THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH ANIMATION VIDEO: A CASE STUDY AT FIFTH GRADE OF MADRASAH IBTIDAIYAH TARBIYATUL ISLAM
THESIS
By:
FARIZ RAHMAN HAKIM NIM: T20186149
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF KH ACHMAD SIDDIQ
JEMBER
2022
i
THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH ANIMATION VIDEO: A CASE STUDY AT FIFTH GRADE OF MADRASAH IBTIDAIYAH TARBIYATUL ISLAM
THESIS
Submitted to State Islamic University KH. Achmad Siddiq Jember in Partial Fulfillment of the requirements of Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teacher Training English Education Departement
By:
FARIZ RAHMAN HAKIM NIM: T20186149
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF KH ACHMAD SIDDIQ
JEMBER
2022
ii
THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH ANIMATION VIDEO: A CASE STUDY AT FIFTH GRADE OF MADRASAH IBTIDAIYAH TARBIYATUL ISLAM
THESIS
Submitted to State Islamic University KH. Achmad Siddiq Jember in Partial Fulfillment of the requirements of Bachelor Degree (S.Pd)
Faculty of Tarbiyah and Teacher Training English Education Departement
By:
FARIZ RAHMAN HAKIM NIM :T20186149
Approval by Advisor
As’ari, M.Pd.I NIP :197609152005011004
iii
THE IMPLEMENTATION OF TEACHING SPEAKING SKILL THROUGH ANIMATION VIDEO: A CASE STUDY AT FIFTH GRADE OF MADRASAH IBTIDAIYAH TARBIYATUL ISLAM
APPROVAL SHEET
THESIS
Has been examined and approved in Partial
Fulfillment of the requirements of Bachelor Degree (S.Pd) Faculty of Tarbiyah and Teacher Training
English Education Departement Day : Tuesday Date : 14th June 2022
Examiner Team Chairman
Dr. Indah Wahyuni, M.Pd.
198003062011012009
Secretary
Mega Farizah Nur Humairoh, M.Pd.
NIP. 199003202019032010
Members:
1. Sofkhatin Humaida, M.Pd., M.Ed.,Ph.D ( )
2. As’ari, M.Pd.I. ( )
Approved by
Dean of Faculty Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I.
NIP.196405111999032001
iv
MOTTO
ٗ ه َرَّيٗا ًّرَشٍٗة َّرَذَٗلاَقْثِمْٗلَمْعَّيٗ ْنَم َوٗ-ٗٗۚ ه َرَّيٗا ًرْيَخٍٗة َّرَذَٗلاَقْثِمْٗلَمْعَّيٗ ْنَمَف
Meanings: “So, whoever does an atom’s weight of good will see it. And whoever does an atom’s weight evil will see it”.1
1 Qur’an Kemenag. Online version. https://qur’an.kemenag.go.id. (accessed on 5th June 2022, 10:13
am)
v
DEDICATION
As a researcher, I dedicates this thesis to:
1. My beloved parents, Mr. Zainal Arifin and Mrs. Farida who have supported me, prayed for me in all day and night. I am so glad to have you all in my life. Thank you mom, thank you dad, thank you for a countless things, I love you all.
2. My girl, Rahmatun Ningsih who has stayed beside me every time and pushed me up to end this thesis. Thanks a lot honey, to be a part of my life. I am head over heels in love with you.
3. Amar, my best friend since I was in elementary school who has been a place for me to tell all the story I have. Thank you to be loyal, thanks for listening to all my story.
You are the best, bro. I love you.
4. My best friend, Kavin, Rendy and Zidqi who have thought me a life of humble, a life full of gratitude. Thank you guys for your support. Thanks to color my life. You all are crazy, but I do like you.
5. All member of ‘SEKAMPRETAN’ gang, Kades, Lutfi, Yoga, Aldy, Apok, Irfan, Gufroni, Mbak Nad, Yanti, Rita, Hasanah, Imel who have colored my life. You all are amazing, my life without you means nothing. Thank you for your presence, thank you for the support. I love you to the moon and back guys.
6. All my friends, member of JUNGPAJUNGAN CLASS who have accompanied me in four years studying. I am happy to study with you. You thought me a lot of thing.
Thank you friends, good luck in your future.
vi
ACKNOWLEDGEMENT
All the thanksgiving of the writer was conveyed to Allah, because of His mercies and graces, the planning, process and completion this thesis can be carried out well. The writer also can get this success because of the support of many parties. Therefore, the writer realizes and expresses his deepest gratitude to:
1. Prof. Dr. Babun Suharto, SE., MM. as the Rector of State Islamic University of KH.
ACHMAD SIDIQ (UIN Jember) who has provided all facilities in this collage.
2. Prof. Dr. Hj. Muni’ah, M.Pd.I. as the Dean of Faculty of Tarbiyah and Teacher Training who has given approval to this research.
3. As’ari, M.Pd.I. as the thesis advisor who has advised him in conducting and finishing the research.
4. Dra. Qurratu Aini, M.Pd. as the headmaster of Madrasah Ibtidaiyah Tarbiyatul Islam who has given permission to conduct this research.
5. Nur Laili Noviana Mukarromah, S.Pd. as the teacher of English subject at who has helped him to conduct the research in her class.
Finally, hopefully all the good deeds that you have given to the author received a good reply from God.
Jember, June 10th, 2022
FARIZ RAHMAN HAKIM T20186149
vii
ABSTRACT
Fariz Rahman Hakim, 2022: “The Implementation of Teaching Speaking Skill through Animation Video: A Case Study at Fifth Grade of Madrasah Ibtidaiyah Tarbiyatul Islam”.
The spreading of covid-19 disease has changed people’s life in the entire world. The pandemic has been giving big impact to the changes in every sector including politics, economy, social, and education. In education sector, all part of school are forced to carry out all activities online. Moreover, teachers have to find a new and effective learning media to be implemented in the class, especially in Teaching English as Foreign Language. Because in teaching foreign language, the use of interesting learning media is significant to bring students’ motivation. Madrasah Ibtidaiyah Tarbiyatul Islam as an institution that teach young learners chose to use animation video as a media in teaching English subject during the pandemic. And the use of this media was continued at face to face classroom activities.
The research focus of this study are: 1) How the goal of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul is, 2) How the material of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam is, 3) How the method of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam is, and 4) How the evaluation of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam is.
This study used qualitative approach and the research design was case study. The research subjects were teacher and students of MI Tarbiyatul Islam. Data collecting techniques used in this study were observation, interview, and document review. To analyze the data, researcher used interactive data analysis according to Miles, Huberman, and Saldana. For data trustworthiness, researcher used source triangulation and technique triangulation.
The research findings showed that: 1) The goals of teaching speaking skill through animation video are: a) students are able to mention a kind of expressions explained in a speaking class clearly, b) students are able to differ some expressions used in some different context well, c) students are able to practice the expressions fluently in the class with their partner and in the real life with people around them as well, 2) The materials were: a) command and request b) shopping. The material consist of vocabulary, grammar, utterance and fluency. Grammar and vocabulary were adopted from book entitled ‘Buku Bahasa Inggris Kelas V Semester 2’, the way to utter the words and to speak fluently was adapted from animation video, 3) The method used in the classroom was question and answer method where teacher and students are active in the class. 4) The evaluation was formative evaluation with knowledge and skill assessment using test technique and non-test technique.
Objective test represented test technique and observation represented non-test technique. In objective test, teacher gave multiple choice, matching test, choosing right or wrong answer about command and request and shopping to assess students’ knowledge. In addition, teacher used observation to measure student’s skill in practicing any expression and conversation about the material.
Keywords: Teaching Speaking Skill, Animation Video.
viii
TABLE OF CONTENT
COVER ... i
APPROVAL OF ADVISOR ... ii
APPROVAL OF EXAMINERS ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... vii
TABLE OF CONTENT ... vii
LIST OF TABLE ... x
CHAPTER I: INTRODUCTION A. Background of The Research ... 1
B. Research Question ... 5
C. Scope of The Research ... 5
D. Research Objective ... 6
E. Research Significance ... 6
F. Definition of Key Terms ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Research ... 8
B. Theoretical Framework ... 14
CHAPTER III: RESEARCH METHOD A. Research Design ... 34
B. Location of The Research ... 35
C. Research Subject ... 36
D. Data Collecting Technique ... 36
E. Data Analysis ... 41
F. Data Validity ... 43
G. Research Procedure ... 44
CHAPTER IV: FINDINGS AND DISCUSSION A. Research Findings ... 46
B. Discussion ... 61
ix CHAPTER V: CONCLUSSION
A. Conclusion ... 68 B. Recommendation ... 70 BIBLIOGRAPHY ... 71 APPENDIX
LIST OF TABLE
2.1 Similarities and differences between previous research and the current research.
4.1 Research Findings.
LIST OF APPENDICES
Appendix 1: Research Instrument Appendix 2: Lesson Plan
Appendix 3: The Attendance List Appendix 4: Journal of Research Appendix 5: Pictures of Activity
1
CHAPTER I INTRODUCTION
A. Background of The Research
At December 2019, all people have been shocked with the COVID-19 virus.
The virus is spreading very quickly to the entire world and become a pandemic. A various sector including politics, economy and education are forced to move from daily offline activities to a new online life. Furthermore, people change their trend into a digital life to survive.
Indonesia is one of countries affected so much by the pandemic. There are a lot of public policy made by the government to solve all the problem founded. In education sector, the ministry of Indonesia make a program called SFH (school from home) to minimalize people movement in school. The purpose of this program is to; 1) Ensure the fulfillment educational service for the student, 2) Protect education units from negative effect of COVID-19, 3) Prevent the spreading and transmission of COVID-19 in education units, 4) Ensure the fulfillment of psychosocial support for teachers, students, and parents.2 And this program encourage all parts of teaching and learning process in school especially teachers and student to do their learning activities from home.
Responding to this situation, schools searched a new learning media that is proper with the condition. The media that is effective to be implemented for online class.
2 Kemdikbud. (2020, Mei 18). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Retrieved from Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi: www.kemdikbud.ac.id
Moreover in ELT (English Language Teaching) classroom, teachers have to consider that beside they think about an effective media, they also have to think about an easy media to use by their students. Because English is a foreign language for Indonesian students and it will be harder for them to teach without face to face meeting as usual.
On the other hand, English teaching became one of the most important subject in the class since it has been an international language that used by all people from all around the world. English is used in every sector of life including politics, economy, social, and education. Students are forced to master English in order to compete with other people from other countries in the future. English is a basic of international communication and interaction. Everyone who can communicate with English will have more opportunities to interact with people from all around the world than who never known English. And who can interact with all people will be more confident to compete in international competition then reach a success with ease. In addition, mastering English is a way to master the world.
Allah state in Qur’an surah Al-Hujurat, no.13:
َٗ ْدِنْٗ ْمَم َرْرَاَّٗٗنِاٗٗۚٗا ْوْف َراَعَتِلَٗلِٕىۤاَبَق َّوٗاًب ْوْعْشْٗ ْمٰدْلَعَج َوٗىٰثْنْا َّوٗ ٍرَرَذٗ ْنِِّمْٗ ْمٰدْقَلَخٗاَّنِاٗ ْساَّدلاٗاَهُّيَآٰٰي رْيِبَخٌٗ ْيِلَنَٗهّٰللاَّٗنِاْۗٗ ْمىٰقْتَاِٗهّٰللا
Meaning: “O mankind, we have created you from a male and female, and made you inti races and tribes, so that you may identify one another. Surely the noblest of
you, inAllah’s sight, is the one who is most pious of you. Surely Allah is all-knowing, all aware”3.
The word
ا ْوْف َراَعَتِل
means to know one another. In more deeply understanding, it means to interact with other, or to communicate with other, to study with other, to discuss with other, and more to compete and do a business with other. So this surah order us to know people with different races and nations around us then interact or do a business with them. And there is no way but using English as an international language to interact with them. The language used by people in any sectors of life.But in the other side, mastering English is not that simple, moreover in speaking skill. Speaking defined as giving direct responses to persuade others doing something, clarifying what is unclear into something that is understood, and expressing an expression feeling, idea opinion etc.4 Speaking skill is reputed hard to master by young learner. According to Siegel “Speaking is a highly complex interactive skill that has the added complexity of being very anxiety provoking for learners of another language”.5 Teachers found some difficulties in teaching speaking because the student daily use of mother tongue. And psychologically, kids like to imitate what they see and hear, but the problem is they don’t see anyone around them speaking English and they don’t hear the English words in their daily life so that they never practice their English except in school. For that reason, school is forced to have a good learning media that can be implemented in English speaking class effectively in a very short learning time.
3Mufti usmani “Surah al-hujurat-13”
https://quran.com/49/13?translations=43,19,101,85,84,21,20,17,95,22,18. (accessed on 5th December 2021, 08:15 pm)
4 Eulis Rahmawati, “Getting EFL Learners to speak: Obstacles and Solution”, In Loquen English Studies Journal, Vol. 9, No. 4, (January – June, 2016), 23
5 Siegel, B. a. (2018). International Prespective on Teaching The Four Skills in ELT:
Listening' Speaking, Reading, Writing. Australia: Springer International Publishing, 17
MI Tarbiyatul Islam is an institution that teach young learners in Probolinggo.
This school utilized some innovative learning media in teaching and learning process, especially in teaching English as foreign language while some other schools around MI Tarbiyatul Islam that also taught young learner prefer to use a book only as a learning media. The school realized that the used of innovative learning media is significant to create an innovative class atmosphere. And during the pandemic, MI Tarbiyatul Islam chose to use animation video for it alternative learning media. According Muniandy and Veloo, animation video is kind of multimedia material consisting of verbal and non-verbal presentations displaying simultaneous images, narration and on screen text.6 In side of easy to use, animation video is suitable for young learner7. The school utilize a various animation video available on Youtube to help them in teaching and learning process. Some English teachers also pick the videos from Youtube to be implemented in their class. They use it so much on teaching English speaking because it really help them to practice the words without having to do a face to face meeting.
But, surprisingly, the use of animation video as a main media in teaching speaking for young learner become a new trend of English class after the pandemic among English teacher in Tarbiyatul Islam Elementary school. Teachers prefer to continue using animation video as a main media of teaching in face to face class8. So that the researcher interested in doing a research about The Implementation of Teaching Speaking Skill Through Animation Video During: A Case Study at Fifth Grade of Madrasah Ibtidaiyah Tarbiyatul Islam.
6 Muniandy and Veloo. (2011). Managing and Utilizing Online Video Clips for Teaching English Language: Views of TESOL Pre Service Teachers. International Conference on Education and Management Technology. Singapore, 173
7 Firdatul Hammi,S,Pd. Interviewed by Fariz at 25th December 2021
8 Nur Latifah, S.Pd. Interviewed by Fariz at 25th December 2021
B. Research Questions
Based on the background of the research, the researcher aimed to answer the following question that used to help him in research finding, those are:
1) How is the goal of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam?
2) How is the material of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam?
3) How is the method of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam?
4) How is the evaluation of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam?
C. Research Objective
Based on the research question above. The research objective for this research are:
1. To figure out the goal of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam.
2. To figure out the material of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam.
3. To figure out the method in teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam.
4. To figure out the evaluation of teaching speaking skill through animation video at fifth grade of MI Tarbiyatul Islam.
D. Research Significance
The researcher hoped that the finding of this research could give a benefits for English teacher and other researcher.
1. For English teacher
This research could help them to increase their learning process. The innovation found in this research is expected to be used in their ELT (English Language Teaching) class.
2. For other researcher
This research could be used for reference in conducting further research.
The finding of this research could be a comparison to carry out a same research.
E. Definition of Key Term
To avoid misunderstanding in this research, there are two terms that need to be explained more by the researcher, those are:
Teaching speaking skill is the process of transferring knowledge from teacher to the student trough oral or written language. Teaching speaking in this research means teaching students a various expressions related to the command, request and shopping material. The material consist of vocabulary, grammar, the way to utter the words and to speak fluently.
Animation video is a series of images that are processed in such a way as to produce movement. Animation provides a sequence of image that changes little by little (progressively) at a high speed. It was a language learning video taken from Youtube.
7
CHAPTER II
LITERATURE REVIEW
A. Previous Research
Researcher need some previous research to find a novelty for the conducting research. In this research, researcher found three similar study that have been conducted before this research:
1. The study entitled ‘The Use of Animation Video as a Learning Media for Young Learner to Improve EFL Students’ Motivation in Learning English’.
This study is conducted by Ni Komang Prasetyani Laksmi, I Kadek Anggardana Yasa and Kadek Ayu Mas Mirayani from Ganessa Education University, Singaraja. The design of his study was library research. The method used to gather a paticular information related to the topic through books, articles, and journals. Therefore, this study aimed to share the young learners' perceptions about some theoretical concepts and pedagogical practices using animation video. And it was found is the study that animation video could improve student’s motivation in learning English.9
2. The research written by Albiansyah, Muhammad Muzakky, Andy Kamsiah on JRIP (Jurnal Riset Intervensi Pendidikan). The research is about ‘Enhancing Students’ Writing Ability of Narrative Using Animation Video’. The research objective was to carry out whether the use of animation video is more effective than the use of conventional technique (question-answer) toward students’
writing skill of narrative text. The method of the research was experimental
9 Ni Komang, I. K. (2021). The Use of Animation Video as Learning Media for Young Learner to Improve EFL students’ Motivation in Learning English. Lingua: Jurnal Pendidikan Bahasa, 42-52.
research by non-equivalent control group design. The research population was taken from all students of tenth grade at Senior High School (SMA) PGRI Tembilahan. The total of population was 50 students. It consists of two classes of experimental and control group. The researchers used class X (1) that consist of 25 students as the experimental group. And class X (2) that consist of 25 students as the control group. The result showed that there is very significant difference between students who were learnt and taught by using animation video toward writing skill and students who were learn by using question- answer technique. It can be concluded that the use of animation video was more effective than the use of conventional technique (question answer) toward student’ writing skill of narrative test.
3. The study from ‘Journal of English Language and Education’ conducted by Kurniawati entitled ‘The Effectiveness of Using Animation Video in Teaching Speaking to Junior High School’. This was experimental study aimed to resolve problems of students in learning English, especially to master speaking skill.
Researcher used post-test and pre-test as the research instrument. This research was purposed to find out the effectiveness of using animation video in teaching speaking to 7 grade at Seyegan 1 Junior High School, Sleman. The T-test result showed that post-test in both classes was 2.170. While T-table at 5%
significance level was 1.999. It can be concluded that the result of the T-table was lower than T-test was. Therefore, the use of animation video to teach speaking skill is effective enough for junior high school students. Based on the result the research, researcher recommended the teachers the use animation video to improve student’s speaking skill, especially for students of Junior High School.
Some previous studies explained above are provided briefly in the following table.
Table 2.1
Similarities and Differences of Previous Research No Tittle of the
Research
Similarities Differences
1 2 3 4
1 ‘The Use of
Animation Video as a Learning Media to Improve EFL Students’
Motivation in Learning English’.
The article Written by Ni Komang Prasetyani Laksmi,
I Kadek
Anggardana Yasa and Kadek Ayu Mas Mirayani from Ganessa Education University,
Singaraja.
1. Both
research use Animation video as a learning media
1) Previous research use a library research as research method while this study is conducted by using a case study with qualitative approach
2) The previous study aimed to share the young learners' perceptions about some theoretical concepts and pedagogical
practices using animation video.
While this study aims to to figure out the goals, materials, steps, and evaluation of teaching speaking
1 2 3 4
through animation video for young learner. The previous research was carried out to investigate the use of animation video to improve student motivation in learning English while this current study is conducted to investigate the implementation of using Animation video in speaking class.
2 The research written by Albiansyah, Muhammad Muzakky, Andy Kamsiah on JRIP (Jurnal Riset Intervensi Pendidikan)
entitled ‘Enhancing Students’ Writing Ability of
Narrative Using Animation Video’
Both research use
Animation video as a learning media.
1) The method used in previous research was experimental research using non-equivalent control group design while this research used a case study as the research method with qualitative approach.
2) The previous research choose
1 2 3 4
10 grade of Senior high school as the subject of study whereas this study choose young learner as the subject of study.
3) Previous study investigate the enhancing of student writing ability (in teaching writing) while this study chose teaching speaking through animation video to be
investigate
3 The study
from Journal of English Language
and Education conducted by Kurniawati entitled
‘The Effectiveness of Using Animation Video
in Teaching Speaking to Junior
High School’
1) Both
research use Animation video as a learning media.
2) Both study investigate the use of animation video in teaching speaking.
1) The previous research choose the students of Junior High School as the subject of study whereas this study choose young learner as the subject of study.
2) The previous research aimed to resolve. problems
1 2 3 4
of students in learning
English,especially to master speaking skill. Researcher
used an
experimental study with post-test and pre-test as the research
instrument.
whereas in this study, researcher investigated the
case using
qualitative
approach in form of case study
Although there were some research carried out the use of animation video on ELT classroom, researcher still found a gap of the research. Some previous researches observed only a junior or senior high school students while the current research focused more on elementary school context.
B. Theoretical Framework 1. Teaching Speaking Skill
Teaching speaking skill is one important part of English Language Teaching (ELT). Teaching process usually define as the process of giving information to the students. In the process of teaching the teacher transfer message, knowledge, and skill to the students. And at that activity, teacher also occur the interactive process between students and teacher itself. Feiman- Nemser and Buchmann defined teaching as the activity of helping people learn worthwhile things. People can transfer anything about knowledge and skill through teaching and learn anything as well. Furthermore, Cohen claimed that teaching is supporting others to learn and to do particular things, it is a daily activity in which all people regularly engage. 10 In addition, teaching is a process of making others know or understand a particular things.
Thornbury argued that teaching is an interactive process. It needs the ability to cooperate in the management of speaking turns.11 He added that speaking is a skill, and it needs to be developed and independently practiced of the grammar curriculum. Kayi confirmed that speaking is an oral mode skill, it is a productive skill because it produce the sound of words. It like the other skills, but it is more complicated than how it seems at first. This skill involves more than just uttering the words.12 This skill is also about pronouncing the word, the use of grammar, and vocabulary mastery.
10 Ball, F. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 497-511.
11 Thornbury, S. (. (2005). How To Teach Speaking. United Kingdom: Longman.
12 Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language.
The Internet TESL Journal, 11.
Therefore, Teaching speaking skill meant that teacher teach the students to: (a) produce the sound pattern and english speech sound, (b) use word and sentence, stress of intonation pattern and the the second language rhythm, (c) select/choose an appropriate words or sentence accoring to the proper audience, situation, social setting, and subject matter, (d) organize the thoughts in a logical sequence and meaningful, (e) use language as a tools of expressing feelings, values and judgments, (f) use the language confidently and quickly with few unnecessary pauses, which is called as speaking fluency. 13
a) Aspects of Teaching 1. Teaching Goal
Teaching goal is also known as teaching objective. The teaching goal is an intended outcome of every teaching method.14 According to H.
Daryanto, teaching goal is a goal that draws knowledge, ability, skill, and attitude that students must be have as a result of classroom activities which are explained with an action that could be analyzed or measured.15
A goal has big value in teaching, that’s why goal of teaching is called the most crucial factor in teaching process.16 Therefore, teaching goal is the main point to be determined before teacher decides the media and step of teaching.
The goal of English teaching and learning is focusing students to the ability of using English as means of communication among people they
13 Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language.
The Internet TESL Journal, 11.
14 Imas Kurniasih and Berlin Sari, Lebih Memahami Konsep dan Proses Pembelajaran Implementasi dan Praktek dalam Kelas, (Jakarta: Kata Pena, 2017), 8
15 Daryanto. Evaluasi Penidikan (Jakarta: Rineka Cipta, 2005), 58.
16 Oemar Hamalik, Proses Belajar Mengajar, (Jakarta: Bumi Aksara, 2010), 80
interact with. In the activity of teaching and learning English, there are four language skills (listening, speaking, reading, and writing) that are performed as materials in the classroom. Normally, English as Foreign Language (EFL) learners do not use the words of English in their daily situations. Students possess inability in a correct and appropriate English interaction or communication. This leads to learners’ lack of mastering any words and self-confidence when they communicate with native speakers.17 2. Teaching Material
In the process of teaching teachers need to determine a material used in the class in order to control the process of transferring knowledge.
Teaching material is arranged systematically according to concept of psychology. In order to make the teaching strategy as reflection of the goal from student’s attitude. The choosing of teaching material should be in line with measure to choose content of curriculum based on the course. There are some criteria choosing teaching strategy as will be developed and to determine the teaching strategy, they are18:
a. The material should be in line with goal of teaching.
b. The material should be measured and identified.
Identifying teaching material is based on the goal of teaching that identified and detailed specifically, can be observed and measured.
17 Thanyalak Oradee, “Developing Speaking Skills Using Three Communicative Activities: Discussion, Problem-Solving, and Role-Playing”, International Journal of Social Science and Humanity, Vol. 2, No. 6, (Thailand: t.p., 2012), 534
18 Imas Kurniasih , Sukses Mengajar: Panduan Lengkap Menjadi Guru Kreatif dan Inovatif (Pustaka Diantara, 2017), 23-24.
c. Relevance with student’s necessity.
Earning material should be provided based on the strategy to develop student’s ability completely.
d. Relevance with condition of society.
Teaching material should help them to give valued educated experience for them to be human who can adapt well everywhere.
e. The material consists of ethics values.
The material should be in line with ethics values that appropriate with student’s moral value development.
f. Teaching material is arranged in logic and systematic concept.
g. Teaching material should be sourced from authentic sources, characteristic of teacher master, and society.
3. Teaching Method
Every single student has different motivation and efforts in the process of learning. It gives the impact of the progress of students in learning English. The use of teaching method determine the progress of students’
performance. Teacher must realize that the more appropriate the method the more comfortable the students in classroom, the comfortable the student in the class the more progress of student would be seem after the class.
Therefore, teachers need specific effort to help them to improve students’
performance in learning English, which called as method of teaching. There are some method that commonly used by teacher in the class, those are:
a. Lecturing method
According to Nizar and Hasibuan, lecturing method refers to the method that gives some explanation of the material, it is in classroom used to some learners.19 This method is an oral explanation method. In this method, learners just sit down listening to the teachers’ explanation. Using this method, learners are commonly passive in the classroom.
b. Discussion method
Based on Killen in Abdul Majid discussion method is a method that face students to the problems.20 The purpose of this method is to solve the problems, to answer the questions, to know students ability in making a decision. To use this method, teacher can divided students into some small group consist of two member or more.
c. Question and Answer method
According to Syah, question and answer method is a method used din teaching process by giving questions to the students and asking their answer.21 The questions can be in oral or written language. This method purposes of this method id to make sure about students’ understanding to the material discussed in the
19 Nizar and Hasibuan. Hadist Tarbawi: Membangun Kerangka Pendidikan Ideal Prespektif Rasulullah (Jakarta: Kalam Mulia:2011), 58
20 Abdul Majid. Strategi Pembelajaran (Bandung: Remaja Rosdakarya, 2013), 200
21 Muhibbin Syah. Psikologi Pendidikan Dengan Pendekatan Baru (Bandung: PT remaja Rosdakarya), 137.
class. Students’ answer makes teacher know about how far the students understand the material and what kind of tasks will be given to the students.
The method of teaching was designed to help both teacher and student for carrying out the process of learning. It aims to ease teacher to control the class by classifying the process teaching into specific time allocation.
Choosing an appropriate learning method should calculates the time provided. A good plan of learning is utilizing time allocation detail in order to create a good learning process, effective, efficient, and no losing time.
By using the method of teaching, opening section, main activity, and closing are planed systematically22. There are some criteria in choosing learning method, they are23:
a. Goal of learning, is change of student’s attitude after learning.
b. Material of learning, provided material formed as evidence which need a different method from material of concept, procedure, or principle.
c. The number of class, is the number of student following the class. 5 to 10 students is necessary different teaching method from class with 50 to 100 students.
22 Imas Kurniasih and Berlin Sani, Lebih Memahami Konsep dan Proses Pembelajaran:
Implementasi dan Praktek dalam Kelas, 2017, (Jakarta: Kata Pena), 9
23 Imas Kurniasih , Sukses Mengajar: Panduan Lengkap Menjadi Guru Kreatif dan Inovatif (Pustaka Diantara, 2017), 29-30.
d. The ability of student, is the ability of student to catch the material, it is according to their mental, physic, and intellectual.
e. The ability of teacher, is ability to use many several method optimally.
f. The provided facility, tools and facilities that can be used to improve the effectiveness of teaching.
g. The provided time, the number of time allocated to provide learning material.
4. Teaching Evaluation
Evaluation, as the last component in teaching plan is used to assess how far the goal has been achieved and the next action after the evaluation.24
In teaching evaluation, there are generally 4 types of evaluation25: a. Placement evaluation
It is used in setting of the position of students in some programs.
b. Formative evaluation
It is used to look for the feedback as to repair process of teaching.
24 Imas Kurniasih and Berlin Sani, Sukses Mengajar Panduan Lengkap Menjadi Guru Kreatif dan Inovatif, (Pustaka Diantara, 2017), 126
25 Harjanto, Perencanaan Pengajaran (Jakarta: PT Asdi Mahasatya, 2000), 283-284.
Formative evaluation is a judgment of how strong and weak the classroom instruction is, it purposes revising the instruction to improve its effectiveness in the next classroom activities.26
c. Summative Evaluation
It is used to measure how good the achievement of the student’s understanding. Then, to determine the pass of students.
d. Diagnostic Evaluation
It is for looking for the cause of difficulty in teaching, such as psychology background, physic, and student’s social economy.
According to Biggs quoted by Taghi Jabbarifar in classroom assessment, since teachers themselves develop, administer and analyze the questions, they are more likely to apply the results of the assessment to their own teaching.
Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress. Taghi Jabbarifar argued that two major functions can be pointed out for classroom assessment: One is to show whether or not the
26Tessmer, Planning and Conducting Formative Evaluations (London:
Routledge,1993) p.11
teaching has been successful, and the other one is to clarify the expectations of the teachers from the students.27
Evaluation is done by using methods and measurements to analyze student’s understanding of the material for the purposes of grading and reporting. Evaluation is a feedback represented by the teacher to the students about the student’s learning performance. Teaching evaluation commonly consist of three aspects, those are: cognitive, affective, and psychomotor.
A cognitive aspect related to the assessment about how far the students understand the material. Aspect of affective related to the students’ attitude during the class. A psychomotor aspect related to the creativity of students.
The example of cognitive aspect in teaching and learning English is assessing student through some questions related to the English topic discussed in the class. Affective dimension could be measured by observing student acts in the class during the discussion. Psychomotor is measured by ordering students to practice the words of English of to do an English conversation at class with the partner.
The purpose of evaluation and assessment is to develop indicators and measures of system performance that show a good understanding of how well classroom activity is being carried out. Using these data, teachers and school stakeholder can
27 Taghi jabbarifar , The Importance of Classroom Assessment and Evaluation in Educational System,( Malaysia: INTI University College, 2009), 2
analyze performance and identify problems found in teaching and learning activities to create better planning, implement a new program and policy. Using the evaluation, schools are able to develop the process of schooling because they were already known the weakness of the program they implemented previously. Other phases include ensuring systematic collection to agreed definitions of existing information at different levels in the system; promoting data quality improvement; undertaking research to shed light on some of the ‘gaps’ where systematic collection is too costly/not feasible; and developing a long-term strategy to improve measurement tools for future information needs.28
In this study, teaching evaluation used by teacher is formative evaluation which means the process of collecting information about how far the students’ improvement in understanding the material. The information is then used to decide the most effective teaching and learning activity for the next meeting in order to make students optimally master the material being discussed.29 The techniques used in the formative evaluation are:
28 Paulo Santiago, Evaluation and Assessment Frameworks for Improving School Outcomes, Educatiopn and Training Policy. (OECD, 2009), 8.
29 Tim Pusat Penelitian Penddidikan, Model Penilaian Formatif (Jakarta: Pusat Penelitian Pendidikan, 2019), 13.
1) Test technique a) Essay test
Esssay test is a test related to some questions that contain problems and force students to answer it word by word representing students’ thought.30 In this test, students answer the questions by writing their own opinion.
b) Objective test
Objective test is a test that just need simple answer and it contains the questions that can be answered by choosing one simple answer or more.
There are a kind of objective test including completing sentence, multiple choice, matching test, choosing right or wrong answer.31 Objective test means a test that let students to choose one or more answer among some probability of right answer.
30 Haryanto, Evaluasi Pembelajaran (Yogyakarta: UNY Press, 2020), 155.
31 Asrul, Rusydi Ananda, dan Rosita, Evaluasi Pembelajaran (Bandung: Ciptapusaka Media, 2015), 45.
c) Oral test
This test defines as a test used to measure students’ ability in communication, oral test could be carried out to students in group or individually.32 In this test, students are forced to answer the question through face to face communication in order to measure the result of classroom activities orally.
2) Non-test technique a) Observation
Observation is a technique to find out some information about students’
understanding through the process of monitoring the class activity and giving a notes systematically toward phenomena.33 This technique encourages teacher to be observer for his/her own classroom.
b) Attitude assessment
Attitude assessment is non-test instrument using closed questionnaire where the questions contain a values of teaching and
32 Sahlan, Evaluasi Pembelajaran, 95.
33 Rina Febriana, Evaluasi Pembelajajran (Jakarta: Bumi Aksara, 2019), 47.
learning purpose.34 This technique is usually used by teacher to appreciate students’ attitude in classroom.
b) Speaking Skill
As one of the four skills of English, speaking is the most crucial part for students who learn English as their foreign language because speaking contain the way to utter and express feeling in the form of spoken language. Burn and Siegel assumed that “Speaking is a highly complex interactive skill that has the added complexity of being very anxiety provoking for learners of another language”.35 It refers speaking; students should always be improves to raise the enthusiasm of students in speaking. Cameron added that “speaking is the active use of language to express meaning, so that other people can make sense of them to speak in the foreign language in order to share understanding with other people requires attention to precise details of the language”. 36
Generally, speaking is a tools of communication, and the purpose of it is to communicate what is in one’s mind to others. Speaking can be defined as giving direct responses to persuade others doing something, clarifying what is unclear into something that is understood, and expressing an expression feeling, idea opinion etc.37 Nigel Hardwood assumed that speaking is a unique form of communication which is the basis ability of all people.38 It means that
34 Moh. Sahlan, Evaluasi Pembelajaran, 199.
35 Siegel, B. a. (2018). International Prespective on Teaching The Four Skills in ELT:
Listening' Speaking, Reading, Writing. Australia: Springer International Publishing, 17
36 Cameron, Teaching Languages to Young Leaners (Cambridge : Cambridge University Press)
37 Eulis Rahmawati, Getting EFL Learners to speak: Obstacles and Solution, In Loquen English Studies Journal, Vol. 9, No. 4, (January – June, 2016), 23
38 Nigel Hardwood, English Language Teaching Material: Theory and Practices, (New York: Cambridge University Press, 2010), 208
speaking is speech activity of people and it is a basis part of the whole personalities in their communication with others. Speaking is very crucial part in every language classes, by speaking someone can persuade, interact with, inform, and also express an opinion or idea to the partner. The basic type of communication represent in the way people speak in their daily routine.
In English, speaking skill means to speak the word of English correctly and well-pronounced. But English speaking skill not only about uttering the word correctly or not, referring to the aspects of speaking skill, Nurgiantoro argued that in order to be able to speak in a language, the speakers must realize about mastering the grammar, pronunciation, and words.39 More specifically, speaking skill consist of grammar, utterance, fluency and vocabulary.
a. Utterance
Uttering the words correctly is an important ability in English to make an intended message is understanable by interlocutor. The speech that is uttered clearly can ease people to respond it back. A good utterance gives an impact to the interaction among two people or more. Referring to that thing, Tarigan states in speaking process such as conversation, discussion, sharing, argumentation, chatting, interview, asking and answering, speech must be clearly uttered to the audience, it must be understood easily.40
39 Nurgiantoro. Penelitian dalam Pengajaran Bahasa dan Sastra (Yogyakarta: BPEE:
Yogyakarta, 2001), p.26
40 Henry Guntur Tarigan, Berbicara sebagai Keterampilan Berbahasa, (Bandung: Angkas.
1985), p.55
b. Grammar
One of the most important aspects in language teaching is grammar. Every single language provide different grammar.
Grammar is rules of laanguage that manage a criteria of how the word or sentence used. Richard defines grammar as grammatical competence which stated that Grammar Competency is an umbrella concept that includes increasing expertise in grammar (morphology and syntax), vocabulary and mechanics (sound of letter, syllables, pronunciation of the word, intonation and a stress).41 People always need grammar to communicate in various languages. In addition, grammar is used in different language with different style.
c. Fluency
Soclova showed that Fluency/accuracy dichotomy is one of the concepts which usually come to mind first when speaking of teaching speaking skills. It means that it is a concept that will come first to our mind in the process of learning speaking. Fluency is one of the good skill in the speaking English. It is significant for the students to practice their fluency. If the students are able to speak English fluently, they will be very easy in pronouncing and producing the words. Therefore, fluency is also needed as aspects of speaking.
41 Jack C Richards, Teaching Speaking and Listening from Theory to Practice (Cambridge:
Cambridge University Press, 2002), p.259.
d. Vocabulary
Students have to master the vocabulary of the target language in order to master the language itself. Vocabulary defines as all the word that a person masters and uses in particular language.42 According to Lehr vocabulary is the knowledge of word and its meaning used by people in the process of listening, speaking, reading and writing. Vocabulary is very useful in all language teaching and learning because it is a basic thing that learner must know before studying. Knowing 3000 general academic words is important because this amount will help the learners to easily utter the words. In addition, Richard showed that learners need to have a minimum of three thousand words for effective speaking, and at the university level, having five thousand words indicated mostly students’ success in academic carrier.43
42 Hornby, A.S. Oxford Learners Dictionary of current English (Oxford University Press)
43 Jack C Richards, Teaching Speaking and Listening from Theory to Practice (Cambridge:
Cambridge University Press, 2002), p.259.
2. Learning Media
Learning media is a tool functions to communicate learning message.
Learning is a communication process between learner, lecturer, and learning material. So in the other hand, communication will not run well without facility to express message. Stimulus system which used as media, there are: human interaction, reality, animation picture or common picture, written, and record.44
a. The objective of learning media as the tool of learning are:
1) To make learning process in class easier 2) To increase the efficiency of learning process
3) To prevent the relevance between learning and goal of material.
4) To help the concentration of learner in learning process b. The benefit of learning media
The benefits of learning media as a tool of learning for teacher and learner generally and specifically are:
1) The learning is more interesting for learner so that increase learning motivation.
44 Hujair AH Sanaky, Media Pembelajaran Interaktif-Inovatif (Yogyakarta:
Kaukaba, 2015), 3.
2) The learning material is clearer so that easy to be understood and also easy to be mastered by learner.
3) The media create a variety of learning atmosphere.
Students will not only see an oral explanation of teacher, by using them, learner will be not bored, and teacher will not lose the energy.
4) Learners do practice more. The media help teachers to create a learning atmosphere invites students to practice more by such action: observe, act, demonstrate, etc.
c. Consideration of choosing media
After knowing the goal and benefit of learning media, the next step is determine the chosen media in class.
The consideration will be used in learning process as the main consideration, because the chosen media must be appropriate with:
1) The goal of teaching 2) The Learning material 3) The learning method 4) The provided tool 5) The character of teacher
6) The condition, interest and ability of learner
7) The teaching situation in learning activity d. The function of learning media
The functions of learning media to stimulate the learning are:
1) To present the real and rare object.
2) To make duplicated object.
3) To create abstract concept.
4) To give the similar perception.
5) To overcome the barrier of time, place, number, total, and distance.
6) To reserve the information consistently.
7) To bring fun learning, enjoy, interesting, so that achieve learning goal.
2.1. Animation Video
Animation video is a collection of images that are processed in such a way as to produce movement. Animation embodies the illusion of movement by displaying or displaying a sequence of images that changes little by little (progressively) at a high speed45. Animation video also known as a cartoon video because it contains an unreal object. According Muniandy and Veloo, animation video is kind of multimedia material consisting of verbal and non-
45 Suheri, A. (2006). Animasi Multimedia Pembelajaran. Jurnal Media Teknologi, 27.
verbal presentations displaying simultaneous images, narration and on screen text.46
Animation video provides a motion picture that change continuously in order to reach a designed plot of video maker. Richards and Renandya add that animation video is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language47. Harmer states that there are three basic types of video which can readily be used in class.
a) Off-air programmes: programmes recorded from a television channel should be engaging for students, and of a sensible length. Teachers have to consider their comprehensibility including prediction, cross-cultural awareness, teaching language, or as spurs for the students‘ own activity.
It is also important to know what the law is and realize that breaking it can have serious consequences.
b) Real-world video: Teachers need to make their choice based on how engaging and comprehensible the extract is likely to be, and whether it has multi use potential.
c) Language learning videos: it means videos to be used with course books. Those videos are likely to be comprehensible, designed to appeal to students‘ topic interests and multi use since they can not only be used for language study but also for a number of other activities as well.48
46 Muniandy and Veloo. (2011). Managing and Utilizing Online Video Clips for Teaching English Language: Views of TESOL Pre Service Teachers. International Conference on Education and Management Technology. Singapore, 173
47 Richards and Renandya. 2002. Metodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge Unity Press, 364
48 Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Longman, 248
33
CHAPTER III RESEARCH METOD
A. Research Design
In this study, researcher used qualitative approach as an approach that aim to observe the phenomenon happened to the subject of research including behavior, perception, motivation, action, etc. Qualitative research is a research that occurs in a natural setting that enables the observer to develop a detail information from any involvements found in the actual experiences.49 Qualitative represents a deep research because it rather focuses on the quality of data than its quantity. And the correlation between the data and the researcher is marked difference from quantitative study, where the researcher stands outside of the phenomenon being observed.
Researcher chose to use case study as research design in which “researcher explores in depth a program, an event, an activity, a process, or one or more individuals”. 50 Creswell describes that case study investigate the processes, activities, or events.51 In this study, researcher directly entered the case and explored the activity of teaching and learning. Researcher observed a whole process of teaching speaking skill through animation video in the class to get any information needed. In addition, researcher also carried out some interviews toward teacher and students of class five.
49 Cresswell, JW. 1994. Research Design: Qualitative and Quantitative Approach. (SAGE Publication), 22
50 Cresswell, JW. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approach. SAGE Publication, 15
51 Ibid, 30
B. Location of The Research
The location of the research is a place where the research is conducted.
Determining the place of research is significant to search and find the data as it is mention in the research focus. Research location also determine whether the data complies with the request and could be taken or not as an information needed in the research. The consideration of geographical set up, time, cost and energy is significant to be noticed by researcher as well. In addition, the location of research is determined because of the uniqueness or gap that found in the activities or program implemented in the intended place. Researcher then choose the place to investigate a various data that required in the research.
In this research, researcher chose Madrasah Ibtidaiyah Tarbiyatul Islam as research location because this school is an elementary school that have been implementing the use of technology for teaching and learning activities toward young learners. The school apply a various innovative ways in teaching and learning process including the use of animation video in the English learning class. And this uniqueness is relevant to be investigated in educational research.
C. Research Subject
This description consists of what data were collected, who would be the informant or research subject, how to collect data, and captured in order to guarantee the validity of data52. The researcher determined research subject in this study using purposive technique, it means the research subject is chosen with some consideration and purposes.53 The research subjects in this study are:
52 IAIN Jember, Pedoman Penulisan Karya Ilmiah (Jember: IAIN Jember Press, 2018), 46‐47
53 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta, 2015), 216
1. Teacher of Tarbiyatul Islam Elementary School
Mrs. Nur Laili Noviana Mukarromah,S.Pd. as English teacher is chosen to be the subject of the research. She is a teacher of English subject for class five who has implemented the animation video as learning media in the class.
2. Students of Tarbiyatul Islam Elementary School
For the second subject the researcher choose five students to be interviewed. The students are from class five B. The chosen students have participated well in a speaking class with animation video as learning media.
D. Data Collection Technique
In case study, researcher could apply multiple techniques such as interviews, direct observations, review of related documents and audiovisual materials. In collecting data related to the research focus, researcher used some techniques in this research. Researcher used three techniques, those are:
1. Interview
Interview is an activity of getting the data through questioning the participants directly. This is an in-depth process because researcher have to explore the data from participants’ answer. A qualitative interview is marked when researchers ask participants in general, with an open-ended questions and record the participant’s answers. Then, researcher classifies the types of data by making computer file for analysis.54. The question in the qualitative interview must be an open-ended questions so that the participants can best voice their experiences unconstrained by any perspectives of the researcher or past research findings.55
54 Creswell, J. W. (2012). Educational Research. United States of America: Pearson, 217
55 Ibid, 217
In this research, researcher used two model of interviews, those are:
a) One on one interview
The common interview used by researcher in qualitative is one and one interview. The one on one interview is a process of collecting data in which the interviewer asks questions to and records the answers from one participant only in the research56. It may be used in a several time during the data collecting process with a different participants. In this case, one on one interview was used to collect the data related to the research focus from English teacher of class five at MI Tarbiyatul Islam, Mrs. Nur Laili Noviana Mukarromah,S.Pd.
b) Focus group interviews
A focus group interview define as the activity of data collection through interviewing a group of people, commonly four to six. Researcher can use this interview to collect a collected understanding from participant.
Researcher can also use this interview when the time of collecting data is limited but he also have to encourage all participant of group to talk and to take their turns answering a question.
Researcher used this interview to gather the information from students related to the research focus. The students are from class five B who have participated in teaching speaking skill through animation video well, they are: Noval, Kamila, Nafisa, Nazil, and Rizky. But, researcher found a limitation in this interview. Every single participants agreed each other, there is no a contrast statement among participants.
56Creswell, 218
