i

DEVELOPING AN ANIMATION VIDEO FOR TEACHING SPEAKING

AT EIGHT GRADE STUDENTS

A Thesis

By:
Fia Eka Safitri
18050006

ENGLISH EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMMADIYAH PRINGSEWU
LAMPUNG
2022
 CHAPTER II

Review of Literature

A. Previous Study

There are some previous studies taken by some researcher around the world related to
this study. The first previous study was conducted by Cut Irma Yunda Ramadhani,
Sofyan A. Gani, and Nira Erdiana (2020). The researcher was conducted research at
Junior High School entitle “The Use of Animation Videos to Improve Students’
Speaking Skill”. This research examined the use of animation videos to improve
students’ speaking skills. The findings of the research proved that there was statistically
differences in students achievement in speaking skill before and after using animation
videos as a media in teaching speaking. As expected, applying animation video as a
medium could improve students’ ability in speaking skills that had been successful in
the experimental class. This research also has successfully helped the students solving
their speaking difficulties.

The use of animation videos was expected to help the students to improve their speaking
ability. From the data analysis of this research, there is a positive effect of applying
animation videos as a medium at the second-grade students of SMPN 16 Banda Aceh.
The sample of this research was one class at VIII-1 which consists of 30 students. The
researcher used simple random sampling to determine the sample. The researcher used
an oral test to collect the data about giving a dialogue (an expression to invite someone)
with their partner. In analyzing the data, the researcher used a statistical formula to
measure the data. Based on the data analysis, the researcher found that the mean score of
the pre-test was 21 and the mean score of post-test was 41. Then, the t-score was 4.89
and the t-table was 2.045. Therefore, the alternative hypothesis (Ha) was accepted and
the null hypothesis (H0) was rejected. In addition, the result of this study has resembled
to the study conducted by Farizawati (2017) that stated using animation videos gave
significantly different improvements on students’ speaking skills and it helped students’
to improve their speaking ability also will give better result on students’ speaking In
conclusion, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. As a result, the use of animation videos in learning English improves
students speaking skills.
Then, the second previous study was conducted by Nurul Fitri, Syaifudin Latif
Darmawan, dan Bambang Eko Siagiyanto (2022). The researcher conducted research on
seventh grade students of SMP 2 Metro entitle “Developing Animation Videos as
Learning Media for Students Speaking Ability in Description Text on Junior High School
2 Metro”. In discussion the problem which is faced by the researcher explained. This
research focuses on developing n Animation Video for 7 th grade students in SMP 2 Metro.
Based on the results of the assessment or validation test animation video text description
about profession in learning English junior high school material experts get a percentage
value of 85.4% with a very decent category, media experts get a percentage value of 86%
with a very decent category, the teacher's response gets a score The percentage is 96% and
the response of students gets a percentage value of 82% with the very good category. So it
can be concluded that the description text animation video about the profession in junior
high school English learning is very feasible and attractiveness to use in learning. .This
study of learning media in the form of animated videos will be very helpful for teachers
and students as an attractive learning media and make it easier for students to learn and
understand English subjects, especially in speaking skill on descriptive text material. The
type of this research are research and development (R&D). The models of this research
are ADDIE model. There are five steps in ADDIE model; analysis, design, development,
implementation, and evaluation.

The third previous study was conducted by Laily Sholihatin (2020). The researcher was
conducted research at tenth grade of MA NU Petung Panceng Gresik, with the title
“Developing of Arabic Learning Media Plotagon Application Based on MA NU
Students Petung Panceng Gresik”. From this research it was concluded that, Arabic
language learning media based on Plotagon application in MA NU Petung Panceng
Gresik has a positive influence due to the increase in student learning outcomes. Quality
calculation for animated video learning media speaking Arabic based on student response
is Excellent (SB), with a score of 29 from the ideal maximum score is 36, and the
percentage of ideality is 81%. Likewise, the results of a broad group trial in students of
class X MA NU, seen that the average score on the post-test (8.3) is greater than the pre-
test average (7.2). Based on the results of the trial and student response, the animation
video learning media Arabic is worth using.
 Therefore, based on the successful implementation of designing materials that appropriate
with their major. in the previous study, their research discussed about the English
materials with four skills there are; speaking, reading, listening and writing in the
worksheet that has their made, with the design of worksheet in many unit, but in this study
the researcher would designing animation video focused on speaking materials “Asking
and Giving Instructions, Giving Invitations and Responding, and Asking for Permissions
and How to Responds”.. Because, the researcher believed that students will feel more
interested and feel persuaded to learn speaking English, so the researcher decided to “
Developing An Animation Video For Teaching Speaking At Eight Grade Students in
SMP Negeri 1 Ambarawa Academic Year 2021/2022”

B. Literature Review
1. Theories of Speaking
a. Definition of Speaking
Speaking is the action of conveying information or expressing one's feelings in
speech that can be interactive to communicate with someone. The statement was
supported by Thornburry (2005). Thornburry (2005:126), states that speaking is an
interactive and requires the ability to cooperative in the management of speaking
turn. Speaking is a skill, and as such needs to be developed and practiced
independently of the grammar curriculum.

Speaking shows that the students able to use a language to express what to inform.
Students also expect the teachers to speak English with them and to model it how it
used to express meaning. The teacher give opportunity for the students to speak and
to improve their speaking skill. Speaking is the important skill which is daily life
communication, information, its primary propose is to establish and maintain social
relation.

Speaking is an effective way used in real interaction communication. Brown

(2005:115), states that speaking is an interactive process of conducting meaning that
involves producing, receiving, and processing in information. It means that speaking
is the human activities that used to give and receive the information. Besides
speaking is one of four activities in English skill which have an important role in
daily life, even as a main ability in communication among human beings. Speaking
 can be stated as the skill to use the language accurately to express meanings in order
to get information and knowledge from others in the whole life situation. Based on
those previous definitions, it can be concluded that speaking is the activity to give
and receive the information by using language to express meaning so the other
people can understand each other. Speaking is the mode in which children acquire
language, it constitutes the bulk of most people’s daily engagement with linguistic
activity, and it is the prime motor of language change. It means that speaking has
very important role in communication, all of the age always use speaking as the
bridge to build communication include children. Children are easy to communicate
with another person by using speaking.

Based on the statements above it can be concluded that speaking is the way to
communicate which involves only to produce language correctly but also to express
feeling, to describe experience and to explain ideas through language used by
people include children.

b. Definition of Speaking Ability

Speaking ability is an important aspect and beneficial skill in learning language. It is
a part of the goal or skill in learning English in the curriculum besides writing,
reading and listening. Maryam and Reza (2014: 9-13) defined that speaking is one
of the students’ abilities that mostly will be assessed in the real-world context.
Speaking ability should be taught and practice in the language class to enable
students to speak or communicate in the target language. It means that speaking is
one of the language skills that must be taught, it is important for students if they
want to speak fluently.

In addition, speaking ability is a difficult one to assess with precious, because

speaking is a complex skill to be acquired. Brown (2005:9), points out there are at
least five components of speaking skill that should be mastered by students to
increase their speaking ability. The following five components are generally
recognized in analysis of speech process.
a) Comprehension
Comprehension is the ability to understand something. For oral communication,
comprehension certainly requires a subject to respond to the speech as well as to
initiate it.

b) Grammar
The grammar of a language is the description of the ways in which words can
change their forms and can be combined into sentences in that language. If
grammar rules are too carelessly violated, communication may suffer. Grammar
is one important aspect of speaking because if an utterance can has different
meaning if the speaker uses incorrect grammar.

c) Vocabulary
Vocabulary means list of words with their meaning. One cannot communicate
effectively or express their ideas both oral and written form if they do not have
sufficient vocabulary. Without grammar, very little can be conveyed, without
vocabulary nothing can be conveyed.

d) Pronunciation
Pronunciation is the way for students‟ to produce clearer language when they
speak. Pronunciation is an essential aspect of learning to speak a foreign
language. If a student does not pronounce a word correctly, it can be very
difficult to understand him/her. On the other hand, if students make grammatical
mistakes e.g. in a verb tense, the listener still has an idea of what is being said.
So, it can be seen that good pronunciation is vital if a student is to be
understood.

e) Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency in
speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums”
or “ers”. These signs indicate that the speaker does not have spent a lot of time
searching for the language items needed to express the message.
 Based on the explanation above, it can be concluded that speaking ability is verbal
intelligence in producing language naturally to achieve the communicate
competence which that competence can be measured by five aspects;
comprehension grammar, vocabulary, pronunciation, and fluency.

c. How to Measured Speaking

Speaking is not easy subject many students faced difficulties in learning English
especially in learning speaking. as Richards, state in Brown (2005:10), many people
regard that speaking is difficult. The following eight characteristics of spoken
language are adapted from several sources.
1. Clustering.
Fluent speech is phrasal not word by word. Learners can organize their output
both cognitively and physically through clustering.

2. Redundancy.
The speaker has an opportunity to make meaning clearer through the redundancy
of language.

3. Reduced forms.
Contractions, elisions, reduced vowels etc are special problems in teaching
spoken English. Learners who never learn colloquial contractions sometimes
speak too formal in casual context. They become bookish and stilted.

4. Performance variables.
In spoken language there is a process called thinking time. During this thinking
time, learners can employ a certain number of performance hesitations, pauses,
backtracking, and correction. Some examples of thinking time in English such as
inserting fillers like uh, um, well, you know, I mean etc. Hesitation phenomena
are the most salient difference between native and nonnative speakers of
language.

5. Colloquial language.
Students should be familiar with words, idioms, and phrases and they practice to
produce these forms.
 6. Rate of delivery.
It is one of the characteristics of fluency. Teachers should help learners achieve an
acceptable speed along with other attributes of fluency.

7. Stress, rhythm, and intonation.

The stress-timed rhythm of spoken language and its intonation patterns convey
important message in any communication forms.

8. Interaction.
Having no interlocutor will rob the speaking skill components; one of them is the
creativity of conversational negotiation. Based on those explanations it can be
concluded that there are eight difficulties in speaking including clustering,
redundancy, reduced forms, performance variables, colloquial language, rate of
delivery, stress, rhythm, and intonation, and interaction.

d. Concept of Teaching Speaking

Teaching is a process that conveys knowledge to achieve the learning goals and
educates students to have good morals. In teaching activity, the teacher is delivering
a message, knowledge, or skill to the student. Brown (2001) states that educating is
a way of showing or offering help to a group of people to find ways to do
something, contribute instructions, guide in considering something, and provide
information.

Stakanova and Tolstikina (2014) argue that teaching English is better when it starts
from an early age because: (1) It stimulates children’s language development and
increases the value of early childhood education and elementary education as the
foundation of general education; (2) it forms a broad awareness by introducing
children foreign cultures; (3) it is easier for children to learn a foreign language at
later stages since they have mastered the basic of a foreign language; and (4) it can
enhance general educational skills by broadening their scope in the foreign language
acquisition process. It implies that teaching language to young learners has more
benefit when they are growing up; besides, they can learn the language effectively.
Speaking English is a crucial part of learning and teaching second language.
 To teach speaking holistically and comprehensively, it is valuable for teachers to be
knowledgeable about what speaking competence involves and how different aspects
of speaking competence relate to each other. Whereas teaching speaking has been
undervalued for many years, English teachers have tended to teach speaking by
repetition of drills or memorization of discourse. However, the modern era demands
that teaching speaking should improve students' communicative skills because only
in this regard can students acquire and convey how to maintain appropriate social
and cultural principles suitable in every communicative condition.

Goh and Burns (2012, p. 153) states that there is seven stages in teaching speaking.
They are:
1. Focus learners' attention on speaking
2. Provide input and/ or guide planning
3. Conduct speaking tasks
4. Focus on language/ skills/ strategies
5. Repeat speaking tasks
6. Direct learners' reflection on learning
7. Facilitate feedback on learning

2. Theories of Animation Video

b. Definition of Animation
Animation is a technique of displaying sequenced images in such a way that the
audience feels the illusion of movement (motion) in the displayed image. This
statement supported by Firmansyah & Kurniawan, (2013) who says that "Animation
is actually a series of images arranged in sequence or known as frame. Objects in an
image can be a photography, an image, writing, color or special effects".

Silitonga & Rosyida, (2015) also describes "Animation is a moving image formed
from a group of objects (images) arranged regularly following the flow of
movement that has been specified on each increase in the time count that occurs".

From the above conclusions, the author can draw the conclusion that animation is a
technique of displaying sequenced images that can move with objects in the form of
interesting pictures and writing.
c. Types of Animation
Different types of animation include:
1. Cartoons
A cartoon is an illustration of an image, a character that is tangible unreal by
paying attention to a funny appearance that presents an event. This statements
supported by Kinney (2015) who states that cartoon is a type of illustration that
is typically drawn, sometimes animated, in an unrealistic or semi-realistic style.
The specific meaning has evolved over time, but the modern usage usually refers
to either: an image or series of images intended for satire, caricature, or humor;
or a motion picture that relies on a sequence of illustrations for its animation.
Someone who creates cartoons in the first sense is called a cartoonist, and in the
second sense they are usually called an animator.

2. 2D animation
2D Animation is the art of creating movements between two-dimensional objects
lying in a similar two-dimensional background. A 2D shape is a figure or object
with two dimensions, namely length, and height. The statements is simmilar to
Kinney (2015) opinion who states that 2-D animation is achieved when a flat
object that has height and width appears to move either left or right or up and
down. There is no depth to the object with 2D animation. When an artist creates
2-D animation by hand, he or she creates a drawing followed by another drawing
with a slightly different pose. The artist keeps going until he or she has created
24 drawing or frames. All of that work equals one second of animation.

3. 3D animation
3D animation is the process of placing objects and characters in a 3D space and
manipulating them to create the illusion of motion. 3D animation is a graphic
technique that utilizes motion in order to bring characters, objects, props, and
more to life. Kinney (2015) states that with computer technology, humans can
generate and put together many more images in the same second, giving objects
three-dimensions (3-D), not just two. 3-D animation creates objects with height,
width, and depth. 3-D animation is the process of taking real 3-D objects and
shaping them into moveable, animated objects. The complicated process involves
recording each movement so that, when the individual images are played back
 together, they create animation. This can be done using sculptural materials like
clay, but today's 3-D animation usually involves humans using computers. In
fact, the term 3-D animation is now often used interchangeably with the
term Computer-Generated Imagery (CGI), which is 3-D animation created with
the use of computers.

4. CGI (Computer Generated Imaginary)

CGI is a modern technology applied in the world of computers, especially
graphics, which prioritizes 3D technology or higher. CGI is usually utilized in
movies or types of video media such as simulators. Just like cgi movies, CGI
stands for Computer Generated Imager. This statement supported by Abreu
(2021) who states that when people in the movies and movie fandom refer to
CGI technology today, they are nearly always talking about VFX work. This can
include 3D models of people, monsters, buildings, cars, explosions, and many
other things. These 3D models are then put into a live-action scenario, such as a
monster attacking a city or a car being blown up by an explosion. These types of
CGI effects are commonplace and are often seen in high profile productions. CGI
can also be seen in movies as different as period dramas and science-fiction
blockbusters. In a period drama, for example, it can be used to fill out locations
with period-specific details, as well as maintain consistent scenery, i.e.
background environments full of buildings, people, and vehicles. In a science-
fiction blockbuster, CGI can be almost 90% of everything you see, from the
characters, vehicles, environments, and action.

5. Whiteboard animations
Whiteboard animation is a video style that shows the viewer static images being
drawn on the screen. Typically the illustrations are accompanied by a narration
that walks the audience through the story that is being told within the drawing.
The statements is supported by Selen (2016) who says that whiteboard animation
"Refers to a specific type of presentation that uses the process of creating a series
of drawn pictures on a whiteboard that are recorded in sequence and then played
back to create an animated presentation. The actual effect of whiteboard
animation is time-lapse, or stop-motion. The actual sequential frame by frame
animation is rarely used but has been incorporated. Other terms are "video
 scribing" and "animated doodling". These video animation styles are now seen in
many variations and have taken a turn into many other animation styles. With the
introduction of software to create whiteboard animations, the process has many
different manifestations of varying quality. Those who use whiteboard animation
are typically businesses and educators.

6. Stop-motion animation (a la “claymation”)

Stop motion is an animated filmmaking technique in which objects are physically
manipulated in small increments between individually photographed frames so
that they will appear to exhibit independent motion or change when the series of
frames is played back. Selen (2016) explain that claymation is a form of stop-
motion animation where each animated piece, including characters and some
backgrounds, is constructed out of a malleable substance, which is typically
plasticine clay. Each frame is recorded on film and then played back in quick
succession to give the appearance of movement.

The plasticine is generally wrapped around a wire skeleton, known as an

armature. It’s arranged on a set where it’s moved one small portion at a time. To
create the appearance of continuity, objects may remain lit and correctly placed
at all times.

7. Flipbook or Stick-Figure Animation

A flip book or flick book is a booklet with a series of images that very gradually
change from one page to the next, so that when the pages are viewed in quick
succession, the images appear to animate by simulating motion or some other
change. This statements was supported by Liquido (2017) who points out that a
flip book or sometimes called a "flick book" is a book consisting of a series of
pictures from one page to the next that slowly change into multiple different
positions, that when the pages are flipped rapidly, it creates the illusion of
motion. Each picture on an individual page does not have an extreme difference
from the previous, since the images need to flow smoothly with each other when
the book is being flipped. The slower the user turns through the pages, it'll be
harder to identify movement from the images since the key is to get the right
frame rate.
d. Definition of Animation Video
Animated videos are videos created with original designs, drawings, illustrations or
computer-generated effects that have been made to move in an eye-catching way
using any number of artistic styles. Muniandy and Veloo (2011:173), defines
animation video as a kind of multimedia material consisting of verbal and non-
verbal presentations displaying simultaneous images, narration and on screen text.
Furthermore, Muniandy and Veloo (2011:175) acknowledges that video clips can
portray settings, action, emotions, and gestures which can provide the important
visual stimulus for language practice and learning. It means that videos can be used
in teaching English because videos can provide great visual stimuli through their
combination of illustrations, sounds, graphics, and texts.

Richards and Renandya (2002:364) 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 language. The teacher is there to choose
appropriate sequences, prepare the students for the viewing experience, focus to
students‘ attention on the content, play and replay the video as needed, design or
select viewing tasks, and follow up with suitable post viewing activities. They also
state that a video potential in language learning is only achieved when it is used as
an integral part of course. When the teachers decide to use video as supplementary
materials, they must believe that it is closely related with the goals of the course.
One way to do this is to bring in the video to introduce or to expand a theme of the
material that is already part of the curriculum.

e. Types of Animation Video

For the teachers, it is also important to know types of video. It will help them in
choosing the suitable one to teach. Harmer (2001:284) states that there are three
basic types of video which can readily be used in class.
1) 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.
 2) 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.

3) Language learning animation 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.

From the explanation above, the researcher using language learning animation
videos. This is because researcher analyzed in advance of the syllabus and English
books that students use for classroom learning. Then, researcher choose topics of the
material from the syllabus and English books to create animated videos as a
medium of learning to teach in the classroom. Language learning animation videos
will help the students to learn some of English language skills especially speaking.

3. Procedure of Teaching Speaking by Using Animation Video

An English teacher should have sufficient understanding about the approaches as well as
teaching methodology in teaching speaking. The Technique should be used
appropriately and in line with the approach and also the method that has been chosen
(Khomaini, Daud, Erdiana (2018:212). Similarly, animation videos has also approach,
steps and procedures. The Steps and procedures of implementing Animation videos
technique is promoted by Harmer (2006). He offered the following steps:
1) Fast Forward
The EFL teachers can present the video to the students by playing it for a few seconds
and the fast it forward. Those activities should be repeated until the end of the video.
Then, the researcher ask the students to share what information they got from the
video. In this case, the students can guess what they’re talked about.

2) Silent Viewing
In this step, the teacher can play the video without any sounds. The video is
presented silently without any information. In this case, the students’ abilities to
predict the information are required.
 3) Freeze Framing
Next step, the teacher stops the video several times. The students need to encourage
to deliver their idea when the video is stopped. It will be more effective to guide the
students in understanding the situation and also can predict what will happen next
after seeing some parts of the video.

4) Partial Viewing
Last step, it is also a way to encourage the students’ curiosity because it let the
students see a part of the video and asked them to predict what kind of information
they will gather.

4. Theories of Video Based Instruction (VBI)

Torrington (2018) said in his research article about video-based instruction, ” In the
context I use in my classroom, refers to the creation of videos that a teacher makes
outside of class contact hours that specifically teach a concept or content. It differs
from flipped or blended learning in that the video is viewed in the classroom during the
lesson time, rather than at home.” This means that the teacher is in control of the exact
content to be presented in the videos, and different videos can be made at various
levels, catering precisely to student needs. It also changes the teacher’s role to that of
facilitator or coach, able to roam around the classroom overseeing the various videos
being used as students complete their work. Over the past 18 months, students have
responded positively to the fact that it is my voice they hear on the videos and this
promotes continuity moving from a traditional lesson to an ICT facilitated one.

Friel (2000) states that general advantages of VBI such as an individual learning focus,
the ability for students to work at their own pace, increased engagement, more focused
behaviour of students and the ease of creating videos using mobile technologies, have
been identified. Using VBI as a pedagogical approach can have limitations in terms of
the ICT accessibility, competence and time required by teachers to successfully record,
edit and upload videos for students. It is also a one-sided communication method,
which could be potentially limiting if used as the sole method to teach a KLA such as
Mathematics. The statement is based on Kellinger, (2012). Recent research in
mathematical pedagogy however, advocates using technology in an integrated manner,
including as a teaching method to impart content. (Atweh & Goos, 2011).
 Teacher-made or custom-made videos allow specifically chosen content to be
presented to individuals or groups of students as needed, they also ensure the teacher is
both planning and delivering appropriate content for the range of needs found in a
classroom. Using video-based instruction allows students to have autonomy over their
learning as they are able to pause, re-watch or review until mastery of the content is
achieved. It means that students ‘can dramatically impact the pace of the course’ as it
enables learners to proceed at their own rate. This has enormous implications for
special needs students, who can view the video as many times as needed to ensure
success Conversely, gifted students are not restricted as to the pace of their learning.

C. Conceptual Framework
In the teaching-learning process, English is very important to master, especially in
productive skills. Students must learn and master English in order to cope with globalization
and advance in their careers.Speaking is symbolized as the way people express their
feelings to others. Through speaking, humans are able to connect their minds to every
aspect of life. They can share their opinions, thoughts, and even emotions. In order to do
that, we have to speak appropriately and accurately in order to minimize misunderstandings
in our conversations with others. English teaching at junior high school aims at developing
the students' English proficiency, through which they can improve their professional skills,
especially speaking skills. In addition, the researcher should also develop a student’s needs.
To gather information about the needs of the students, a questionnaire will be distributed to
UPT SMP Negeri 1 Ambarawa students.Then the researcher will analyze it. The result of
the needs analysis was the creation of the syllabus. This syllabus was used as the basis to
start designing the materials.

In accordance to the contents of the materials. Video-Based Instruction (VBI) is used in the
process of materials development. The reason of using Video Based Learning (VBI)
approach in this study is based on the principles of Video Based Learning (VBI) which
refers to the creation of videos that a teacher makes outside of class contact hours that
specifically teach a concept or content. It differs from flipped or blended learning in that the
video is viewed in the classroom during the lesson time, rather than at home. This means
that the teacher is in control of the exact content to be presented in the videos, and different
videos can be made at various levels, catering precisely to student needs. It also changes the
teacher’s role to that of facilitator or coach, able to roam around the classroom overseeing
the various videos being used as students complete their work. In materials development,
one most important point in my product is about developing animation short movie design
within several scenes in the video.

Based on the result of the research, using questionnaire and interview for students and
teacher , the researcher found there were some problems related to the speaking learning
process in the 8th grade of SMP Negeri 1 Ambarawa. They were uninterested in English,
particularly speaking, tended to be passive in the learning process, they feel difficult to
communicate with the teacher using English. , and they were unsure how to express
themselves. The problems in the classroom occurred because the students were not
enthusiastic about speaking. They did not have the confidence to speak. Sometimes they
were shy about expressing what they wanted to talk about with others. It will cause a
negative effect on their mindset in order to speak in public.

Therefore, they need fun and effective media in teaching and learning English, especially in
acquiring speaking skills. They need a media that can help them to gain their confidence
and help them to relax while learning the material. The media that can be used in teaching
and learning speaking is animation video. In this case, by using animation video as media
in the teaching-learning process, the students would be more interested in learning to speak.
In this research, animation video is aimed at helping the students in order to make them
more enthusiastic and confident in expressing their ideas in spoken language and to
increase their interest in English, especially in speaking. Spoken language is typically more
dependent on its context than written language is. By using animation videos during the
teaching and learning process, the teacher would be able to make the students interested in
learning and pay attention to the material presented.
 CHAPTER III
RESEARCH METHOD

A. Research Design
The objective of this research to develop appropriate model of English learning materials for
students of SMP Negeri 1 Amabarawa. This research was classified into Research and
Development (R&D) that adapted the framework of developing English learning materials
by Gall, Gall and Borg (2003). In the this research, the researcher tried to make new products
related with the aims of the research itself.

Research and Development is a process used to develop and validate educational products.
The steps of this process are usually referred to as the R & D cycle, which consists of
studying research findings pertinent to the product to be developed, developing the products
based on these findings, field testing it in the setting where it will be used eventually, and
revising it to correct the deficiencies found in the filed-testing stage. Therefore, this research
was classified as Research and Development since it aims to develop a finished product that
can be used appropriately in an educational program (Borg, 2002:772).

Research and Development (R&D) is using both qualitative and quantitative approach to
draw the research and collect the data. Research and development (R&D) as a process that
used to developed product in educational. Beside, borg and Gall (1989) stated that
educational researcher and Development (R&D) is a process to develop and validate
educational product. The result of the research and development not only to develop the
product was provide, but also to found new knowledge in developing materials.

B. Research Setting
SMP Negeri 1 Ambarawa is one of the public high schools located in the Ambarawa district
of Pringsewu district. Ambarawa itself has 2 high schools that have state status, namely
UPT SMP Negeri 1 Ambarawa and UPT SMP N 2 Ambarawa. Researchers will, however,
conduct research at UPT SMP N 1 Ambarawa.UPT SMP N 1 Ambarawa, also known as
SPENSAMBA, is one of the state junior high schools in Pringsewu Regency. Curriculum
2013 is the curriculum used by this school. Then, this school has a library, a school yard, a
futsal field, a laboratory for science, a laboratory for computers, a student health unit (UKS),
and a library.
C. Research Subject
The subjects of this research are at 8.E grade in SMP Negeri 1 Ambarawa. It consists of 36
students in one classroom. A researcher will distribute the questionnaire to 36 students. The
questionnaire will be distributed online using Google Formulir.

D. Research Procedure
The procedure of this research refers to the system approach model proposed by Borg and
Gall (2003 : 571 ). However, the system approach model has been adapted by the researcher
to meet the condition of the research. The chart explain about the procedure of development
is based on Borg and Gall development model.

Figure 3.1
The Organization of the Research Procedure
Step 1 Step 3
Step 2
Need Designing the
Planning
Analysis materials

Step 5 Step 4
Step 6 First validation
Expert
Revising 1 product
judgment

Step 7 Step 9
Tryout the Step 8 Implementation
product Revising 2 the product

The organization of the research procedure adapted from Borg and Gall (2003:571)

The procedures of the research are described as follows:

1. Needs analysis
The purpose of the needs analysis is to gather the information of learners’ needs and
learning needs. The data were analyze as the basis for Developing Animation Video for
Junior High School. In this need analysis, researchers collect data that will be used as
evidence of the validity of the research conducted. Researchers collect preliminary
research data in the form of student questionnaires, observations, and interviews with
teachers. This data will be used as preliminary research data.
2. Planning
In this stage, the syllabus was develop based on the students’ needs analysis
questionnaire. There were also a consideration about the core competence and basic
competences which underlie the English teaching at junior high school. The syllabus
consists of standard competence and basic competence, topics, unit titles, indicators, input
texts, language focus on cover vocabulary and grammar, and learning procedure/activities.
In this planning stage, the researcher begins to plan what to do. starting from the
determination of the material derived from the syllabus, the selection of designs for the
product, and the selection of applications to be used to edit the product.

3. Designing the materials

The developed materials based on the syllabus. Researchers selected two speaking
materials about asking and giving instruction and asking and responding to invitation.
These 2 materials are in the same of basic competence. After selecting the material that
will be the material of the product content, the researcher then began to design the product
using the animaker and plotagon applications. To edit it, researchers use the kine master
mod app.

4. First validation product

Before the reseacher was did testing the product the reseacher was checked the product to
expert judgment. The experts judgment to evaluate the draft whether the developed
material was appropriate for the students or not by distributing evaluation questionnaires.
There are three experts that will be evaluated the products. First, evaluated the materials.
there are the English teacher and the lecturer. Then for media assessment, researchers will
take media experts on campus. The experts will be given some closed-ended
questionnaire and also provided with some open-ended questions to write their opinions
or suggestions about the product. Expert judgment was evaluated the product by using a
questionnaire that has been provided by the researcher, then Expert judgments are
evaluated on content, presentation, language features, and graphics. Therefore, The expert
judgments given score in each component in the woorksheet that researcher has created.
The suggestion from the expert judgment from questionare will be input to researcher to
make the materials more appropriate to students. If the product has appropriate and the
expert judgment agree with the product, the researcher not revise the product.
5. Expert judgment
The materials were evaluated by an expert to assess the appropriateness of the materials.
The process of assessment used expert judgment questionnaire. There were two people
that evaluated the materials, there were teacher in the school and lecturer. Then, one
people to evaluated the media. The experts will be given some closed ended questionnaire
and also provided with some open-ended questions to write their opinions or suggestions
about the materials. Expert judgment were evaluate about the content, presentation,
language features, and graphic. They also given score in each component in the media
that researcher was create. The suggestion from the expert judgment from questionnaire
was input to researcher to make the materials more appropriate to students , if the
materials has appropriate and the expert judgment agree with the materials, the researcher
not revise the product.

6. Revising 1
The results of the expert judgment questionnaire analyzed and revised by researcher, the
researcher revise the materials evaluated by an expert judgment to make materials
appropriate with the suggestion from expert. Then, the product used as the basis to rewrite
the final draft of the materials. The revision based on some categories such as the content,
the language, the presentation, and the layout. After being revised, the materials
considered as appropriate learning media for teaching speaking at junior high school.

7. Tryout the Product

After the researcher got suggestion from expert judgment, the researcher did the tryout in
8.E at SMP N 1 Ambarawa. There were any 35 students in 8.E class that followed the
tryout. The purpose from the tryout was to know validity and reliability from each
questionnaire in the worksheet.

8. Revising 2
In this step the researcher revise the product based on result of implementation and
suggestion from the expert judgment. So the product would reach the goals that was plan.
After materials has implementation and revising by researcher the product was publishing
and the product could be used to the students .
9. Implementing the Product
 In this step the researcher apply the product of Research and Development to the students.
The implementation the product to know the effectiveness of the product in learning
speaking on junior high school . The implementing the product also to measure the
strength and weakness the product in the teaching and learning process.

E. Data Collection Techniques

The data collection technique employed in this research was the use data triangulation. Data
triangulation is the use of more than one method of data collection in a single case. The data
of the research is in the forms of qualitative and quantitative data. The qualitative data is
gained by giving description of the situation during implementing the product in learning
and teaching, process, while the quantitative data is taking from the score of students when
they used the product. In qualitative data divided into two parts such as interviews,
documentation, and observations. Then, quantitative data is divided into three parts such as
student questionnaire, expert judgments questionnaire, and test. The researcher used some
data collection techniques as follows:
1. Observation

The researcher was observe teaching and learning process, after that the researcher
observe the guidance book that used in teaching and learning process. The purpose is
to get an information about the material and how the teaching and learning process.
2. Interview

Sugiyono (2013:231) in a book entitled "Quantitative, Qualitative and Combination

Research Methods" said that the interview is: "Meeting two people to exchange
information and ideas through question and answer (Q&A), so that meaning can be
constructed in a particular topic". Moreover, he explains that a research interview is
the face-to-face conversation between the investigator (interviewer) and the subject of
study (interviewee). The interview is an important data gathering technique involving
verbal communication between the researcher and the subject. Interviews are
commonly used in survey designs and in exploratory and descriptive studies. There are
a range of approaches to interviewing, from completely unstructured in which the
subject is allowed to talk freely about whatever they wish, to highly structured. The
purpose of this type of interview is to obtain relevant information on a subject of study,
through verbal responses given by the study subject which the subject responses are
limited to answering direct questions.
3. Documentation
Hamidi (2004: 72), the method of documentation is information derived from
important records from either institutions or organizations or from individuals. This
research documentation is a take images by researchers to reinforce the results of the
study. For the example, the documentation of teacher and students learning activity in
the classroom. The researcher can take an image or picture of that.

4. Test
The type of test used in the study was a formative test on speaking, which was carried
out before using the animation video (pretest) and after using the animation video
(posttest). This test used to know the effectiveness of the animation video in teaching
and learning process at 8th grade on SMP N 1 Ambarawa.

Based on the explanation above, the researcher conducted an interview with one of the
English teachers at SMP N 1 Ambarawa, Mrs. Millah Karnia, S.Pd. Researchers get
some information related to learning English in the classroom. Such as learning
methods, syllabuses, rpp, the use of learning media, and difficulties experienced by
teachers when teaching English. From the information obtained by researchers can be
used as guideline data to conduct research and create a product.

5. Questionnaire
In this study, the data were collected through questionnaires.
a. Closed- Ended Questionnaire
The researcher was using closed-ended questions in the need analysis questionnaire.
Close ended questions are defined as question types that ask respondents to choose
from a distinct set of pre-defined responses, such as “yes/no” or among set multiple
choice questions. In a typical scenario, closed-ended questions are used to
gather quantitative data from respondents. Closed-ended questions come in a
multitude of forms but are defined by their need to have explicit options using
multiplied choice for a respondent to select from. The type of multiple choice
question that I choose is Likert Scale Multiple Choice Questions. These closed-
ended questions typically are 5 pointer or above-scale questions where the
respondent is required to complete the questionnaire that needs them to indicate the
extent to which they agree or disagree.
 Then needs analysis that use closed ended questioner was used to gather the data
the target and learning needs in English. The learners were asked to answer several
questions related to their characteristics and needs in learning English by choosing
one or more options from several options provided. In developing need analysis
questioner from Hutchison and water (1987: 55).

Table 3.1
The Organization Need Analysis Questionnaire
Target Needs

No Aspect Purpose of the question

1. Necessities To find out the students’ in terms of target situation
2. Lack To find out the gap between student’s existing
knowledge and the required knowledge level
3. Want To find the students’ wants related to the material

a. Expert Judgment Questionnaire

Furthermore, in addition the need analysis questionnaire there are also
questionnaires for media experts, material experts, teacher responses, student
responses, as material for evaluating animation video as learning media . Below are
the blueprint of the questionnaires;

Table 3.2
Media Expert Assessment Questionnaire

Indicator Number of Item Number Reference

items
Feasibility of Cover : 1,2,dan 3. BSNP based
animation video 8 Shape: 1, 2, 3, 4, and 5 on Urip
design Purwono
Feasibility Content: (2008)
of animation video 10 1, 2, 3, 4, 5, 6, 7, 8,
9,and 10
 Table 3.3
Material Expert Assessment Questionnaire

Aspects Number Item Number Reference

of items
Material 4 1,2,3, and 4 BSNP based on Urip
Purwono (2008)
Lingustic 4 1,2,3, and 4

Presentation 4 1,2,3, and 4

Ta

Table 3.4
Teachers’ Response Questionnaire

Aspects Item Number Reference

Material /content 3, 5, 9, 10 Walker and Hess (in

Arsyad, 2014: 219 -
Lingustic 4, 7, 12 220)
Presentation 1, 2, 6, 8, 11, 13

Table 3.5
Students’ Response Questionnaire
Aspects Item Number Reference

Material 2,3, and 4 ,7 Walker and Hess (in

Arsyad, 2014: 219 -
Lingustic 5, 8, 220)
Presentation 1, 6, 10

F. Data Analysis Techniques

There are two types of data that will be analyzed here, namely qualitative and quantitative
data:
1. Qualitative
Qualitative data is data that contains analysis in the form of sentences based on facts. In
this type of data, the researcher will analyze the results of the data using sentences. The
data that will be analyzed is interview and observation. The qualitative data is analyzed
using several relevant steps. Miles, Huberman, and Saldana (2014) states that data
analysis consists of four processes, they are data collection, data reduction
(condensation), data presentation (display data), and drawing conclusions or
verifications (drawing and verification). In more detail, the steps of Miles, Huberman,
and Salda theory (2014) will be applied as follows:

Figure 3.2 Components of Analysis Qualitative Data

Collecting the
Data Display
Data

Draw a conclusion
Data Reduction
or verification

Source: Miles,Huberman (Miles,Huberman and Saldana,2014:14)

From the figure above the data analysis model of Miles and Huberman above can be
explained as follows:
b. Data Collection
Data collection from my research carried out is observation, interviews and
documentation. All of these types of data have one key aspect in general. Researchers
collect this data for need analysis. First, researchers conduct interviews with teachers
by providing some questions related to the teaching and learning process in the
classroom. Then, researcher also conduct an observation and documentation,
researcher collected the data by made 5 aspects that will be used as guidelines for
making observations. Aspects of these aspects include the state of the school
environment, school facilities, and infrastructure, school order, the interaction
between school residents, and the teaching and learning process in the school. Those
three data (interview, documentation, and observation) will be selecting, display, and
make a conclusion in the next steps of analysis.

c. Data Reduction ( Reduction Data)

In the first point, the researcher will reduce the data (selecting the main part) of the
data that has been collected before. There are 3 qualitative data collected by
 researchers, namely interviews, documentation, and observations. The first data is an
interview. To find out which important parts or subjects are in an interview,
researcher transcribe interview data in written form. Then, researchers began to read,
analyze, began to choose and focus the main information from the transcript. After
that, the researcher making an underline to the important part that will be used as a
finding in the research that the researcher conducted. The researcher underlined some
of the parts contained in the interview transcript. such as questions related to the use
of learning media, the opinions of teachers and students regarding animated videos,
as well as the effectiveness and ease of learning using animated videos. The part that
has been underlined will be summarized by researchers to make it simpler.

Then, researcher reduce another data such as documentation and observation data.
Researchers also transcribe observation and documentation data into written forms
that are entered into tables. . Transcripts of these observations can be viewed in the
appendix. The process is the same as reducing interview data, namely the researcher
reads repeatedly and then selects and focuses important parts in the observation
transcript and then makes a summary.

d. Data Display
The next step after data reduction is the presentation or data, display. In this step, the
researcher begin to display and enter the data on the result of interview, observations,
and documentation in the form of ready-made descriptions and tables that can be seen
in attachments. There are 2 ways that researchers present qualitative data. First, for
the interview data, the researcher presents the data in the form of a brief description
resulting from reducing the data in the previous stage. Furthermore, for
documentation and observation data the researcher presenting the data in the form of
a table.. By looking at the presentation of the data, researchers will more easily
understand what is happening and what to do. In addition, it will also make it easier
for researchers to make conclusions in the last step.

e. Drawing Conclusions or Verification

The last stage is to make a conclusion. The researcher makes a conclusion after
selecting the main part and presenting the data. At this stage, researchers make
preliminary conclusions regarding the information that has been obtained from the
 transcript of interview, , observations, and documentation. Researchers concluded
that there is a relation between teacher and student interviews, as well as learning
observations, where both teachers and students need learning media to make it easier
to understand the English learning process in the classroom.

2. Quantitative
Quantitative data is data that can be quantified. It can be counted or measured, and given
a numerical value. In simple explanation, quantitative data is defined as the value of data
in the form of counts or numbers where each data-set has an unique numerical value
associated with it. The types of data in quantitative data such as student questionnaires
(need analysis questionnaires) and expert judgment questionnaires.

1. Preliminary Data Analysis

Preliminary data analysis was carried out in a number, regarding the level of student
needs, lack and wants for animation video in teaching and speaking. The conclusion
or the result of student’s questionnaire will given in the form of number percentages.
The percentage of the result of need analysis is calculating by dividing the frequency
by the total of the respondents and then the results is multiplied by 100%.
𝑓x100%
Persentase (100) = ( )
𝑁

Where :
f : Frequency
N : Total number of the students
100 : fixed number

2. Product Data Analysis

a. Feasibility Analysis of Animation Video
The data of expert validation was analyzed by using formula adapted from
Walker’s Instrument (2013). The result of evaluation was described as the formula
shows below.

Where;
P = Percentage
Result score = Total score of the critera
Amount of poin = Maximum score of the item
Amount of categories = Total item
In order to know the category of the score, the researcher used a guideline from
Nugraha (2015: 31) called “guideline for expert’s recommendation” to convert
the percentage of the total score into category. The guideline is provided in the
table 2 below.

Table 3.6

Guideline for Expert’s Reccomendation

Percentage (%) Criteria Description

0 – 25 Very Poor Revise

26 – 50 Poor Revise
51 – 75 Good Do not revise
76 – 100 Very Good Do not revise

a. Students Response Analysis

Students response assessment questionnaire data can be measured using the
formula based on Arikunto (2008) as follow;

Where,
P = percentage number
f = score obtained
N = total score
The results of the percentage of teacher response data are then converted
with the following criteria:
Table 3.7
Criteria for Results Percentage of Teacher and Student Responses

Percentage Criteria

76% < skor ≤ 100% Very good

51% < skor ≤ 75% Good
26% < skor ≤ 50% Pretty good
≤ 25% Bad
b. Students Response Analysis
Students response assessment questionnaire data can be measured using the
formula based on Arikunto (2008) as follow;

Where,
P = percentage number
f = score obtained
N = total score

The results of the percentage of teacher response data are then convertedwith
the following criteria:

Table 3.8
Criteria for Results Percentage of Teacher and Student Responses

Percentage Criteria

76% < skor ≤ 100% Very good

51% < skor ≤ 75% Good
26% < skor ≤ 50% Pretty good
≤ 25% Bad

3. Final Data Analysis

The value obtained from the pre-test and post-test given to students would be
analyzed descriptively by calculating the percentage of results using the N-gain
test based on Hake (2002:4) with the following formula.

𝑃𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑎𝑐𝑜𝑟𝑒

N − 𝐺𝑎𝑖𝑛 =
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
These results are then classified according to the category set out as
follows:
Table 3.9
Category for Students Improvement Score

Coefficient interval Category

N-gain < 0,3 Low
0,3 ≤ N-gain < 0,7 Medium
N-gain ≥ 0,7 High