With all the humble heart, the researcher wants to express his gratitude to Allah. which has given health and safety, so that the thesis which is entitled: "Using animated video to improve students' speaking skills (A pre-experimental study has been completed in the seventh grade students of SMPN 1 Sungguminasa, Gowa) ". In completing this thesis, the researcher encountered some difficulties, especially in the collection and analysis of data. The researcher husband, Muhammad Arsyad S.Pd who always gives support, understanding, love and prays to never give up to complete this thesis.
Background
First, students are not confident to speak in front of the class and find it difficult to convey their ideas. Does the use of animation video improve students' speaking skill in terms of pronunciation and vocabulary in the seventh grade of SMP Negeri 1 Sungguminas Gowa?”. The use of animation video improves students' speaking skills in terms of pronunciation and vocabulary in the seventh grade of SMP Negeri 1 Sungguminas Gowa.
Significance of the Research
This study is limited to the use of animation video to improve students' speaking skills in terms of pronunciation and vocabulary.
Previous Related Research Findings
Animation Videos
In an active viewing activity, the teacher shows the video and lets the students watch it from start to finish. This activity helps the teacher to determine to what extent the students understand the video shown. This activity helps students to understand what expression needs to be shown, especially when we say something in English.
Watch silently, the video is played with the sound off and let the students guess what the characters are talking about. The sound on and vision off activity, the students can only hear the dialogue but cannot see the action. When the students have understood the presentation, they are asked to act out the scene as much as they remember.
Reproducing activity, students are shown a part of the video and asked to retell what is happening. In the dubbing activity, students are asked to fill in the missing dialogues orally when the video is played with the sound off. In the following activity, the teacher has a discussion with the students about the content of the video, so that the students understand what the video is about.
In the pre-test, the researcher asks the students to use the expression of emotions and asks them to answer the question what comes from theirs.
Hyphothesis
In this post-test, the students have a dialogue/conversation with their peers using expressions of feelings that students feel when something happens in their daily life for 2 minutes per person.
Research Design
Independent
In conducting a research, it is impossible for the researcher to research the entire population because it is a large number. Therefore, the researcher used only one class which consisted of 20 students by using purposive sampling technique. Test, the researcher used a test that consisted of pre-test (name the things and animals in front of the class one by one) and post-test (complete the table about animals and things, then the students pronounce the words in the table ).
After giving the pre-test to know the students' basic speaking ability, the researcher applied the animated video to the students in the treatment. Using the voice recorder allows the researcher to observe the students' oral test and learning process.
Research Procedure
The researcher has given a task, the students have to fill in a table with the pronunciation and vocabulary of “things around the classroom”. The researcher asked the students to complete the table about animals and things, and then the students said the words in the table. Poor
The findings of the research consisted of the result of the data collection by means of a speaking test trading vocabulary pre-test and post-test. Then the discussion was described, further meaning and improvement of the connection of the findings with the previous research.
Findings
The Improvement of the Students’ Pronunciation and Vocabulary in Speaking Skill by Using Animation Video
The Improvement of Students’ Pronunciation and Vocabulary in Speaking Skill
The data for speaking vocabulary improved from the post-test was 77.95 and the pre-test was 61.25. Based on the data, it can be concluded that learning by using animation video in speaking teaching in terms of pronunciation and vocabulary is significantly improved. The graphic above shows that the students in speaking skills in terms of pronunciation and vocabulary from the average score pronunciation of the pre-test 59.9 to 77.2 in the post-test.
It can be concluded that animation video in teaching speaking skill, especially teaching pronunciation and vocabulary, is effective in improving students' speaking skill.
Hypothesis Testing
The students easily recognized some expression in the video and understood the content of the video. The result of data analysis through spoken pronunciation showed that the students' skill increased by 17.3%. It is indicated by the average score of the student's score, which is significant from the pretest 59.9 < 77.2 in the posttest.
The result of the data analysis through the speaking vocabulary shows that the students' skills increased by 16.7%. This is indicated by the fact that the mean score for the students' result is significant from pre-test 61.25 < 77.95 in post-test. Based on the data, it can be concluded that the speaking skills of seventh grade students in SMP Sungguminasa Gowa improved.
So the result can be concluded that the students were poorly categorized in the pre-test. After giving some treatments, the students' speaking in terms of (pronunciation and vocabulary) was improved. Based on the research results and the discussion in the previous chapter, the researcher concluded that the use of animated video improves the students' performance.
Pronunciation increased from 59.9 pre-test mean score to 77.2 in post-test and vocabulary increased from 61.25 to 77.95 in post-test, so students' pronunciation and vocabulary for using video -animation has been improved.
Suggestion
Finally, the researcher expected that this thesis would bring new views to all the readers and the English teachers. Hopefully, there will be other benefits of using animated video in teaching and learning process, not only in writing but also in the other skills. The effectiveness of out-of-classroom activity in teaching descriptive text writing to grade seven of Smpn 18 Purworejo in the academic year 2016/2017.
TESTING THE HYPOTHESIS TO DISCOVER THE DIFFERENCE BETWEEN STUDENTS' PRE-TEST AND POST-TEST, THE.
POSTEST
Pengucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan serta cetakan. perkenalan diri, sangat singkat dan sederhana. Perkenalkan diri Anda untuk membangun hubungan interpersonal dengan guru dan teman. ekspresi yang dihafal, tidak perlu menjelaskan tata bahasa). Pengucapan, tekanan, intonasi, ejaan, tanda baca, serta tulisan tangan dan cetakan jelas dan bersih.
Dengan pertanyaan pengarah dari guru, siswa mengajukan pertanyaan tentang fungsi sosial, ekspresi dan struktur teks, elemen. Kriteria penilaian : - Derajat ketercapaian fungsi sosial penggunaan teks - Tingkat kelengkapan dan. konsistensi struktur teks - tingkat akurasi elemen. linguistik: tata bahasa, kosa kata, pengucapan, stres, intonasi,. ejaan dan tulisan tangan - Tingkat persetujuan. Metode Penilaian: Kinerja - Tujuan :. menggunakan bahasa Inggris secara produktif :. untuk menampilkan tulisan, presentasi, bacaan, dll dengan cara yang bermakna dan otentik.
Siswa memperoleh tambahan pengetahuan tentang fungsi sosial. ekspresi dan struktur teks, elemen. penyampaian dari berbagai sumber, termasuk guru. melihat contoh teks lain yang dipelajari dari berbagai sumber antara lain buku teks, panduan, memperhatikan fungsi sosial, ekspresi dan struktur teks. unsur kebahasaan, serta format penulisan teks tengahnya. Kerja kelompok yang dipimpin siswa. menyebutkan fungsi sosial, struktur ekspresif dan tekstual, elemen. bahasa, serta bentuk tulisan tipe tengah teks. umpan balik) dari guru dan teman tentang apa pun yang memediasi kerja kelompok. Kesadaran akan pentingnya nama hari, bulan, nama jam, waktu yang berupa angka, tanggal dan tahun bagi penyelenggaraan kehidupan manusia. ekspresi yang dihafal, tidak perlu menjelaskan tata bahasa).
Kumpulan karya siswa yang mencerminkan hasil atau prestasi belajar, a.l. disalin, diringkas, mengarang sendiri, membaca teks, foto, video, kliping, dll.
RENCANA PELAKSAANAAN PEMBELAJARAN (RPP) SEKOLAH RUJUKAN SMP NEGERI 1
SUNGGUMINASA KELAS VII
THIS IS MY WORLD”
SATRIANI SAPPE 10535604614
ENGLISH DEPARTMENT
FACULTY OF TRANING TEACHER AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
- KOMPETENSI INTI KI 1
- KOMPETENSI DASAR DAN INDIKATOR 1. KOMPETENSI DASAR
- INDIKATOR
- TUJUAN PEMBELAJARAN
- MATERI PEMBELAJARAN
- Things
- Animals
- Place
- LANGKAH-LANGKAH PEMBELAJARAN Pendahuluan
- MEDIA PEMBELAJARAN Alat : Laptop
- SUMBER BELAJAR
- PENILAIAN HASIL BELAJAR
Dengan bimbingan dan arahan guru, siswa mempelajari kosakata tentang preposisi benda, hewan, dan bangunan umum. Guru mengajukan pertanyaan terkait contoh ungkapan kosa kata tentang preposisi benda, binatang dan bangunan umum yang didengarkan. Guru mengajukan pertanyaan-pertanyaan pengarah untuk menggugah keingintahuan siswa tentang kosa kata mengenai preposisi benda, binatang dan bangunan umum secara kontekstual.
Siswa mengucapkan kosakata kata depan benda, binatang dan bangunan umum sesuai dengan video yang diambil. Siswa mencoba mengungkapkan kosa kata preposisi benda, binatang dan bangunan umum dalam bahasa Inggris selama proses pembelajaran dengan menggunakan/membuat contoh metafora deskriptif. Siswa membuat contoh paragraf dengan menggunakan preposisi benda, binatang dan bangunan umum untuk menjelaskan letak suatu bangunan/tempat.
Siswa membandingkan/menafsirkan ungkapan kosa kata tentang preposisi benda, binatang dan bangunan umum dalam bahasa ibu atau bahasa Indonesia. Siswa menggunakan ungkapan kosa kata tentang preposisi benda, binatang, bangunan umum dan tempat yang dipelajari secara alami. T : Baiklah, tolong berikan satu per satu di depan kelas. siswa mempresentasikan satu per satu di depan kelas).
So class, what do you think about our topic today. some students said “interesting, good, I like it”). Then the teacher wrote different things around the class and also explained it to the students). But the most important thing is to know the pronunciation and vocabulary of things in English, along with the translation and function of things, right?
