output : The researcher conducted post test in last meeting (once) to know the use of animation movie can improve students speaking skill in
- Hypothesis
Input: the researcher conducted a pre-test (1 session) where the researcher teaches English learning to know the students pre-researcher teaches English learning to know the students' prior knowledge in speaking. Procedure: After completing the pre-test, the researcher conducted a treatment for 6 sessions using an animated film in teaching. Result: The researcher conducted a post-test in the last meeting (one time) to find out whether the use of animated film can improve students' speaking skill in that the use of animated film can improve students' speaking skill in terms of accuracy and fluency.
H0: There is no significant difference/improvement in the students' speaking skills before and after the lesson using an animated film.
RESEARCH METHOD
Research Design
- Sample
The population of this research was the second grade students of SMPN 5 Mandai which consisted of 5 classes. According to Siregar Convenience sampling is a sampling technique based on randomness, members of the population and will become respondents to be sampled”. The researcher gave dialogue based on the material and the students talk with their partner in front of the class.
After giving pre-test, the research would apply the treatment to six sessions using animation film which would be shown on LCD to students and treatment ± 90 minutes with continuation of the film. The researcher introduces and explains about the material, its generic structure and linguistic features of speech. Here the researcher helps the students to identify the generic structure and linguistic properties. d) The researcher will give the explanation about speaking activities which will be done by the students. e) The students asked to work in pairs, their task was to make a dialogue. f) Finally, after students work in pairs and they would perform the dialogue in front of the class.
Data Collecting
- Treatment
- Post-test
Here the researcher helps the students to identify the generic structure and linguistic properties. d) The researcher will give the explanation about speaking activities which will be done by the students. e) The students asked to work in pairs, their task was to make a dialogue. f) Finally, after the students worked in pairs and they would perform the dialogue in front of the class.. test in the first meeting with ± 90 minutes to know the students' . accuracy and fluency. After giving pre-test, the researcher would apply the treatment for six sessions using the animation film to the students and treatment carried out with ± 90 minutes in one session. The film contains with the material. e) The students and the researcher would analyze the video together.
Here the researcher helps students to identify the generic structure and the language features. f) The researcher gives the explanation about speaking activities that will be done by the students. g) Ask the students to work in pairs, their task was to make dialogue. h). The techniques of data analysis 1. The researcher gives speaking tests to the students to analyze their scores on pronunciation, vocabulary and fluency, in addition to this the researcher also analyzed the words of students while they are speaking. The researcher uses statistical calculation using SPSS (Statistical Package for Social Science) for hypothetical or test.
In this case, the researcher used statistical calculation using SPSS (Statistical Package for Social Science) for hypothetical or test.
Findings
- The Improvement of Students’ Speaking Accuracy through Animation Movie
- The Improvement of Students’ Speaking Fluency through Animation Movie
- The Improvement of The Students’ Speaking Skill
- Hyphothesis Testing
The above table proves that the use of animated films to teach speaking can improve students' speaking accuracy after obtaining the standard scores of the pre-test and post-test. a) The remedial students' vocabulary. Knowing the percentage of students' improvement in vocabulary could be seen in the figure below. To know the percentage of students' improvement in pronunciation, could be seen in the figure below.
The table above proved that the use of animated film in the teaching and learning process can improve the students' speaking fluency after they achieved the result (30.25%) in the pre-test and post-test. Analysis of data on the impact of speaking accuracy in second grade students of SMPN 5 Mandai shows that the percentage was 74.04%. The improvement in students' accuracy and fluency shows that the use of animated film was effective in developing students' speaking skills, especially in students' accuracy and fluency.
Speak significantly differently Table 4.10 shows the comparison between the students' t-test and t-table to improve speaking accuracy and speaking fluency after using animation movie in speaking activities.
Discussion
Where comparison between student's t-test and t-table shows the value of t-test greater than t-table (22.207>2.039). Grammar aspect noted the highest/significant increase because some of the students scored very low in grammar before using the film in learning, but later the significant improvement is on the grammar aspect. It explains that the English cartoon movie can be one of the good materials to improve students' speaking skills, especially in grammar.
Herni (2015) study entitled "Impact of using cartoon video on students' speaking ability". The result of the research is that the average score obtained in the pre-test from the students' speaking in terms of accuracy in speaking skills was 4.58, the post-test is 6.66 and the total score in progress is. Ismaili (2014) "Effectiveness of using movies in the EFL classroom- A study conducted at the University of Southern Europe" The researcher analyzes the effects of using movies in the EFL classroom.
The study concluded that movies capture students' attention and present language in a more natural way than found in the coursebook.
Conclusion
Suggestion
While the result of the study revealed that the animated film improves students' speaking skills, the research suggests the following things:. The English teacher was suggested to use the animated film as English in teaching to improve students' speaking skills. Animated film can be one of the same media to guide students to become easier in teaching and learning speaking by running the animated film in the classroom, it would arouse interest outside the classroom to the use of animated film.
It was suggested that the English teacher used animation film because it offered variation in the implementation of the material to avoid students' boredom in learning the speaking activity. The effectiveness of using film in the EFL classroom - a study conducted by the University of South East Europe. 2018. Improving students' speaking skills through the token arends in the eleventh grade of SMAN 18 Gowa.
Improving students' speaking ability by using short film in the second grade of MTS Al Huda Bandung.
APPENDICES
Attendences List Of Class VIII A I Score Of Pre-Test
Score Of Post-Test APPENDIX IV Data Analysis Of Spss
Instrument Of Pre-Test I Instrument Of Post-Test
Documentation
SCORE OF PRE-TEST
SCORE OF POST-TEST
T-Test
T-Table
KOMPETENSI INTI (KI)
KOMPETENSI DASAR (KD)
INDIKATOR PENCAPAIAN KOMPETENSI
MATERI PEMBELAJARAN
MEDIA ALAT DAN SUMBER BELAJAR 1) Media / Alat
Dengan bimbingan guru, rumuskan pertanyaan yang mencari perhatian dan berikan penghargaan atas kinerja yang baik. Siswa mencari contoh lain dalam mencari perhatian dan mengapresiasi penampilan bagus dalam film serta responnya. Secara berpasangan, siswa berlatih ekspresi meminta perhatian dan mengevaluasi kinerja dan jawaban yang baik.
Kegiatan Langkah-langkah pengalokasian waktu pembelajaran Pendahuluan Salam (guru menyapa siswa dan menanyakan kondisinya). Para siswa menuliskan hal-hal yang tidak diketahui terkait komunikasi dalam bahasa Inggris yang mereka saksikan. Di bawah bimbingan guru, siswa merumuskan pertanyaan mengenai isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang mereka saksikan.
Peserta menuliskan beberapa kalimat mengenai ungkapan meminta dan mengemukakan pendapat beserta jawabannya berdasarkan film yang telah diputar.
PENILAIAN
INDIKATOR PENCAPAIAN KOMPETENSI A. KOMPETENSI INTI (KI)
Menunjukkan sikap pribadi tentang kemampuan dan kemauan diri sendiri dan orang lain untuk melakukan suatu tindakan.
LANGKAH – LANGKAH PEMBELAJARAN PERTEMUAN KE-3
Para siswa menonton film animasi UP yang melibatkan ekspresi kemampuan dan kemauan untuk melakukan suatu tindakan. Dengan bimbingan guru, merumuskan pertanyaan tentang bagaimana mengungkapkan kemampuan dan kemauan untuk melakukan suatu tindakan. Siswa mencari contoh lain ekspresi kemampuan dan kemauan melakukan suatu tindakan dalam film serta jawabannya.
Peserta menuliskan beberapa kalimat yang mengungkapkan kemampuan dan kemauannya untuk melakukan tindakan beserta tanggapannya berdasarkan tindakan tersebut. Siswa menyaksikan kelanjutan video klip film animasi UP yang memuat ungkapan tentang kemampuan dan kesiapan dalam melakukan tindakan. Secara berpasangan, latih peran dengan menggunakan ekspresi menyatakan dan bertanya tentang kesiapan melakukan suatu tindakan dan merespons dengan intonasi dan pengucapan yang benar.
Siswa mencari contoh lain dalam mengungkapkan kemampuan dan kemauan melakukan suatu tindakan dalam film serta jawabannya.
MEDIA ALAT DAN SUMBER BELAJAR
Hentikan kalimat dan jawaban (jangan terlambat. Aku tidak mau.. Jangan bilang pada Lina bahwa kita akan memberinya hadiah istimewa, tentu saja kamu tidak perlu membelikan apa pun untukku, itu bukan masalah besar. dll.). Makna kata yang berkaitan dengan topik berupa kata/frasa/kalimat yang berkaitan dengan ungkapan yang memberi petunjuk dan larangan (masuk, duduk, tepat waktu, Jangan terlambat, jangan datang, jangan asal-asalan, dll.) - Ucapan / pengucapan, tekanan kata dan intonasi dari kamus. berupa kata/frasa/kalimat) yang berkaitan dengan topik.
LANGKAH – LANGKAH PEMBELAJARAN
Siswa menyiapkan video film animasi yang melibatkan ekspresi untuk memberikan instruksi dan meminta izin.
