USING ANIMATION VIDEO IN ENGLISH TEACHING TO

IMPROVE STUDENTS SPEAKING SKILL AT JUNIOR HIGH

SCHOOL MUHAMMADIYAH 1 KOTA JAMBI

RESEARCH PROPOSAL

By

HERIANI

NIM.TE161732

ENGLISH EDUCATION DEPARTMENTT FACULTY OF

TARBIYAH AND TEACHER TRAINING STATE OF ISLAMIC

UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

2019
 CHAPTER I

INTRODUCTION

A. Background of the Study

In this twenty first century, the need of mastering English has become
crucial for people in the world. The first reason for this is that English becomes
the major language used in the global communication. Secondly, most
information now is written and delivered in English. Thus the need to master
English is very essential, both in speaking and writing.

English in Indonesia is taught since in elementary schools. It becomes one

of the compulsory subjects in junior and senior high schools. It is one of the five
subjects that are tested at the UN (Ujian Nasional). It is taught as an integrated
subject to develop the students’ language competences. It is learnt by the students
in order to communicate. Thus, the speaking ability in English is important
because it enables students to interact with others.

Speaking in junior high schools is one of the four English skills the
students have to learn. Teaching speaking English in Indonesian junior
highschools is not an easy task. English is a foreign language that students do
notuse in their daily communication. To be able to speak English well, they need
to study the other sub-skills such as pronunciation, vocabulary, and grammar.

Besides, video also improves students’ cultural understanding of

English.Related to this, the researcher decided to use video to find out whether or
not video can solve the problem. Speaking is more about the process rather than
just a product. The use of media in the process of teaching speaking will be
helpful in determining the product of speaking. During the process of speaking,
students should be stimulated and motivated by the use of appropriate media. The
use of video in students’ speaking activity is helpful to stimulate and motivate
them to speak. It is believed that the use of video activity in the students’
speaking class will give a positive contribution to their speaking skill. That is why
the researcher chose video as an alternative way to help students improve their
speaking skill.

In the preliminary study that the researcher did, it was found through the
interview that the teacher’s method in teaching listening was mainly reading the
text orally. Moreover, the researcher was interview the student, most of the
student said that the teacher do not using a media when teaching and learning
process, and the effect of that, they can’t understand about what the teacher said
and they are not interested with the subject.

Many Junior High School students have some difficulties in lerning

English, especially in Speaking skill. Based on the researcher’s experience in
teacher training program Program Pengalaman Lapangan (PPL), in SMP
MUHAMMADIYAH 1 KOTA JAMBI, the researcher found some problem in
learning activities when the teacher explain the subject such as: first, the teacher
does not use media to teaching english in part speaking skill. It is the problem that
make students does not interested and feels bored. The teacher does not use any
kind of media. The teacher teaching the students by using conventional way.

Richards & Renandya (2002) state that a possible way of stimulating

students to talk might be done by providing them with the extensive exposure to
authentic language through audio-visual stimuli andwith opportunities to use the
language. There are some reasons for using video in teaching speaking. First,
video includes audio-visuals that are interesting for students. Secondly, it gives an
authentic material with the right pronunciation and vocabulary for students to
practice. Third, video shows the right situation of the conversation and the right
body language of the speaker to the audience.

In this research, the researcher is interested to choose animation videos.

According to researcher, animation are able to attract students’ attention.
Moreover, according to Liz Bark, by using animation has many advantages than
the traditional way, using animation can give motivate student in teaching
learning and can make students’ skill improvement.

Based on the explanation above, the researcher is interested in

investigating the study in tittle “USING ANIMATION VIDEO IN ENGLISH
TEACHING TO IMPROVE STUDENTS SPEAKING SKILL AT JUNIOR
HIGH SCHOOL MUHAMMADIYAH 1 KOTA JAMBI”

B. Identification of the Problem

Learning to speak a second or foreign language is different from acquiring

the first language. Students in EFL (English as a Foreign Language)countries
such as Indonesia need extra effort to learn English. This is because they rarely
use it in everyday communication. Learning English for students in Indonesia is
quite difficult especially for speaking and writing. Speaking and writing are
productive skills. They are different from the other skills. These skills are not
only about knowledge but also about how to use the skills and how to process
information. Students often find it difficult to face the production process. The
problems include worrying about others’ responses using Indonesian rather than
English, having inadequate English vocabulary, being unable to pronounce what
they mean well, focusing more on the correct function and structure, and the less
confidence of speaking English.
 An observation on the eighth grade English class of SMP
MUHAMMADIYAH 1 KOTA JAMBI, has been done. The researcher found
some problems related to speaking. She found that most of the learning processes
were teacher centered. Most of the activities were done by the teacher. The
teacher gave explanation to the students and the students merely listened to the
teacher and followed the instructions. The students had less opportunity to speak
English in the class because the teacher spoke more than the students.

A. Limitation of the Problem

In this research, the researcher focused on the effect of Using Animation

Videos in English Teahing on Student Listening Skill at SMP 1
MUHAMMADIYAH KOTA JAMBI. The subject on this research was limited
for grade eight students. The topic for this research use narrative text. The
research want to know animation videos has an effect or not.

B. Formulation of the Problem

Regarding the identified problems stated previously, the researcher

formulated the problem as follows:

Is there a significant difference in the speaking ability between the eighth

grade students of the junior high school who were taught by video and those who
were not?

C. The Objective of the Study

At the end of the research, the researcher tried to find out whether or not
there is a significant difference in the speaking ability between the eighth grade
students of the junior high school who were taught by using video and those who
were not.
D. Significance of The Study

The findings of this research will hopefully give some contributions to

these following parties:

1. This result of study is expected to give a contribution to the English

teachers to improve teaching speaking using video.

2. This study is expected to raise students’ motivation in learning English,

especially in speaking.

3. To other researchers, the findings of this research are expected to give

valuable contribution and information on using video in the English
teaching-learning process.

CHAPTER II

REVIEW OF RELATED LITERATURE

 In this chapter, the researcher discusses about speaking (nature of speaking,
component of speaking, teaching speaking : teachers role in teaching
speaking,teachers role to get the students speak fluently, strategy in teaching
speaking, types of classroom in speaking performance, techniques for teaching
speaking), video (audio-visual media, the nature of video, teaching speaking with
video, advantages and disadvantages), previous related studies and rationale.

A. Theoretical Description

1. Speaking

In psycholinguistic, speaking is a productive language skill. It is a

mental process. Mental process also called as “a process of thinking”. We use
word, phrases, and sentences to convey a message to a listener. A word is the
smallest free form (an item that may be uttered in isolation with semantic or
pragmatic content) in a language, while a phrase is a syntactic structure that
consists of more than one word but lacks the subject-predicate organization of a
clause. When we combine these words into one group, then it becomes a
sentence (Grady, William and Dobrovosky, 2000: 310).

Speaking is the process of building and sharing meaning through the use
of verbal and non-verbal symbols. Speaking is a crucial part of second language
learning and teaching. Speaking is one of the most difficult aspects for students
to master. This is hardly surprising when one considers everything that is
involved when speaking: ideas, what to say, language, how to use grammar and
vocabulary, pronunciation as well as listening to and reacting to the person you
are communicating with (Lucy Pollard, 2008: 33). It is important to give
students as many opportunities as possible to speak in a supportive
environment. Gaining confidence will help students speak more easily.
 Furthermore speaking is one of the central elements of communication.
In EFL (English as Foreigner language) teaching, it is an aspect that needs
special attention and instruction. In order to provide effective attention, it is
necessary for a teacher of EFL to carefully examine the factors, condition and
components that underlie speaking effectiveness. Effective instruction derived
from the careful analysis of this area, together with sufficient language input
and speech-promotion activities will gradually help learners improve their
English speaking ability.

a. Nature of Speaking

Speaking is the verbal use of language to communicate with others to

get information about something. Speaking is the way to express our ideas
about feeling, perception and intention to make the other people understand
about the message that is conveyed. It is an interaction by people face to face
or other situation in some place to share their information. So, it is very
important in daily activities of people to communicate.

Many expert propose definitions of speaking. According to Cameron

(2001: 40), speaking is the active use of language to express meanings so
that other people can make sense of them. Moreover, it is recognized as an
interactive, social and contextualized communicative event. Richards (2002:
19) states that the mastery of speaking skills in English is a priority for many
second language or foreign language learners. Consequently learners often
evaluate their success in language learning as well as the effectiveness of
their English course based on how much they feel they have improved in
their spoken language proficiency.
 It is clear that speaking is a verbal use of language that is important for
communication. Speaking is people‟s ability in expressing their ideas to
other people to understand each other. It is a demanding skill that should be
developed in order to communicate with others. From the definition above
about speaking by experts, the researcher concluded that speaking is active
use of language to express meaning between two or more people in which
hearers and speakers have to react.

b. Component of Speaking

According to Harris (1974: 81) said that there are five components of
language that influence speaking ability. Those components are :

1) Pronunciation

Pronunciation is very important in speaking if we do not appropriate

pronunciation it can influence meaning of word. Hornby (1995: 928)
pronunciation is the way in which a language is spoken, the way in which a
word is pronounced, the way a person speaks the words of language.

2) Grammar

Mastering grammar knowledge will help one in speaking English, because

he will know how to arrange word in sentence, what tense will be used,
how to use appropriate utterance. In other word, grammar is important role
to master the spoken of the language.

3) Vocabulary
 Mastering vocabulary is first step to speaking English if we do not master
vocabulary we can not utterance what is our purpose.

4) Fluency

In speaking, we must speak fluency because listeners are able to response

what we say.

5) Comprehension

In speaking, comprehension is needed if not misunderstanding will happen

between speaker and listener and the communication can not run well.

From the definition above of the expert the researcher can be concluded,
component of speaking there are five components such as pronunciation,
grammar, vocabulary, fluency and comprehension. Pronunciation is very
important in speaking meanwhile grammar, vocabulary, fluency and
comprehension are also important to learn English language.

c. Teaching Speaking

Teaching speaking as foreign language is one the significant aspect to

master English. Teachers have to know a good way to improve students‟
speaking ability. In teaching speaking, teachers should explore and create
their strategy to make their students interest to learn English.

1) Teacher Roles in Teaching Speaking

Bryne (1997: 2) said that the teachers also need to know their

roles in teaching speaking. If the teachers understood what their role in

teaching and learning process will affect the fluency of the process because
the teacher will feel reponsible. They have specific roles at different stages, as
follows:
a) The presenting stage; when the teachers introduce something new to be
learned, the teachers play a role as informants.

b) The practice stage; when the teachers allow the learners and to work under
their direction, the teachers have a role as conductors and monitors.

c) The production stage; when the teachers give the learner opportunity to
work on their own.

According to Harmer (2007: 108-110) there are some the roles of a

teacher, the explanation as follows:

a) Controller

When teachers act as controllers, they are in charge of the class and of the
activity taking place and are often leading from the front. Controllers take
the register, tell students things, organise drills, read aloud and in various
other ways exemplify the qualities of a teacher-fronted classroom.

b) Prompter

When the teacher act as prompter, they may not be quite sure how to
proceed but they have to hold back and let the students work things out for
themselves. When the teacher prompt, they need to do it sensitively and
encouragingly but, above all, with discretion. If the teachers are too
adamant, they risk taking initiative away from the students. If on the
otherhand, the teachers are too tiring, they may not supply the right amount
of encouragement.

c) Participant
 When the teacher act as the participant, they have to take part in a
discussion, role-plays or group decision-making activities. It means the
teacher an liven things up from the instead of always having to prompt or
organise from outside the group. When it goes well, the students enjoy
having teacher with them, and for the teacher, participating is often more
enjoyable than acting as resource.

d) Resource

When the students are involved in a piece of group writing, or that they are
preparing for a presentation they are to make to the class. In such situation,
having the teacher take a part or try to control them or even turn up to
prompt them might be entirely unwelcome. However, the students may still
have need of their teacher as a resource. When the teacher are acting as a
resource, the teacher will want to be helpful and available, but at the same
time the teacher have to resist the urge to spoonfeed out students so that
become over reliant on us.

e) Tutor

When the teacher act as the tutor, the teacher needs to make sure that they
do not intrude either too much (which will impede learner autonomy) or
too little (which will be unhelpful). The role that the teacher takes on is
dependent, as we seen on what it is the teacher wish the students to
achieve.

From the explanation above, it can be concluded that roles of teacher

in teaching and learning process not only as educator or presenting the
material in front of the class but also as controller, prompter, resource and
tutor.

2) Teacher Role to Get the Students Speak Fluently

 According to Harmer (2001: 275-276) however, there have particular
relevance if we are trying to get students to speak fluently:

a) Prompter, students sometimes get lost, cannot think of what to say next, or
in some other way lose the fluency we expect of them. We can leave them
to struggle out of such situations of their own, and indeed sometimes this
may be the best option.

b) Participant, teachers should be good animator when asking students to

procedure language.

c) Feedback provider, the vexed question of when and how to give feedback
in speaking activities in answered by considering carefully the effect to
possible different approach.

3) Types of Classroom Speaking Performance

The are many types of classroom speaking performance that can be

applied by teachers. Brown (2001: 274), explains six of classroom
performances

a) Imitative

A very limited portion of classroom speaking time many legimately be

spent generation “human tape recorder” speech, where for example,
learners practice an international contour or try to point a certain vowel
sound. Limitation of this kind is carried out not for the purpose of
meaningful interaction, but focusing on some particular element of
language form.

b) Intensive
 Intensive speaking is one step beyond imitative to include any speaking
performances that is designed to practice some phonological or
grammatical aspect of language. Intensive speaking can be selfinitiated
even form part of some pair work activity, where learners are “going over”
certain form of language.

c) Responsive

A good deal of students‟ speech in the classroom is responsive: short

replies to the teacher or students initiated question or comments. These
replies are usually sufficient and do not extend into dialogues. Such speech
can be meaningful and authentic.

d) Transactional (dialogue)

Transactional language, carried out for the purpose of conveying or

exchanging specific information, is an extended form of responsive
language. Conversation, for example many have more of a negotiate nature
to them does responsive speech.

e) Interpersonal (dialogue)

The other form of conversation is interpersonal dialogue, carried out more

for the purpose of maintaining social relationship than for the transmission
of information. learners would need to learn how such feature as the
relationship between interlocutors, casual style, and sarcasm are confer
linguistically in this conversation.

f) Extensive
 Finally students at intermediate to advanced level are calleed on to give
extended monologues in the form of oral reports, summaries, or perhaps
short speech. Here the register is more formal and deliberative. These
monologues can be planned.

2. Video as One of the Media in Teaching Speaking

a. Audio-visual Media

English in Indonesia is a foreign language. Related to this, students

learn the target language (English) in their own culture and the available
practices or activities in the classroom. The key factor in the English learning
development is the opportunity given to students to speak in the target
language. Teachers must improve the students‟ willingness and give them
reason to speak.

A possible way of stimulating the students to talk might be to provide

them with the extensive exposure to authentic language through audio-visual
stimuli and with opportunities to use the language (Richards & Renandya,
2002: 209). Audio-visual materials are a great help in stimulating and
facilitating the learning of a foreign language. Audio-visual stimuli provide
learners with opportunities to learn from auditory and visual experiences,
which enable them to develop their speaking ability.

Cakir (2006) says that all audio-visual materials have positive

contributions to language learning as long as they are used at the right time, in
the right place. In designing activities with audio-visual materials, teacher
should integrate strategy instruction into interactive activities. Effective
interactive activities should be manipulative, meaningful, and communicative,
involving learners in using English for a variety of communication purposes.
They should be based on authentic or naturalistic source materials. They
enable learners to manipulate and practice specific feature of language. They
allow learners to rehearse, in class, communicative skills they need in the real
world. They should also motivate psycholinguistic processes of learning.
Audio-visual media helps students develop their speaking ability. It contains
authentic sources for students to learn English. Trough audio-visual media
will motivate them to speak in English. Effective interactive activities using
audio-visual media should be manipulative, meaningful, communicative, and
involving learners in using English for a variety of communication purposes.

From the explanation above it can be concluded that video is audio-

visual media that can use in teaching and learning process. Audio-visual
stimuli provide the students with opportunities to learn from auditory and
visual experiences, which enable them to develop their speaking ability.

b. Nature of Video

Video is one of modern technology in this world that very famous

among teenagers. Almost eveyday the people open the video using their
laptop, handphone or gadget to know recent information. Video is the
technology of electronically capturing, recording, processing, storing,
transmitting, and reconstructing a sequence of still images representing scenes
in motion.

According to Newby et al., (2000: 102), videos are the display of

recorded pictures on television-type screen. Any media format that employs a
cathode-ray screen to present a picture can be referred to as video.
Furthermore, Richards & Renandya (2002: 364) state that 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
language.
 From the definition above, the researcher concluded that videos is one
of media in teaching and learning English that display of visual and audio.
With the present pictures and sound the teacher can be more easy to share the
material in teaching process. So that the teaching and learning process can be
more effective and fluently.

d. Advantages and Disadvantages of Using Animation Video in Teaching

Speaking

1. Advantages

Animation videos are animated moving picture that is very useful in

teaching learning process. According to Harmer (2001), the use of videos
in the classroom looks like listening with the moving picture. He stated that
there are some advantages in using videos in teaching learning activities in
the classroom.

One of advantages in using videos is that learners not only hear the
sound, but they can also see the pictures, for example, the general meaning
and mood are delivered through the expression, gesture, and also the other
vital clues in the videos. The use of videos can make the student look the
other situation, not only in the classroom, for example they watch a video
about kinds of food in other countries. When students use a video camera
to make a video, they can create something memorable and enjoyable, and
it can stimulate their creativity in using media and multimedia. The last is
motivation. The real advantage by using video in teaching learning
activities is that videos can make students more interest in learning. It can
increase the level of their interest when they watch videos.

2. Disadvantages
 There are also some weaknesses or disadvantages in using
animation videos that must be known by teachers. According to Harmer
(2001), when someone want to use videos in the classroom, they have to be
aware of some problems within. The “nothing new” syndrome is the first
problem here. If we just use a video which is the replication video from
television, it makes students not really interesting with the video. We have
to provide the video activity which involves the uniqueness and interesting
material to make the student more enthusiast in the classroom. The second
is called as poor quality tapes and disks. The poor quality tapes and disk
make the students not really engaged in following the study. When we
decide to choose the videos, we have to judge about the quality of tapes
and disk or material in using videos. The last if the video is quite longer, it
causes the students who participate in the classroom will sleep and get
boring or event they will lost concentration in following the material,
especially if the video only contains full of text which is not interesting
media rather than cartoon, moving picture, and so on.

Harmer (2007: 282) says that learner motivation increases when

learners learn language using video. Most students show an increased level
of interest when they have a chance to see language in use as well as they
hear it, and when this is coupled with interesting task. The use of authentic
material can enhance students‟ interest in classroom activities and increase
their motivation to listen, understand, and learn. Busà (2010) states that
listening to real people speaking about real-life experiences and interacting
with other speakers in a natural way may be considered more stimulating
than listening to actors reading scripts elaborated by EFL (English for
Foreign Language) writers. A video can be effective way to get students‟
attraction and increase their motivation.
 Furthermore, Brewster et al (2002: 204) concludes some benefits of
using videos for young learners into four aspects as follows:

1) Psychological aspect

Video adds variety in the teaching and learning process so that students
find it fun, stimulating and highly motivating. It can make learning
experience successful and thus develop positive attitudes and confidence
to the target language and to language learning.

2) Linguistic aspect

Video presents or revises new words, phrases, and expressions. It shows

all factors of communication; the language forms, nonverbal codes,
negotiation of meanings, and interaction. Video also provides a full
context of language use so that the learning is more accessible and
memorable.

3) Cognitive aspect

Video can improve the students‟ curiosity and provide up-to-date

information. It enables students to maximize their abilities to infer form
context. Moreover, video can develop students‟ motor skills,
information and research skills, and communication skills as well as
independent learning.

4) Cultural aspects

From cultural aspect, video enables students to see the world beyond the
classroom and improve their cultural awareness. It helps bridging the
cultural gap by providing background cultural information.
 However, above all the advantages of using video to teach speaking,
Riddel (2003: 223) states that there are also the disadvantages of using video.
The disadvantages of using audio-visual media are the concern of the using of
equipment such as students may not see it as a real learning. Students
sometimes are frustrated with the „stop-start‟ nature of lesson, and with a very
big class not everyone may be able to see the screen. The teacher may have to
prepare their own materials and tasks. Riddle also suggested not overusing
video type of lesson.

From the theories above, it can be concluded that video brings many
advantages in teaching and learning speaking, there are :

1) Using a video in teaching speaking gives authentic model of English. It can

also provide language in use.

2) Video in speaking allows students learning correct pronunciation,

improving their vocabularies and understanding different culture. A video
is generally easy to understand because of the available visual clues.

3) Using video in learning is interesting and motivating for the students to

learn. However, the teacher should also concern about the equipment used
in teaching video. Teacher should also manage the use of video and the
impact for the students, so they can see it clearly and become aware of
what the aims of video for their learning.

B. Relevant Studies

There are several research that have been done by researchers which
relevant with this study. First, Muzzamir (2016) The Effect of Using Animation
Videos in Teaching Listening Skill: An Experimental Study at SMAN 10
Batanghari Grade x Academic Year 2016/2017. The result of his study is that
after he concucted his study, he found that using animation videos is better rather
than just the using of conventional ways. It can conclude that the research
hypothesis is accepted.

There are some similarities and differences between this research and
Muzzamir. This research use animation videos and Muzammir used the same
media. In this research, the resercearch use Purposive Sampling and in the
Muzzamir he used Cluster Random Sampling. Another differences between this
research and Muzzamir is, this research will be conducted in junior high school
and Muzzamir was conducted his researcher in senior high school.

Second, (Dewi: 2010), the finding of the study shown that the use of video
strategy was effective to improve students’ listening of oral narrative text skill.
The evidence explained by the result of the statistical counting. The conclusion of
her study showed the writer finds that the mean of the scores of the experimental
group is higher than the control group. The mean of the scores of the experimental
group is 6.05, while the mean of the scores of control group is 5.48. The mean
difference between them is 0.57. Thus, the result of the research study implies
that video is effective to be applied in teaching listening of oral narrative text. It
was conclude that using video technique is an effective way in teaching listening
to junior high school, especially for eighth grade of students at SMPN Sawit
Boyolali.

The similarities and the differences between this reseach and Dewi. First
similarities, both of this research conduct this research in Junior high school and
use eight grade students of her research. Second, the differences, this research use
animation video as media to improve the listening skill, and Dewi’s used videos
as the media of her study.
 Those research used experimental research as the methode for solving the
problems. Those materials are needed to help students in increasing their interest
toward English.

Based on the explanation above, the research is interested in investigating

the study in tittle “USING ANIMATION VIDEO IN ENGLISH TEACHING TO
IMPROVE STUDENTS SPEAKING SKILL AT JUNIOR HIGH SCHOOL
MUHAMMADIYAH 1 KOTA JAMBI”
 CHAPTER III

RESEARCH METHOD

This chapter discussed about the research method. The research method is
the way how the researcher gets the results of the study. The research method that
was used in conducting this research are research setting, research design,
population and sample, technique of data collection, the validity and reliability of
the data, and technique of data analysis.

A. Research Setting

This research will be conducted in SMP MUHAMMADIYAH 1

KOTA JAMBI. The reason for choosing the school because the researcher
found that the students’ speaking still low. There are eight of classes at SMP
MHAMMADIYAH 1 KOTA JAMBI Jambi. Grade seven has two class, grade
eight has three class and the ninth grade also three class. Each classes has
twenty until thirty students.

B. Research Design

The research is a quantitative research. In this research, the researcher

will use quasi-eksperimental design. According to Creswell (2014:13) state
that quasi-experimental design itself can be defined as a form of experimental
process in which individuals are not randomly assigned to groups. The
experimental is group A and the control is group B, they are selected without
random assignment. Both groups take pre-test and post-test. Only the
experimental group receives the treatment. To achieve the purpose of the
study, two groups assigned as the participants of the study an experimental
 group and a control group. The design from Creswell about pre-test and post-
test group design is explained on the table below.
Table 3.1 The Research Design
Class Pre-test Treatment Post-test

Experimental Y1 X Y2

Control Y3 Y4
(Adapted from Creswell, 2012)

Note :
Y1 : Pre-test of experimental class
Y2 : Post-test of experimental class
X : Treatment in the experimental class
Y3 : Pre-test of control class
Y4 : Post-test of control class

C. Population and Sample

1. Population
According to Sugiyono(2017 :117) Population is generalization of
object or subject that have certain characteristics and quality of their set by
investigation to be learned and then drawn conclusion. Based on the definition
above, The population of this research was the eight grade students of SMP
MUHAMMADIYAH 1 KOTA JAMBI. There are eight of classes. Grade
seven has two class, grade eight has three class and the ninth grade also three
class. Each classes has twenty until thirty students.
 Table 3.2 Total of Population

No Class POPULATION

1 VII 51

2 VIII 83

3 IX 74

TOTAL 207

2. Sample
According to Arikunto (2000,109), sample is part of population being
researched. That sample is part of representative population which is
investigated and it should reflect the characteristics of the population. The
technique of sampling in this research is Purposive sampling. According
to Arikunto (2006), this technique of taking sample is not based on
random, regional or strata, it based on the existences of consideration that
focus on specific goals. The researcher choose class VIIA and VIIB SMP
MUHAMMADIYH 1 Kota Jambi. Class VIIA was experimental class and
VII B was control class.VIIA has 25 students and for class VIIB has 26
Students, the total sample of this research were 51 students.

D. Technique of Data Collection

Technique of collecting the data in this research are as follows :
1. Pre-test
Pre-test is given to the students before the treatment to know
the students ability in speaking skill. It is given to know their mastery
in listening before treatment. It is the first method of data gathering is
used by the researcher. The researcher give a pre-test in the first
 meeting to know students’ speaking comprehension before having
treatment.
2. Treatment
Treatment is given after pre-test. Actually, the materials that
were given to both of experimental and control classes were similar.
But, they got different procedure in term of the using of media in
learning listening. The experimental class got the treatment by using
animation video, while the control class learned by using some
conventional ways.
3. Post-test
The post-test is given after the treatment finished.

E. The Validity and Reliability of the Data

Validity is a measurement instrument which shown whether the
instruments are valid or not. By using validity, there should be no irrelevant or
misleading in reflecting the data. To get the validity of the data, the researcher
was used triangulation which collecting the result from different sources such
as the test and observation then the researcher will compare them. According
to Fraenkel and Norman (2009), validity is about the appropriateness,
correctness, meaningfulness, and usefulness based on the data that the
researcher collects. The validity that used to analyze the accuracy of this
research was content validity. Every test should be as valid as possible. The
content validity was the degree to which a test measures an intended content
area. To examine the validity, the test items were measured by using Biserial
point correlation formula as follows :

√
M p −M t P
= SD t q
pbi

r
 Notes :
rpbi = Coeficient of correlation biserial point
Mp = Mean score from the subjects that answer correctly
Mt = Total mean score
p = The proportion of subject who answer the item correctly
q = 1–p
SD = Standard Deviation

Reliability is reffering to the consitency of scores obtain by consistent

they are for any other individual. Problem the reliability demonstrated in a
sense that ana instrument is reliable for use as a means of collecting data
because the instrument is good and the coefficient reliability is match In this
case the researcher will calculalated with conventional way. To examine the
reliability, the test items are measured by using Kuder Richardson KR-21
formula as follows :

( )( )
2
n s −∑ pq
r 11=
n−1 s
2

(Arikunto S, 2006:184)

Notes :
r11 = The reliability of the test
n = The number of the test items
p = The proportion of test takers who pass the items
q = The proportion of test takers who fail the items
∑pq = The amount of multiplication between p and q
s² = the variance of the total test scores
F. Technique of Data Analysis
In analyzing the data, the researcher was used score of pre-test and
posttest of experimental as weel as and control group. In order to find out
whether there is significant effect of using animation video the data using
requirement test before. It consist of normality test, homogenity test, and t-
test.
1. Normality Test
Normality test was used to know whether the data have normal
distribution or not. In order to test the normality, the researcher used Chi
Square. The purpose of normality test was to know whether the
instrumenst of the research that was used had normal distribution or not.
The researcher tested normality of test by using microsofft excel and count
it manually. The criteria for acceptance of the testing as follow:

K
( fo−fe )2
∑ fe
x2 = i−1

Notes :
x2 = Chi-square values
oi = fo = Observed frequency (empirical frequency)\
ei ─ fe = Expected frequency
Variable is said to be normal distribution if fulfill the following
criteria :

If x2 count > x2 table, then H0 rejected is significant

If x2 count< x2 table, then H0 accepted is no significant

2. Homogenity test
Homogenity test was done to know the variance in population of
research homogenity or not. Homogenity test was to measure the data of
 the population homogenity or not. In this research the researcher was used
statistical computation test by using Microsoft Excel or manual. If
probability > 0.05 it means the data is normally distributed. Conversely if
the value is < 0.05 then the data is not normally distributed. The criteria
for acceptance or rejection of homogenity test as follow:

1). If fobtained ≤ ftable then the data rejected

2). If fobtained ≥ ftable then the data accepted

The homogenity test is used following formula below :

the bigg er variance

Fcount =
the smallest variance

Compare the value fcount with ftable formula :

DKnumerator = N-1 (the bigger variance) and dkdenominator = N-1 (the
smallest variance)

3. Hypotheses Test
A t-test formula use in this research is to prove the hypothesis.
It is aim to analyze the significant differences between the means score
in experimental and control groups. The formula of the t-test is:

M1 − M2
t 0 = SE M 1 − M 2

Notes :
 t0 = ‘t’ test

M1 = Mean of experimental class

M2 = Mean of control class

SEM1─ M2 = Standard error

the following are the criteria for determining the t-test decision.

If t0 ≥ tt then H0 = rejected

If t0 ≤ tt then H0 = accepted

4.
Statistical Hypothesis

The researcher founds two hypotheses that had been tested in

this research. They are called as Null Hypothesis (Ho) and Research

Hypothesis (H1).
 Ho = there is no difference of listening achievement between the

students who are taught by using animation video and the

students who are not taught by using animation video

H1 = there is a difference of listening achievement between the

students who are taught by using animation video and the

students who are not taught by using animation video

G. Schedule of Research

H. Oct Nov Dec Jan Feb March Apri May Jun Jul
l

Pre Observation
 Title
Consultation

Observation

Proposal Draft

Proposal Draft
Seminar

Data Collection

Data Analysis

Research Report