THESIS Submitted to the faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement For the Degree of Education in English Department

THE INFLUENCE OF USING CARTOON VIDEO ON THE STUDENTS’ SPEKING ABILITY (An Experimental Study at the Second Grade of Mts Muhammadiyah Tongko Enrekang Regency). THESIS Submitted to the faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement For the Degree of Education in English Department. By:. HERNI 10535 4168 09. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2014.



MOTTO Learn from yesterday, live for today, hope for tomorrow & Do the best, be the best, ever onward, ever upward. I dedicated this thesis especially to my family and all people who always support me.

SURAT PERNYATAAN. Saya yang bertanda tangan di bawah ini: Nama. : HERNI. NIM. : 10535 4168 09. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : THE INFLUENCE OF USING CARTOON VIDEO ON THE STUDENTS’ SPEAKING SKILL (An Experimental Study at the Second Grade of Mts Muhammadiyah Tongko Enrekang Regency) Dengan ini menyatakan: Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.. Makassar, 17Februari 2015 Yang membuat perjanjian. HERNI.

SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama. : HERNI. NIM. : 10535 4168 09. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : THE INFLUENCE OF USING CARTOON VIDEO ON THE STUDENTS’ SPEAKING SKILL (An Experimental Study at the Second Grade of Mts Muhammadiyah Tongko Enrekang Regency). Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran.. Makassar, 17 Februari 2015 Yang membuat perjanjian. HERNI.

ACKNOWLEDGEMENTS. In the name of Allah, Most Gracious, Most Merciful Alhamdulillah… First and foremost, I would like to praise to Allah SWT, the Almighty, for the blessing and leading so that I am able to finish my proposal. Best regards be upon the Prophet Mohammad SAW, his family, his companions and all of his followers. I realizes that many hands given their helps and useful suggestion for the completion of this proposal Therefore, I would like to express my appreciation and sincere thanks to all of them particularly:. 1. Dr. Irwan Akib , M. Pd, the Rector of the Makassar Muhammadiyah University 2. Dr. A. Syukri Syamsuri, M. Hum, the Dean of Teacher Training and Education Faculty. 3. Erwin Akib, S.Pd, M.Pd, the Head of English Education Department of FKIP. Makassar Muhammadiyah University. 4. Prof. DR. H. Basri Dalle, M.S, my first supervisor, for guiding and supporting me in every step to make and complete this proposal, and to Nur Qalbi, SS., M.Hum, my second supervisor for his time, patience and carefulness in reading and correcting this final project. 5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the lecturers of English Department and all staff of Makassar university of for their guidance during the years of my study.. iii iii iv iviiiii. Muhammadiyah.

6. My beloved parents and my beloved brother for their prayer, love, care, financial, motivation, suggestions and sacrificed for his success, and their love sincerely and purely without time. There is no appropriate symbol which suitable to state my thanks to them.. Makassar, Maret 2014. The writer. iii iv iviiiii.

ABSTRACT HERNI. 2015. The Influence of Using Cartoon Video on The Students’ Speking Ability (An Experimental Study at the Second Grade of Mts Muhammadiyah Tongko Enrekang Regency. Under supervisor H. M. Basri Dalle and Nur Qalbi. The problem statements of the research consisted of how does the students’ vocabulary Application of the Cartoon Video to Develop the students’ Vocabulary in terms of nouns in speaking skills and how does the students’ vocabulary Application of the Cartoon Video to Develop the students’ Vocabulary in terms of verbs in speaking skills. The research aimed to find out the development the students’ vocabulary in speaking term of accuracy and fluency by using Cartoon Video. To answer the research question was related to the object of study, the researcher apply Experimental method with group pretest-posttest design. The writer collected data by giving pretest and posttest. The sample of the research is class seventh Year Students of Mts Muhammadiyah Tongko Enrekang In the Academic Year 2014/2015, which consist of 27 students. The sample were taken by Cartoon Video. The results of the research show that the Seventh Year Students of Mts Muhammadiyah Tongko Enrekang had fair score in pretest. After treatment, their speaking skills significant improve. The results of the research is the mean score obtain in pretest by the students’ speaking in terms of accuracy in speaking skills was 4.58, post test is 6.66 and total score in progress is 2.08. the students’ speaking in terms of fluency in speaking skills is 5.00, posttest is 7.62 and total score in progress is 2.62. Which value t-test is higher than the value of t-table (5.90 > 2.056). It is concluded that the Cartoon Video to Develop the students’ Speaking Skills. So, Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) is accept.. vi.

LIST OF CONTENTS. TITLE PAGE………………………………………………………………….... i. APPROVAL SHEET........................................................................................... ii. CONSELLING SHEET..................................................................................... iii. ANCKNOWLEDMETS …..…………………………………………………... iv. LIST OF CONTENTS .........…………………………………………………... v. LIST OF APPENDICES ..................................................................................... vi. CHAPTER I: INTRODUCTION A. Background ............................................................................................. 1. B. Problem Statement .................................................................................. 3. C. Objective of the Study ............................................................................ 3. D. Significance of the Study ........................................................................ 3. E. Scope of the Study .................................................................................. 4. CHAPTER II: REVIEW RELATED LITERATURE A. Cartoon Video as Media............................. ............................................. 5. B. The Concept of Vocabulary ...................................................................... 8. C. The Concept of speaking..................... .................................................... 11. D. Procedure Text......................................................................................... 17. E. Conceptual Framework........................................................................... 19. CHAPTER III: RESEARCH METHOD A. Research Design ....................................................................................... 17. B. Research Variable and Indicator............................................................... 23. C. Population and Sample ............................................................................. 27. D. Instrument of the Research...................................................................... 25. E. Data Collection ........................................................................................ 25.

F.. Data Analysis ........................................................................................ 26. CHAPTER IV:FINDINGS AND DISCUSSION A. The findings………………………………………………………….. 32 B. Discussions …………………………………………………………... 41. CHAPTER V:CONCLUSIONS AND SUGGESTIONS A. Conclusions …………………………………………………………. 44. B. Suggestions ………………………………………………………….. 45. APENDICS.

LIST OF TABLES Page Table 1 The Development of Accuracy in Speaking Skills ………...……….33 Table 2 The Development of Fluency in Speaking Skills ………...………. 35 Table 3 The Development the Students’ Speaking Skills... 37. Table 4 Mean Score and Standard Deviation of the Students’ Pretest and Posttest on Accuracy…………………………………… 39 Table 5 Mean Score and Standard Deviation of the Students’ Pretest and Posttest on Fluency…………………………………… 39 Table 6 The T-Test Value and the T-Table Value of the Students’ Speaking Skills………………………………………………….. 40.

LIST OF APPENDICES. Appendix 1: Lesson Plan Appendix 2: Teaching Material Appendix 3: Instrument Pretest Appendix 4: Instrument Posttest Appendix 5: The Data Analysis of Research Appendix 6: The Students’ Name List.

LIST OF CHARTS Page Graphic 1 The Students’ Score in Progress of Accuracy….……...……….. 34. Graphic 2 The Students’ Score in Progress of Fluency………...………... 36. Graphic 3 The Improvement of Students’ Speaking Skills………………. 38.

1. CHAPTER 1 INTRODUCTION. A . Background Generally, a lot of students have studied English since they were in elementary to high school, but they are still difficult to speak English, especially in informing or explaining a process. Thus, the students’ speaking ability in explaining a process should be developed. Based on the information obtained from an English teacher when the researcher did the pre-service teacher training that a lot of students have difficulties in speaking English, especially in informing or explaining a process. There are some factors of the cause difficulties in speaking English, such as the lack of students’ attention in teaching and learning process, the lack of confidence, the lack of vocabulary mastery, the lack of students’ understanding in procedure text and the lack of using instructional media during teaching learning process. There are some types of texts taught in the school; one of them is the procedure text. Procedure text is very important to learn as it is used in the daily life, such as the instruction of how to cook something, how to submit message, take pictures on mobile phones, etc. Although speaking has been the subject of many studies, few researches have revealed the effective techniques or appropriate media in teaching speaking. According to the relevant research to the thesis written by Widaningsih, (2011), entitled, “The Influence of Storytelling Technique on the Students’ Speaking.

2. Ability (An Experimental Study of the Eight Grade at MTsN Sukamanah Singaparna).” Widaningsih, (2011:28) said, Storytelling technique is an appropriate technique for improving students’ speaking ability. Besides, this technique can help the students’ to speak English using their own language. Storytelling can encourage their unique expressiveness and can heighten the students’ ability to communicate thoughts and feeling through their story. Thus, it is of prime importance to attempt to find the most effective technique or appropriate media in teaching speaking. In line with the developments of science and technology, the instructional media is needed in teaching and learning process. It is caused by the complexity of learning activity. There are many teaching objectives that are difficult to merely explained by the teacher, therefore the use of teaching media is really necessary. There are some types of instructional media, one of them is video. Video is a tool of learning that can be used in teaching and learning. Through this research, the writer tries to use the video as the media to explain the material being delivered in classroom teaching learning process. This research is important to know the influence of using video in improving the English speaking ability using the procedure text. Based on the problem above, the writer is interested in conducting the research about the influence of using video on the students' speaking ability in procedure text, conducted at the eight grade of MTs Muhammadiyah Tongko Enrekang. The research aims is to know the impact of using video on students’ speaking ability in procedure text..

3. B. Problem Statement Based on the previous description, the research question is formulated as follows:” 1. How is the influence of the Cartoon Video to develop the students’ accuracy in. speaking ability at the eight grade of MTs. Muhammadiyah Tongko Enrekang? 2. How is the influence of the Cartoon Video to develop the students’ fluency in. speaking ability at the eight grade of MTs. Muhammadiyah Tongko Enrekang? C. Objective of the Research 1. To find out the improvement the students’ vocabulary in speaking skills in. term of accuracy by using Cartoon Video as media. 2. To find out the improvement the students’ vocabulary in speaking in term. of fluency by using Cartoon Video as media. D. Significance of the Research The result of this research promotes an activity for learning English with using video in procedure text and useful information for teacher to teach English especially speaking skill also give a way to develope quality and ability in teaching and education institution. E. Scope of the Research This research is limited on the used of Cartoon Video as media to develope the students’s vocabulary and grammar in speaking skills the eight grade of MTs. Muhammadiyah Tongko Enrekang. Kinds of vocabulary in this research are. accuracy (vocabulary & pronunciation) and fluency (effectivenes sand confidance).. self.

4. CHAPTER II REVIEW OF RELATED LITERATURE. A. Cartoon Video as Media Carefulness in selecting of media applied in the process of teaching and learning is needed in order to reach the satisfactory result of it. One of the media of teaching English vocabulary is by using cartoon film. Cartoon film is chosen as a media of teaching English vocabulary in this study. The explanation about Teaching English vocabulary by using “cartoon Video” as a media as follows: 1. Definition of Media of Teaching. According to Hamalik (1982) that media in a process of teaching is not a new thing for the teacher. Most of the teachers use media to help them giving particular information to the students. For the teachers of elementary school, the using of media is very important before we talk more about media; especially we have to know what media is. Media come from the word medium. It means all of them and the channel used to inform of message. In the field of education media can be called as instrument, method and technique used to communicate and influence effectively between the teacher and the students in the teaching and learning process in the school. In this study, the writer use Cartoon Film as media of Teaching English Vocabulary. In teaching vocabulary, teachers should not give it separately, word.

5. by word. It will make the students know the meaning of the words only and they still find difficulties in applying the word into sentences or paragraph. 2. Kinds of Media of Teaching According to Hamalik (1980:50-51)From some scientists we were learning we found that they used difference definition of media. Hamalik (1980:50-51), defines that teaching media consist of several kinds, such as: a. Supplementary materials including reading materials: book, comic, newspaper,. magazine, bulletin, folder, pamphlet.. b. Audio visual media: 1) Non projector media; blackboard/whiteboard, diagram, graphic, poster, cartoon, comic, picture. 2) Three dimension media; model/natural thing like diorama, doll, mask, map, globe, school museum. 3) Machined media; slides, filmstrip, film, record, radio, television, computer. 4) Society source: people, industry, history, area, custom, politic. 5) Material collection: chemist, seed, and leaves. 6) Gesture: all action by the teacher in the class like moving hands, foot, body, and facial expression. While Suparno (1988:50) defines kinds of teaching media that can be used in the process of teaching and learning process into four types, they are: 1) Non-projector viewing media: the viewing media that cannot be projector object to other surface. For example: flash card, pictures, etc..

6. 2) Projector-viewing media: the viewing media that can be projected of the object of transparency to other surface example OHP (Over Head Projector). 3) Auditory media: the teaching media that confide the message by sound. For example: tape, recorder, etc. 4) Audiovisual media: the teaching media which confide the message though around and also its picture or action can be seen followed its sound. For example: TV, VCD, etc. 5) Game: the teaching media by game which is done by individual, group, or. in pairs. For example: puzzles, guessing, the words, etc.. 3. The Steps of Teaching English Speaking by Using Cartoon Video In this study, cartoon film is chosen as a media of teaching English vocabulary. The researcher uses Cartoon Video series as media to teach English vocabulary in speaking. The lessons are hidden in Dora's adventures and not force fed. Another one of the best parts of Cartoon Video. are fun and interesting,. with an emphasis on sharing, compromise, and interactivity. The Steps of Teaching English Vocabulary by Using Cartoon Film is: 1. Pre Activity The teacher greeting and address the students, checking attendance list, and arousing the student’s motivation by giving questions about the material. 2. Whilst Activity.

7. Plying the cartoon film for the students, asking them to mention the name, place or things of the picture from the cartoon film, explain the story cartoon film in English, giving the students a chance for asking questions, appointing some students which is active, explain difficult or new vocabulary, Explain again about the material with simple, so that the students more understand, and Giving a test about the material. 3. Post Activity The teacher asking the students to do the test, asking the students to submit their answers, discussing the test together, gives the students chance to ask, the teacher give homework, and closing the lesson. B.. Concept of Speaking Skills Speaking skill is called as oral skill that play essential role in human interaction and communication when people communicate their ideas, and feeling to other. There are some definitions given by linguist about speaking, they are as the following: Widdowson in Ardawati (2009:9) states that speaking is an oral communication that gives information involves two elements, they are; the speaker who gives the message and the listener who receipted the message. Byrne in Ardawati (2009:9) states that speaking is a oral communication for giving ideas or information to others. It is the most essential way in which the speaker can express their ideas through the language. According To Harmer (1999) when two people are talked to each other, it means that the speaker makes a define decision to address someone..

8. Speaking forced on him in some way probably but still can say that they want or intend to speak or he will keep silent. He has some communicative purpose namely speaker says things because they what something to happen because of what they say. He selects from his language store. The teacher has an alternative capacity to create new sentences if he is a native speaker. Base on the statement above, writer concludes that speaking is one of way of delivering message from one person to others, it is the most essential way in which the speaker can express himself through language. Where speaking skill involve fluent and accuracy expression meaning, the exercising of pragmatic or communicative competence and the observance of the rules of appropriate, all this skill together may be said to make up the global skill of speaking as an act of communication and interaction with other. In other word speaking skill conveys the oral skill it’s the word which are expressed by mouth of the speaker when the activity of oral skill take place. There should be the speaker who brings the information and listener as receiver of information.. 1. The Elements of Speaking In speaking, there are some specific elements that have strong correlation with this skill. They are: a. Accuracy Based on Webster Dictionary (1996:15), accuracy is the quality of being accurate, while in oxford dictionary (1991:20) accuracy is degree of being correct. Marcel in Nursyamsi (2010) states that accuracy is a manner of people in using.

9. appropriate word and pattern of sentences. In this case, accuracy divided into three, they are pronunciation, vocabulary and grammar. According to Harmer (1991:15), aspect of speaking can be divided as follows: 1) Pronunciation. Pronunciation is an act or result of production the sound of speech including articulation vowel formation, accent and inflection. Often with reference to some standard of contents or accept proficiency. The concept of “pronunciation” may be said to include: 2) Intonation Intonation is clearly important item and component user of language recognize what meaning it has and can change the meaning of word they through using it in different ways, when we taught English language, student’s need it use rhythms and stress correctly if they are to be understood. 3) Vocabulary a) What is vocabulary? According to Webster’s near world print dictionary (Webster: 1983:2946), vocabularies are list of word etc as dictionary or glossary and all of words used a language or by a person group etc. According to Longman dictionary of contemporary English (Longman 1995:240) vocabularies are all words someone knows, learners or user the words in particularly language a list of words with explanation of their meaning, in a book for learning foreign language..

10. b) Types of vocabulary Harmer in Nursyamsi (2010) distinguishes two types of vocabulary namely active vocabulary and passive vocabulary. According to him active vocabulary is that the students have learned and which they are expected to be able to use. On the other hand, passive vocabulary refers to words which the students will recognize when they met but will probably not be divided in to four kinds as follows:. 1. Oral vocabulary consists of words actively used in speech. These are the words that come readily to one’s conversation. The more often a person utters words the words the more readily it will come to his tongue. 2. Writing vocabulary is the words that come readily to one’s finger vocabulary 3. Listening vocabulary is the stock of words to which one responds with meaning and understood in speaking of other 4. Reading vocabulary is the words that one response in writing of others. 4) Grammar Cook, in Rosmiati (2010:15) defines the types of grammar as in the following: 1) Perspective grammar that prescribes what people should say. It is the rules found in school-books; say the warnings against final preposition in sentence..

11. 2) Traditional grammar concerns with labeling sentences with parts of speech. Analyzing sentences mean labeling the parts their names and giving rules that explain verbally how they may be concerned. 3) Structural grammar concerned with how words go into phrases structure, which shows how some words go together in the sentences. 4) Grammar as knowledge, it refers to the native speakers’ knowledge of language. Simon and Schuster in Rosmiati, (2010:16) define grammar as in the following: a) Grammar as knowledge, it refers to the native speakers’ knowledge of language. b) The system of word structures and words arrangement of a given language at a given time. c) The system of rules for speaking and writing a given language. d) A book containing such rules. e) Ones manner of speaking or writing. It has to be learned because the valuable transmission in speech through the understanding of structural pattern. 2. Fluency Fluency refers to able to speak to write smoothly, easy reading , to an easy flow is word or able communication with base is suggested the flow an accomplished speaker and writer, it is usually a term of commendation..

12. According to Hornby in Nursyamsi (2010) stated that fluency is the quality or condition of being fluent. Fluency is highly complex notion relate mainly to smoothness of continuity in discourse. It includes a consideration of how sentence are connected, how sentence patterns vary in word- order and omit elements of structure and also certain aspects of the prosody of discourse. 1) Self Confidence Self confidence is feeling sure that about one’s ability as he states of feeling sure when people or students are able to think well. It is clear that is confidence is the ways we feel about what we are going to and also our perception how effectively we deal with other. 2) Contents David in Zaenal (2011) states that oral communication is two ways process between speaker and listener and native the productive skill of speaking and the receptive skill understanding. It is important to remember that receptive skill not imply passive both in listening and reading. Language users are actively involved in the process of interrupting and negotiating meaning.. C. The Concept of Vocabulary According to Hornby (1989: 959) defines vocabulary as; 1. Total number of words, which make up a language. 2. Range of words known to or used by a person, in a trade, profession, etc..

13. Base on Similarly, in the dictionary of education written by Charter in Mulbar (2002: 7) stated that vocabulary is defined as follows; a. Vocabulary is the contents and the function words of the language, which are learned so thoroughly that they become a part of child’s understanding speaking and later reading and writing. b. A list of words and sometimes phrase, usually arrange in alphabetical order and defined a dictionary, glossary or lexicon. c. All the word of language. d. All the word used by a particular person, class, profession, etc, sometimes all the words recognized and understood by particular person although necessary used by him (in full, passive vocabulary).. 1. Kinds of Vocabulary According to Harmer (1991:159) distinguishes two kinds of vocabulary, namely active vocabulary and passive vocabulary. a. Active vocabulary refers to all words the students have learnt and which can be used in communication. b. Passive vocabulary refers to all words which students will re cognize them when they see them in communication. In addition, divide vocabulary into four kinds of vocabulary, namely: a. Oral vocabulary, consist of words actively used in speech. They are the words that come readily to the tongue in conversation. The more often the person utters the word, the more readily it will come to his tongue. b. Writing vocabulary, consisting of the words that come readily to one’s fingers vocabulary..

14. c. Listening vocabulary is the stock of the words which response with meaning and which are understood in speaking on the others. Reading vocabulary is the stock of the words to which one responds with meaning. 2. Aspects of Vocabulary Harmer (1991:156-158) explains four aspects of vocabulary that the students need to know about. The four aspects are word meaning, word use, word formation, and word grammar. a. Word Meaning One word may have more than one meaning. The meaning of a word depends on the context in which that the word occurs. Therefore in the teaching of vocabulary, words taught to students should be present in variety of context to show various meaning. b. Word Use The meaning of a word can be changed, stretched, or limited by how it used, and this is something that students need to know about in relation to word use, Harmer (1991:157) states that students need to recognize such as idiomatic use, metaphorical use, and word collocation. 1) Idiomatic Use Word meaning is frequently stretched through the use of idiom (idiomatic expression). Such “Cats and Dogs,” can be put into such a fixed phrase as it’s raining cats and dogs, it means very heavy rain. 2) Metaphorical Use.

15. Metaphor is the use of word to indicate something, which is different from its literal meaning. Such as the word ‘hiss’ which describes the way people talk as in “Don’t move or teacher are dead,” he hissed. 3) Word Collocation Word meaning is also governed by collocation, that is, which words go with each other. For example, such a word ‘wrist’ can collocate with ‘sprain’ as in ‘sprain wrist’, but it cannot collocate with the word ‘head’. So we cannot have such a collocation as ‘sprain head’. On the country, the word ‘ache’ can collocate wit ‘head’ as in ‘headache’, but it cannot collocate with the word ‘wrist’. So, we cannot have such a collocation as ‘wrist ache’. c. Word Formation Word formation refers to word forms and how they are formed. Some words are nouns, some words are adjectives, some words are verbs, etc. The students need to know how to form adjectives from nouns, how to form nouns to adjectives, how to form verbs to nouns, or from adjectives and etc. For example, beauty (noun) changed to beautiful (adjective), or beatify (verb). (Chew and Kaur in Mutmainnah (2006:11) Some word are Nouns, (Countable & uncountable) (singular & plural). And Verbs (Regular & Irregular) (transitive & intransitive ). d. Word Grammar Word grammar refers to such thing as the way words are used grammatically. In English, for instance, some verbs are used without to.

16. (can, may) etc. English verbs have tenses. Such as verbs “want” may change to “wanted“, speak may change to “spoke” or “spoken.” The students need to know they are used properly.. D. Conceptual Framework. Input. Speaking skills. Process Cartoon Video. Output. Developing the students’ speaking. Accuracy. Fluency.

17. CHAPTER III RESEARCH METHOD. A. Research Design In this research, the researcher using an experimental method. It functions to find out the impact of a treatment. The purpose of this research is to know the impact of using Cartoon Video on students’ speaking ability at the two grade of MTs Muhammadiyah Tongko Enrekang. The design of this research is pre-experimental design with pre-test and post-test design. The comparison between the pre-test and post-test score depend on the result of the treatment. The design is presented in following table: Pre-test. treatment. Post-test. O1. X. O2. Where: Pre-test. = O1. Treatment. =X. Post-test. = O2 (Gay, 1981 : 225). a. Pre-test Pre-test is used to know how far the student’ speaking ability in procedure text before giving the treatment. After giving pre-test, the research give the students treatments..

18. b. Treatment Treatment is one of procedure in collecting data that the researcher will teach eight meetings in each meeting the researcher will teach with learning by doing method. The procedures of treatments are The first meeting 1. In the first meeting the teacher opens the class, and introduced our self. 2. Asked the students with condition and the students introduced their self then corrected attendant list. 3. Teacher giaves an explanation about speaking material and also about the Cartoon Video as Media in teaching learning process . 4. Teacher explains about vocabulary (nouns) 5. After that teacher explains about Cartoon Video as Media . 6. In learning English in speaking through Cartoon Video as Media the students must made the personal vocabulary notes book. To write vocabulary in learning prosess. 7. After that the teacher gives the students pre-test to practise on the papper. 8. making a dialogue and practiced the dialog in front of the class. The second meeting 1. In the second meeting the teacher opens the class, and gave motivation the student. 2. Asking the students with condition then corrected their attendant list. 3. The teacher prepares our material, and explained the materaial about nouns countable and uncountable nouns)..

19. 4. The teacher instructed the students to Make a group. 5. Asked the students to choose some action (scene) in the video to make the dialogue, such as : . In garden. . In the school. . In the garden. . In the canteen. 6. After the students chooses the place, every students had to write down the countable words in one place. 7. Asked the students to make dialogue about countable nouns and practice in front of the class with their group. 8. The students writes down countable nouns in the their book and find the meaning in the words. 9. Practiced the dialogue in front of the class. 10. The teacher makes conclusions, and close the class. The Third meeting 1. In the third meeting the teacher opens the class. 2. The teacher gave motivation the student then correct their attendant list. 3. The Teacher ask the students with their condition. 4. The teacher prepares our material, and explaint the materaial about grammar (simple present tense and present continues. 5. The teacher instruct the students to back to group. 6. The students choose some procedure to make the dialogue, such as :.

20. . At home. . In the school. . In the library. . In the bathroom. . In the bedroom. 7. After the students chooss the action base on the video, every students have to talk the story by using simple present tense and present continues. 8. Asked the students to makes dialogue about uncountable nouns and practice in front of the class with their group. 9. Practicing the dialogue in front of the class. 10. The teacher makes a conclusions, and closed the class. The fourth meeting 1. In the fourth meeting the teacher opened the class. 2. The Teacher asks the students with condition 3. The teacher gives motivation the student then corrected their attendant list. 4. The teacher prepares our material, and explaint the materaial present tense and present continues. 5. The teacher instructs the students to back to group. 6. The students chooses some situation base on the video to make the dialogue, such as : . How to make a ice cream. . How to make a orange juice. . How to make cup a tea.

21. 7. Asked the students to makes dialogue about by using simple present tense and pronouns in front of the class with their group. 8. Practicing the dialogue in front of the class. The Fifth meeting 1. In the fifth meeting the teacher opens the class, and gave motivation the students. 2. Asking the students with their condition then correct attendant list. 3. The teacher prepares our material, and explaint the materaial about present tense and pronouns 4. The teacher instructs the students to back to group. 5. The students chooses some procedure to make the dialogue, such as : . How to make fried chicken. . How to make a fried rice. . How to make a chicken soup. . How to make fried banana. . How to make fried poptato. 6. After the students chooses the action (scene) in the video, every students have to write down the dialogue sentence that using present tense. 7. The students writes down the dialogue sentence that using present tense and find the meaning in the dictionary. 8. Practicing the dialogue in front of the class. 9. The teacher makes conclusions, and close the class..

22. The Sixth Meeting 1.. In the sixth meeting the teacher opens the class.. 2.. The teacher gives motivation the student then correct their attendant list.. 3.. The Teacher asks the students with their condition.. 4.. The teacher prepares our material, and explainted the materaial about present tense.. 5.. The teacher instructs the students to back to group.. 6.. After the students chooses dialogue base on the video , every students have to write down the sentences that using present tense.. 7.. Asked the students to make dialogue about present tense and practice in front of the class with their group.. 8.. Practicing the dialogue in front of the class.. 9.. The teacher makes a conclusions, and close the class. The seventh meeting. 1. In the seventh meeting the teacher opens the class. 2. The teacher gives motivation the student then correct their attendant list. 3. The Teacher asks edthe students with their condition. 4. The teacher prepares our material, and explaint the materaial about present tense and vocabulary. 5. The teacher instruct the students to back to group. 6. After the students choose the scene in the video, every students have to write down the uncountable words in one the video ..

23. 7. Asking the students to make dialogue about uncountable nouns by using present tense and practice in front of the class with their group. 8. Practice the dialogue in front of the class. 9. The teacher made a conclusions, and close the class. The Eigth Meeting 1. In the eight meeting the teacher opens the class. 2. The Teacher ask the students with condition 3. The teacher gives motivation the students then correct their attendant list. 4. The teacher prepare the material. 5. The teacher gives the students post-test 6. Practicing the dialogue in front of the class 7. The last instruct the students to memorize the vocabulary and grammatical in learning process to oral face to face. c. Post-test Post test will be use to know the student’ speaking ability after giving the treatments. In post-test, the research gives the student some topics about how to make or do something. The student should choose one of the topics to explain it based on their own words. B. Research Variables and Indicators a. Research variables There are two variables in this research; those are: 1. Using personal Cartoon Video as independent variable, because it give effort on teaching and learning especially the accuracy and fluency.

24. 2. The develop of the students’ ability about accuray and fluency in teaching and learning vocabulary in speaking is dependent variable because it take effect from the Cartoon Video as media of teaching learning process. The indicators of this research are as follows: 1. Accuracy . Pronunciation and vocabulary. 1. Vocabulary, itis impossible without mastering vocabulary. Therefore this element is somewhat essential to learn before practicing speaking. The students sometimes get trouble in memorizing all vocabulary that they know because they lack of practicing and use them. Thus, they need to practice more to keep them in mind. Furthermore, Marcel (1978: 10) defines that someone can be consider of having good vocabulary use, when the vocabulary produce is wide (lack of repetition) or appropriate with certain situation of dialog or speech. 2. Pronunciation, sometimes the listener does not understand what we are talking about because lock in pronunciation. According to oxford dictionary (1996: 343) pronunciation is the way in which a language or particular word or sound is spoken. 2. Fluency . effectiveness. 1. Effectiveness, the degree to which objectives are achieved and the extent to which targeted problems are solved. 2. Self-confidence..

25. Self-confidence there were many students who have no selfconfidence so they cannot communicate with other people. They sometimes feel embarrassed to speak English C. Population and Sample 1. Population The population of the research is the second grade students of MTs Muhammadiyah Tongko Enrekang. There is 1 class of this school is VIII-B consist 27 students. 2) Sample The sample is taking by using total sampling. It means that all students in the accessible population were taken as the sample in this research. The writer total sampling this technique because the population of the first grade of MTs Muhammadiyah Tongko Enrekang is small, that has only 27 students. D. Instrument of the Research The researcher use test to know about students’ speaking ability. There are two kinds of instrument those are speaking and questioner. Speaking test to know the student’s speaking ability and the questioner for ask student about how the influence of the using video on the students’ speaking ability at the eight grade of MTs Muhammadiyah. D. Data Collection 1. Test Before given treatment, the researcher given the speaking test to the students to know the ability of the students about English accuracy and fluency (pre-test). After that, the researcher give new treatment in the class about four.

26. meetings, to know the difference between before and after given treatment in the improvement of the students’ achievement. 1. Questionnaire Questionnaire which distributed to the students, it consisted of 6 questions. This instrument contained some questions about the Application of the Cartoon Video as Media Technique to Develop students’ in Speaking Skills. The researcher assessed the students’ speaking ability based on their grammar and vocabulary. In the speaking assessment, the writer not only scores the students’ speaking ability but also rates their speaking ability. A. Hypothesis There were two hypotheses in this research. They were H0 (Null Hypothesis) and H1 (Alternative Hypothesis). 1. H0 (Null Hypothesis): There is not a significant different between the students’ accuracy and fluency in speaking skills after applying Mini Project Assessment as the treatment. H1 (Alternative Hypothesis): There is any significant difference between the students’ accuracy and fluency in Speaking Skills after applying Cartoon Video as Media Technique as the treatment 2. Data Analysis a. To analyze the achievement, the researcher apply the following the formula by Heaton (1991): The assessment of accuracy:.

27. a. Pronunciation Classification Excellent. Score 9.6 – 10. Criteria They speak effectively and excellent of pronunciation They speak effectively and very good of pronunciation They speak effectively and good of pronunciation. Very good. 8.6 – 9.5. Good. 7.6 – 8.5. Fairly good. 6.6 – 7.5. They speak sometimes hasty, but fairly good of pronunciation. Fair. 5.6 – 6.5. They speak pronunciation. Poor. 3.6 – 5.5. They speak hasty and more sentences are not appropriate in pronunciation.. sometimes. hasty,. fair. of. (heaton, 1991: 254). b. Vocabulary Classification Excellent. Score 9.6 – 10. Very good. 8.6 – 9.5. Good. 7.6 – 8.5. Fairly good. 6.6 – 7.5. Fair. 5.6 – 6.5. Poor. 3.6 – 5.5. Criteria They speak effectively and excellent of using vocabulary They speak effectively and very good of using vocabulary They speak effectively and good of using vocabulary They speak sometimes hasty but fairly good of using vocabulary They speak sometimes hasty, fair of using vocabulary They speak hasty, and more sentences are not appropriate using vocabulary Heaton (1972:36).. The assessment of fluency: c. effectiveness Classification Excellent. Score. Criteria. 9.6 – 10. Their speaking is very understandable.

28. and high of effectiveness. Very good. 8.6 – 9.5. Their speaking is very understandable and very good of effectiveness.. Good. 7.6 – 8.5. They speak effectively and good of effectiveness.. Fair Good. 6.6 – 7.5. They speak sometimes hasty but fairly good of effectiveness.. Fair. 5.6 – 6.5. They speak sometimes hasty but fair of effectiveness. Poor. 3.6 – 5.5. They speak hasty and no effectiveness (Heaton: 1972). d. Self Confidence Classification. Score. Criteria. Excellent. 9.6 – 10. Their speaking is very understandable and high of self-confidence. Very good. 8.6 – 9.5. Their speaking is very understandable and very good of self-confidence. Good. 7.6 – 8.5. They speak effectively and good of self-confidence. Fairly good. 6.6 – 7.5. They speak sometimes hasty, but fairly good of selfconfidence. Fair. 5.6 – 6.5. They speak sometimes hasty, fair of self-confidence. Poor. 3.6 – 5.5. They speak hasty and more sentences are not selfconfidence.

29. Very poor. 0.0 – 3.5. They speak very hasty and more sentences are selfconfidence (Heaton: 1972). 1. The rate scale scoring system Based on the classifications above, the researcher used the rate scale scoring system as follows: 4.01 - 5.00 is classified as excellent 3.01 - 4.00 is classified as good 2,01 - 3.00 is classified as fair 1.01 - 2.00 is classified as inadequate 0.00 – 1.00 is classified as unacceptable (Hughes, 2006) a. Computing the frequency and the data percentage of the students score by using the following formula : P=F =. X100%. Where: P : percentage F : frequency N : Total number of sample (Gay, 1981) b. Calculating the mean score of the students answer by using formula:.

30. =. ∑. Where: X :Mean Score ∑ : Total Score. N :Total Respondent (Nana Sudjana , 2010 :109) c. Finding out the significant difference between students pre-test and post-test by using formula: t=. D ∑. 2. −. (∑ )2. ( − 1). Where: t. : the test of significance. D : the different between matches pair D : mean score from the different score of pre-test and post-test ∑. : the sum of square. N : the number of sample I. : constant number.

31. The collected data from the questionnaire analyzed by using the percentage technique. The researcher used the following formula: P = F x 100 % N Where: P : Percentage F. :The frequency of items. N. :The total respondent. Calculating the mean score of the questionnaire by using this formula: M. =. f. x. N. Where: M. f. :Mean s:core. x. N. :The sum of sub total. :Total respondent. d. The statement of questionnaire on the students’ attitude had four alternatives response categories: a) Strongly agree. =4. b) Agree. =3. c) Disagree. =2. d) Strongly disagree. =1.

32. CHAPTER IV FINDINGS AND DISCUSSIONS This chapter consists of the findings of the research and discussion of interpretation of the data analysis in detail. The findings of the research cover the result of the data collected through the pre-test and post-test. A. The Findings The findings of this research deal with the students’ speaking skills scores of pretest and posttest, scoring classification of the students’ scores, and hypothesis testing of the paired sample, which is to test whether or not there was a significant difference between pretest and posttest; and the analysis of the data collected through the Application of the Personal vocabulary notes technique to develop students’ vocabulary in speaking skills. These findings are quantitatively described as follows: 1. The Application of the Cartoon Video as Media Teaching to Develop the Students’ Speaking Skills. a. The Development of Accuracy in Speaking Skills There are four indicators of nouns in speaking skills, table 1 bellow describes about vocabulary and pronunciation. Pretest is applied before giving the treatment whereas the posttest is administrated after giving treatment..

33. Table 1 The development of Accuracy in Speaking Skills indicators. Pretest. Posttest. Progress(%). Vocabulary. 5.11. 8.00. 56.5. Pronunciation. 4.48. 6.77. 51.1. 9.59. 14.77. 107.6. 4.79. 7.38. 53.8. X X. Based on the table above, it shows the Application of Cartoon Video as Media teaching to develop students’ speaking skills in pretest and posttest. In doing those tests, the students are to answer the question. In this case, there are six numbers for each indicators. So the total items of test for pretest and posttest are six questions. Before, the researcher teaches the students’ by using Cartoon Video as Media teaching, firstly the researcher gave pretest. Yet the development of nouns in Speaking Skills shows the finding that the students’ score for vocabulary (51.)1 & pronunciation (44.8,) and the total score of mean score was ( 4.79). However, after Application of Cartoon Video in teaching and learning process of for Vocabulary 8.00 & pronunciation 6.77, and total score of mean score was 7.38, for eight meetings. So the students’ score in posttest is higher than students’ score in pretest. It means that, the Application of Cartoon Video as Media teaching to develop students’ speaking skills..

34. 5,7. 56.5. 5,6 5,5 53.8. 5,4 5,3 5,2. Progress. 51.1. 5,1 5 4,9 4,8 vocabulary. pronunciation. Mean Score. Figure 1 The Students’ Score in Progress of Accuracy The graphic above indicates that the comparison students’ accuracy in speaking skills and indicators in progress are vocabulary (56.6) and pronunciation (51.1), and the total score of mean score is 53.8. The researcher concludes that the Application of Cartoon Video as Media teaching to Develop Students’ Speaking skills b. The Development of Fluency in Speaking Skills There are four indicator of fluency in speaking skills, table 2 bellow describe about self confidence & Effectiveness. With giving pretest is applied before giving the treatment whereas the posttest is administrated after giving treatment..

35. Table 2 The Development of Verbs in Speaking Skills Progress Indicators. Pretest. Posttest (%). Self confidence. 5.18. 7.00. 35.1. Effectiveness. 5.33. 7.96. 49.3. 10.51 5.25. 14.96 7.48. 84.4 42.2. X X. The table above, shows that the Application of Cartoon Video as Media teaching to develop students’ fluency in speaking skills in pretest and posttest. In doing those tests, the students are to answer the question . In this case, there are six numbers for each indicators. So the total items of test for pretest and posttest are two questions. Before, the researcher teaches the students’ by using Cartoon Video as Media teaching, firstly the researcher gave pretest. Yet the development of Accuracy in Speaking Skills shows the finding that the students’ score for self confidence (51.8) and effectiveness (53.)3, and the total score of mean score is 5.25. However, after Application of Cartoon Video as Media teaching in teaching and learning process of for self confidence (70) and effectiveness (79.6), and the total score of mean score is 7.48 for eight meetings. So the students’ score in posttest is greater than students’ score in pretest. It means that, the Application of Cartoon Video as Media teaching to develop students’ fluency in speaking skills..

36. 6 49.3. 5. 42.2 4. 35.1. 3. Progress. 2 1 0 self confidence effectiveness. Mean score. Graphic 2 The Students’ Score in Progress of Verbs The graphic above indicates that the comparison students’ fluency in speaking skills and indicators in progress are self confidence (35.1) and effectiveness (49.3), progress(42.2). The researcher concludes that the Application of Cartoon Video as Media teaching to Develop Students’ fluency in Speaking skills c. The Development the Students’ Vocabulary in Speaking Skills There are two variable in speaking skills, table 3 bellow describe about nouns and verbs. With giving pretest is applied before giving the treatment whereas the posttest is administrated after giving treatment..

37. Table 3 The Development the Students’ Speaking Skills Variables. Pretest. Posttest. 4.79. 7.38. X. 5.25. 7.48. 10.04. 14.86. 96.4. X. 5.02. 7.43. 48.2. Accuracy. Progress (%) 54.0. Fluency. 42.4. The table above, shows that the Application of. Cartoon Video as Media. teaching to develop students’ speaking skills in pretest and posttest. In doing those tests, the students are to answer the question. In this case, there are six numbers for each variables. So the total items of test for pretest and posttest are two questions. Before, the Application researcher teaches the students’ by a Cartoon Video as Media teaching, firstly the researcher gave pretest. Yet the development of the Student’s Vocabulary in Speaking Skills in variable of accuracy in Pretest was 4.79 . After Application of Cartoon Video as Media teaching in teaching and learning process in posttest was 7.38, and progress was 54.0 for eight meetings. However, the development of the Student’s Vocabulary in Speaking Skills in Variable of fluency in Pretest was 52.5. After Cartoon Video as Media teaching in teaching and learning process in posttest was 7.48 and the progress was 4.24. and total mean score between pretest and posttest in accuracy and fluency was 48.2. So the students’ score in posttest is higher than students’ score in pretest. It means that, the Application of Cartoon Video as Media teaching to develop students’ speaking skills..

38. 6. 54 48.2. 5 42.4 4 3. Progress. 2 1 0 accuracy. fluency. Mean Score. Graphic 3 The Improvement of Students’ Speaking Skills The graphic above indicates that the comparison students’ speaking skills and the variable in progress are accuracy was 54 and fluency was 42.4 and total mean score was 48.2. The researcher concludes that the Application of Cartoon Video as Media teaching to Develop Students’ Speaking skills 2. Hypothesis Testing a. Mean Score and Standard Deviation After calculating the result of the students’ pretest and posttest, the mean scores and standard deviations are presented in the following table:.

39. Table 4 Mean Score and Standard Deviation of the Students’ Pretest and Posttest on Accuracy. Mean Score Standard Deviation. Pretest (X1). Posttest (X2). 47.9. 73.8. 14.6. 0.31. The mean score of the students’ pretest was 4.79 with standard deviation 1.46 and the mean score of the students’ posttest was 7.38 with standard deviation 0.31 Table 5 Mean Score and Standard Deviation of the Students’ Pretest and Posttest on Fluency. Mean Score Standard Deviation. Pretest (X1). Posttest (X2). 5.25. 7.48. 0.34. 4.67. The mean score of the students’ pretest was 5.25 with standard deviation 0.34 and the mean score of the students’ posttest was 7.48 with standard deviation 4.67..

40. b. Test of Significance The hypotheses were tested by using inferential analysis. In this case, the researcher used t-test (test of significance), that is a test to know significant difference between the result of students’ pretest and posttest. Assuming that the level of significance (  ) = 0.05, the only thing which is needed; the degree of freedom (df) = 27, where N-1, the number of students minus 1; then the result of the t-test value and the t-table value are presented in the following table: Table 6 The T-Test Value and the T-Table Value of the Students’ Speaking Skills T-Test Value. T-Table Value. Result. 5.90. 2.056. Significant. Table 6 presented above shows that the value of t-test was greater than that of the t-table (5.90 > 2.056). It indicates that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a significant difference between the students’ vocabulary mastery before and after presenting materials by application of the Cartoon Video as Media teaching. In other word, the use of to make a dialogue in teaching and learning vocabulary could effectively improve the students’ speaking skills..

41. B. Discussion 1. The Improvement of Students’ Accuracy in Speaking The description of the data collected through objective test as explained in the previous section shows that the students’ accuracy achievement was improved. It was supported by the frequency and the rate percentage of the result of the students’ pretest and posttest. Students’ score after presenting materials by using Cartoon Video as Media teaching in teaching and learning speaking skills was better than before the treatment given to them. The treatment used by the writer in this research was the teaching English vocabulary by using Application of Cartoon Video as Media teaching to develop the Students’ in Speaking Skills. Increased after giving the treatment because from the students score in the pretest is Vocabulary (51.1 )& pronunciation (44.)8, and total score of mean score is 45.8.. Which score to the students’ score in posttest was. Vocabulary 8.00 & pronunciation 6.77, total score of mean score was 6.66. and the progress of accuracy was 2.08. It means that the effectiveness of the Cartoon Video as Media teaching in teaching and learning. The spread of each score of the students from the mean called standard deviation, that is, in pretest the standard deviation is 1.46 and in posttest is 0.31. It means that standard deviation of the students’ posttest slightly got smaller than that of the pretest. The smaller the standard deviation got by the students, the smaller the distance of the score of each student got..

42. 2. The Improvement of the Students’ Fluency in Speaking The description of the data collected through objective test as explained in the previous section shows that the students’ speaking skills was improved. It was supported by the frequency and the rate percentage of the result of the students’ pretest and posttest. Students’ score after presenting materials by application of Cartoon Video as Media teaching in teaching and learning vocabulary was better than before the treatment given to them. The treatment used by the writer in this research was the teaching English vocabulary by Application of Cartoon Video as Media teaching The students’ fluency in speaking skills increased after giving the treatment because from the students’ score in the pretest (before the treatment given) was self-confidence (51.8) and effectiveness (53.3) Which score the students’ in posttest (after the treatment given) was self confidence (70) and effectiveness (79.)6, and the Progress of Accuracy was 26.2. It means that the effectiveness of the application of the Cartoon Video as Media teaching in teaching and learning The spread of each score of the students from the mean called standard deviation, that is, in pretest the standard deviation was 0.34 and in posttest was 4.67. It means that standard deviation of the students’ posttest slightly got smaller than that of the pretest. The smaller the standard deviation got by the students, the smaller the distance of the score of each student got. 3. The Students’ Vocabulary in speaking skill. The description of the data collected through objective test as explained in the previous section shows that the students’ speaking skills. was improved. It was.

43. supported by the frequency and the rate percentage of the result of the students’ pretest and posttest. Students’ score after presenting materials by application of Cartoon Video as Media teaching in teaching and learning speaking was better than before the treatment given to them. The treatment used by the writer in this research was the teaching English vocabulary by Application of Cartoon Video as Media teaching. The students’ vocabulary in speaking skills in variable of accuracy in Pretest is 45.8. Increased after giving the treatment because from the students’ score in the posttest was 66.6 and the progress was 2.08 for eight meetings. And than the students’ vocabulary in speaking skills of fluency in pretest was 50, after given a treatment in post test as is 7.62 and the progress is 26.2. The improvement of the students’ English speaking skill was also proved by the value of the t-test, that is, greater than the value of the t-table. (59.0 > 2.056).. The criteria used to reject or to accept the hypothesis says that the null hypothesis is rejected when the value of the t-test is greater than the value of the t-table, and automatically the alternative hypothesis is accepted. It means that the mean score of the pretest and the posttest were significantly different. Finally, it is clearly enough that the mean score and the t-test analysis drew the same result or conclusion, that is, there was a significant difference between the result of pretest and posttest. In other words, using Cartoon Video as Media teaching in teaching and learning English vocabulary was effective to develop the students’ speaking skills..

43. CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions After conducting the research about the application of Personal Cartoon Movieat MTs Muhammadiyah Tongko, and based on the research findings in the previous chapter, the writer puts forward the following conclusions: 1. The Application of the Personal Cartoon Movie to Develop the Students’ Speaking skills is effective. For the students’ vocabulary terms of nouns in speaking skills, the total score of progress for vocabulary 56.6%, and pronunciation 51.1%, and the total score of mean is 53.8%. 2. The Application of the Personal Cartoon Movie in develop the students’ speaking skills, the total score of progress, for self confidence 35.1% and effectiveness 49.3%, and the total score of mean score is 42.2%. 3. The Application of the Cartoon Movie in develop the students’ vocabulary in speaking skills, the total score of progress in accuracy is 54%, fluency is 42.4%. and the total score of mean score is 48.2%. So the Application of the Cartoon Movie develop the Students’ Vocabulary in speaking skills, There is a significant develop It is proved by t-test which higher than t-table is (5.90> 2.056). It means that the Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted, where the t-test is greater than t-table..

44. B. Suggestions Based on the conclusion above, the writer further states some suggestions as follows: 1. It is suggested to the English teachers that they apply the Personal Cartoon Movieas one of alternative teaching techniques the students’ vocabulary.in teaching and learning process. 2. Cartoon Movie is the better Technique than using a conventional method. The students are expected to increase their intensity learning vocabulary in speaking skills. 3. Special for English teacher, student can not enjoy learning when they are in pressure and stress, bring them to know themselves and love the studying by understanding their feel, speaking word can be easier to understand than hearing it. Cartoon Movie can preserve the atmosphere in the classroom by acting as a safety valve to lower student frustration when they have difficulty expressing themselves. The students also were more cheerful, active, independent and diligent to follow the class. They can do all their activity together, and also they can share information each other.

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TECHING MATERIAL Treatment. The 1st meeting  Procedure in the classroom . The teacher explains about vocabulary in speaking skill: −. Definition of vocabulary : A list of words and sometimes phrase, usually arrange in alphabetical order and defined a dictionary, glossary or lexicon. −. Items of vocabulary such us: 1) Nouns : book, pen, blacboard, etc... 2) Verb: eat, drink, run, etc... 3) Adjective : beauty, smart, good, etc.... . The teacher shows a cartoon video of “DORA EXPLORER”.. . The teacher asks the student to make attention of the video. . The teacher asks the students to write some vocabularies based in the movie. . The teacher asks the students to sparate each vocabularies in to adjective, nouns and verbs.. . Example: a) Adjective: -................... - .................. - .................. b) Nouns: - ................... -.................... -.....................

The 2nd meeting 1. The teacher explains about how to pronounce well some vocabulary in speaking skill. Example: a. The part of simple vowels, example /i:/ •. eat/et/. •. secret/sekret/. •. teacher/tetche(r)/. •. beach/bech/. cream/krem/ please/pleas/ cream/Krem/. b. The part of dipthong, example: /i/ •. enjoy/enjoɪ/. experience/eksperience/. •. orange/orendʒ/. exam/eksam/. •. knowledge/knoled/. before/befor/. 2. the teacher shows the Video of “Dora Explorer” 3. the teacher ask the students to write down some nouns and verbs in the video 4. after the students write down, the teacher asks the students to pronounce one by one in front of the classroom. 5. The teacher gives the students scores..

. The 3rd meeting. 1. The teacher gives / shows cartoon video as media of teaching. 2. The teacher choose Dora’s Video and ask the students to fokus on the film. 3. After the teacher turn around the movie, the student have to write down all nouns base on the video in their book. 4. The teacher ask the students to memorise all nouns and pronouns it one by one.  The 4rd meeting  The teacher asks the student to make agroup consist of 2-4 members.  After the students have partners, the students makes dialoque about nouns and by using good pronunciation in front of the classroom .  The teacher gives correction and scoring.. The 5th meeting  . The teacher gives test/evaluation cycle 1 for the student to measure the student speaking ability, focus in vovabulary and pronunciation. After the teacher know about the weakness/problem based on the test/evaluation cycle 1, the researcher will continue the next material..

 The 6th meeting 1. Plying the cartoon film for the students, asking them to mention the name, place or things of the picture from the cartoon film 2. giving the students a chance for asking questions, appointing some students which is active, explain difficult or new vocabulary, 3. The teacher help the students to look for the meaning of difficult or new vocabulary and share with all students..  The 7th meeting 1. Plying the cartoon film for the students, asking them to mention contable and uncountable nouns lie a story base on their own word. .. 2. The teacher asks the student to make dialoque in the classroom.  The Last meeting  The teacher gives test/evaluation in post test the student to measure the student speaking ability in grammar and vocabulary..



A . Background Generally, a lot of students have studied English since they were in elementary to high school, but they are still difficult to speak English, especially in informing or explaining a process. Thus, the students’ speaking ability in explaining a process should be developed. There are some types of texts taught in the school; one of them is the procedure text. Procedure text is very important to learn as it is used in the daily life, such as the instruction of how to cook something, how to submit message, take pictures on mobile phones, etc.

B. Problem Statement Based on the previous description, the research question is formulated as follows:” 1.How is the influence of the Cartoon Video to develop the students’ accuracy in speaking ability at the eight grade of MTs. Muhammadiyah Tongko Enrekang? 2. How is the influence of the Cartoon Video to develop the students’ fluency in speaking ability at the eight grade of MTs. Muhammadiyah Tongko Enrekang? C. Objective of the Research 1. To find out the improvement the students’ vocabulary in speaking skills in term of accuracy by using Cartoon Video as media. 2. To find out the improvement the students’ vocabulary in speaking in term of fluency by using Cartoon Video as media. D. Significance of the Research The result of this research promotes an activity for learning English with using video in procedure text and useful information for teacher to teach English especially speaking skill also give a way to develope quality and ability in teaching and education institution. E. Scope of the Research This research is limited on the used of Cartoon Video as media to develope the students’s vocabulary and grammar in speaking skills the eight grade of MTs. Muhammadiyah Tongko Enrekang. Kinds of vocabulary in this research are accuracy (vocabulary & pronunciation) and fluency (effectivenes sand self confidance)..

CHAPTER II REVIEW OF RELATED LITERATURE A. Cartoon Video as Media 1. Definition of Media of Teaching According to Hamalik (1982) that media in a process of teaching is not a new thing for the teacher. Most of the teachers use media to help them giving particular information to the students. For the teachers of elementary school, the using of media is very important before we talk more about media; especially we have to know what media is..

2. Kinds of Media of Teaching According to Hamalik (1980:50-51)From some scientists we were learning we found that they used difference definition of media. Hamalik (1980:50-51), defines that teaching media consist of several kinds, such as: a. Supplementary materials including reading materials: book, comic, newspaper, magazine, bulletin, folder, pamphlet. b. Audio visual media: 1. Non projector media; blackboard/whiteboard, diagram, graphic, poster, cartoon, comic, picture. 2. Three dimension media; model/natural thing like diorama, doll, mask, map, globe, school museum. 3. Machined media; slides, filmstrip, film, record, radio, television, computer. 4. Society source: people, industry, history, area, custom, politic. 5. Material collection: chemist, seed, and leaves. 6. Gesture: all action by the teacher in the class like moving hands, foot, body, and facial expression..

3. The Steps of Teaching English Speaking by Using Cartoon Video 1. Pre Activity 2. Whilst Activity 3. Post Activity B. Concept of Speaking Skills Widdowson in Ardawati (2009:9) states that speaking is an oral communication that gives information involves two elements, they are; the speaker who gives the message and the listener who receipted the message..