DEVELOPING AN ANIMATION VIDEO TO TEACH 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

i
DEVELOPING AN ANIMATION VIDEO TO TEACH SPEAKING AT
EIGHT GRADE STUDENTS

A Thesis

Submitted As Compulsary Fulfillment of the Requirements for S1-Degree

in English Education Study Program

By:
Fia Eka Safitri
18050006

ENGLISH EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMMADIYAH PRINGSEWU
LAMPUNG
2022

ii
 ABSTRACT

DEVELOPING AN ANIMATION VIDEO TO TEACH SPEAKING AT

EIGHT GRADE STUDENTS
(Research and Development)

By
Fia Eka Safitri
18050006

The objective of this research is to to develop animation video as learning

media in learning vocabulary for the 8th grade students, to know the
advantages and disadvantages of using animation video for teaching
speaking, and to know how is the feasibility of animation video as a
learning media for speaking. This research was classified into Research
and Development (R&D), because it aims to develop a finished of the
product. It can be used appropriately in an educational program.

Research and Development (RnD) used both qualitative and quantitative

approaches to conduct the research and collect the data. Research and
Development (R&D) is a process that is used to develop products in
education. The outcome of research and development (R&D) is not only
the development of products and services but also the discovery of new
knowledge in developing media. The research and development aimed to
find out the target needs and learning needs and develop appropriate
English learning media, especially for using media in the learning process
for 8th-grade students at Junior High School. It was at Junior High School
Number 1, Ambarawa.

There are 9 steps carried out by researchers in conducting RnD research

adapted from Borg and Gall (2003). The first step was conducting a need
analysis by distributing questionnaire to the students. The results of the
need analysis were used to develop the syllabus to decide the appropriate
media.

The product of this study is an animation video. The researcher chose the
material based on the syllabus, which is "How to Invite and Respond to
Someone Inviting." This animation video consists of some moving
characters that explain the material. The concept of the material, such as
the definition of invitation, the kinds of invitation, and the examples of
conversation, Researcher provided some conversations about inviting and
responding using the animation characters to make students doesn’t feel
bored. Based on the material and media evaluation, the students can
increase their speaking using the animation video and it is so useful for
learning speaking process.

Keywords :Animation video, speaking, learning media

iii
 APPROVAL

Research Title : Developing An Animation Video For Teaching

Speaking At Eight Grade Students

Name : Fia Eka Safitri

SRN : 18050006
Major : English Education
Faculty : Teacher Training and Education

APPROVED BY
1. Advisor Committee :

Advisor Co-Advisor

Fitri Wulandari ,M.Pd Sutarno ,M.Pd

NIDN 0225078103 NIDN 0225048401

2. The Chief of English Education Study Program

FitriWulandari,M.Pd
NIDN 0225078103

iv
 ADMISSION

1. Board of Examiners

First Examiners : Rahmatika Kayyis,M.Pd. (………………..)

Second Examiners : Sutarno, M.Pd (………………..)

Third Examiners : Fitri Wulandari,M.Pd. (………………..)

2. The Dean of Teacher Training and Education Faculty

RahmaFaelasofi,S.Si.,M.Sc.
NIDN. 0202028502

Graduate at:

v
 HALAMAN PERNYATAAN PERSETUJUAN PUBLIKASI
TUGAS AKHIR UNTUK KEPENTINGAN AKADEMIK

Sebagai sivitas akademik F.KIP Universitas Muhammadiyah Pringsewu

Lampung, saya yang bertanda tangan dibawah ini:
Nama :Fia Eka Safitri
NIM :18050006
Program Studi :Pendidikan Bahasa Inggris
Jenis Karya : Skripsi
Judul : Developing an Animation Video For Teaching Speaking At
Eight Grade Students

Guna pengembangan ilmu pengetahuan dalam bidang pendidikan, menyetujui

memberikan kepada Universitas Muhammadiyah Pringsewu Lampung tanpa
menuntut ganti rugi berupa materi atas karya ilmiah saya yang berjudul:
.……….. Developing An Animation Video For Teaching Speaking At Eight Grade
Students …………

Dengan pernyataan ini Universitas Muhammadiyah Pringsewu Lampung berhak

menyimpan, mengalihmediakan dalam bentuk format yang lain, mengelola dalam
bentuk pangkalan data (database), merawat, dan memublikasikan tugas akhir saya
selama tetap mencantumkan nama saya sebagai penulis/pencipta dan sebagai
pemilik hak atas karya.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di : Pringsewu
Pada tanggal :
Yang menyatakan

(Fia Eka Safitri)

vi
 DEDICATION

This thesis is wholeheartedly dedicated to:

1. Allah SWT the greatest and merciful who always gives guidance in my life.

2. My beloved parent, Mr. Kamalludin and Mrs. Maryunah, thanks for your

endless love and pray.

3. All my advisors, Ms Fitri Wulandari and Mr. Sutarno who had given the time,

knowledges, experiences and guidances.

4. All my lecturers in English Education Study Program, who had given me

knowlagde, experiences and gudence.

5. My beloved friends, big family in English Education Department academic

year 2018, and partners in ESMO who have been the best friends ever and

who have given the best impressions for being the part of you all.

vii
 MOTTO

"The key of success is to focus on our conscious mind on the things we want,
not the things we fear."

(Brian Tracy)

viii
 CURRICULUM VITAE

The name of the researcher is Fia Eka Safitri. She was born on February, 24th

2001 in Pringsewu. She is the only child of Mr. Kamalludin and Mrs. Maryunah.

The Researcher began her study at :

1. Elementary School of SD N 2 Waluyojati graduated in 2012

2. Junior High School of SMP N 1 Ambarawa graduated in 2015

3. Senior High School of SMA N 1 Sumberejo and graduated in 2018

4. University of Muhammadiyah Pringsewu and took English Education in

2018

ix
 ACKNOWLEDGEMENT

Assalam’alaikum Warahmatullahi Wabarakatuh,

In the name of Allah, the Most Gracious, the Most Merciful. Praised be to Allah,

Lord of the world, who has given the researcher His Mercies, Blesses and

permission to accomplish this thesis. Peace and salutation be upon to the prophet

Muhammad, his families, companions, and followers.

This thesis will be presented to the English Education Study Program of Teacher

Training and Education Faculty of Muhammadiyah Pringsewu University as a

compulsory fulfillment of the requirements for the bachelor degree.

Then, the researcher would like to express her great appreciation to:

1. Drs. Wanawir, M.M., M.Pd, as the Rector of Muhammadiyah Pringsewu

University.

2. RahmaFaelasofi,S.Si.,M.Sc., as the Dean of Teacher Training and Education

Faculty

3. Fitri Wulandari, M.PD., as the first advisor who has given guide, advice, and

support during the process. and also as the chief of English Education Study

Program,

4. Sutarno, M.Pd., as the second adviser to arrangement this thesis, who has given

guide, advice, and support during the process.

5. Millah Karnia Septiarni, S.Pd. ,as the English teacher of SMP N 1 Ambarawa

who has given guide, advice, and support during conducting the research.

x
6. The students of 8D and 8E SMP N 1 Ambarawa for the cooperation as the

sample of this observation.

7. All the lecturers of Muhammadiyah Pringsewu-Lampung University for giving

the researcher guidance and helping in finishing this thesis.

8. All my friends of English Education Study Program of Muhammadiyah

Pringsewu University for giving the researcher guidance and helping in

finishing this thesis.

The researcher realizes that this thesis is far from being perfect. Therefore, the

researcher expects some suggestions and critiques for this thesis. At last, the

researcher hopes that this thesis will give advantages for all.

Pringsewu, June 22, 2022

The researcher,

Fia Eka Safitri

SRN 18050006

xi
 TABLE OF CONTENT

COVER ........................................................................................................... ii

ABSTRACT .................................................................................................... iii

APPROVAL ................................................................................................... iv

ADMISSION................................................................................................... v

PUBLICATION APPROVAL ...................................................................... vi

DEDICATION ................................................................................................ vii

MOTTO .......................................................................................................... viii

CURRICULUM VITAE ................................................................................ ix

ACKNOWLEDGEMENT ............................................................................. x

TABLE OF CONTENT ................................................................................. xii

LIST OF TABLE ........................................................................................... vii

LIST OF FIGURE ......................................................................................... xvii

LIST OF APPENDICES ............................................................................... xviii

CHAPTER I INTRODUCTION

A. Background of the Problem.................................................................. 1

B. Identification of the Problem................................................................ 8

C. Limitation of the Research ................................................................... 8

D. Formulation of the Research ................................................................ 9

E. Objective of the Research .................................................................... 9

F. Significant of the Research…………………………………………… 10

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Previous Study ..................................................................................... 11

B. Literature Review ................................................................................. 15

1. The Concept of Speaking ............................................................... 15

xii
 a. Definition of Speaking ............................................................. 15

b. Definition of Speaking Ability ................................................. 16

c. Types of Speaking .................................................................... 17

d. The Problem of Speaking ........................................................ 19

e. Assessment of Speaking Skill .................................................. 21

f. Scoring Procedure of Speaking ................................................ 23

g. Concept of Teaching Speaking ................................................. 26

2. Material Development .................................................................... 28

a. Definition of Material Development ........................................ 28

b. The Process of Materials Development ................................... 29

3. Theories of Animation Video......................................................... 31

a. Definition of Animation ........................................................... 31

b. Types of Animation.................................................................. 32

c. Definition of Animation Video ................................................ 36

d. Types of Animation Video ....................................................... 37

4. Procedure of Teaching Speaking by Using Animation Video ....... 39

a. Fast Forward ............................................................................ 39

b. Silent Viewing.......................................................................... 39

c. Freeze Framing......................................................................... 39

d. Partial Viewing......................................................................... 40

5. The Advantages and Disadvantages of Using Animation Video ... 40

1) The Advantages of Using Animation Video ............................ 40

2) The Disadvantages of Using Animation Video ........................ 41

6. Video Based Instruction ................................................................. 41

C. Conceptual Framework ........................................................................ 43

xiii
CHAPTER III. RESEARCH METHOD

A. Research Design ................................................................................... 46

B. Research Setting ................................................................................... 47

C. Research Subject .................................................................................. 47

D. Research Procedure .............................................................................. 48

E. Data Collecting Technique ................................................................... 52

1. Observation .................................................................................... 53

2. Interview ........................................................................................ 53

3. Documentation ............................................................................... 54

4. Test ................................................................................................. 54

5. Questionnaire ................................................................................. 54

F. Data Analysis Technique ..................................................................... 57

1. Qualitative Data ............................................................................. 57

2. Quantitative Data ........................................................................... 61

CHAPTER IV. RESEARCH FINDING AND DISCUSSION

A. . Research Finding .................................................................................. 65

1. The Result of Need Analysis ................................................... 65

a. Necessities ......................................................................... 71

b. Lack ................................................................................... 73

c. Want .................................................................................... 74

2. Syllabus ................................................................................... 79

3. Drafting Animation Video Media............................................ 79

4. The Expert Judgment ............................................................... 87

a. The Result of Expert Judgment of Material (Lecturer) .... 87

b. The Result of Expert Judgment of Media (Lecturer) ........ 91

xiv
 5. Tryout the Product ................................................................... 98

6. Revision of the Materials ......................................................... 110

7. Research Implimentatation ...................................................... 112

B. Discussion ............................................................................................ 125

CHAPTER V. CONCLUSIONAND SUGGESTIONS

A. Conclusion ............................................................................................ 132

B. Suggestions........................................................................................... 135

REFERENCES

APPENDICES

xv
 LIST OF TABLE

Table 2.1 Rating Score for Speaking Practice ................................................. 24

Table 3.1 The Organization of Need Analysis Questionnaire ......................... 55

Table 3.2 Media Expert Assessment Questionnaire ........................................ 56

Table 3.3 Material Expert Assessment Questionnaire ..................................... 57

Table 3.4 Blueprint of Teacher Response Questionnaire................................. 57

Table 3.5 Blueprint of Students Response Questionnaire ................................ 57

Table 3.6 The Organization of Descriptive Analysis of Need Analysis .......... 63

Table 3.7 Criteria for Result Percentage of Teacher and Student Response

Questionnaire .................................................................................................. 64

Table 4.1 Interview Field Note Analysis ......................................................... 68

Table 4.2 Students’ Necessities ....................................................................... 71

Table 4.3 Students’ Lack ................................................................................. 73

Table 4.4 Students’ Want ................................................................................. 74

Table 4.5 Field note Questionnaire .................................................................. 76

Table 4.6 Mapping of Basic Competencies Implementation in Develop

Products ........................................................................................................... 83

Table 4.7 The Organization of Descriptive Analysis Expert Judgment........... 88

Table 4.8 Appropriate of Content .................................................................... 89

Table 4.9 Appropriate of Linguistic ................................................................. 90

Table 4.10 Appropriate of Presentation ........................................................... 91

Table 4.11 The Organization of Descriptive Analysis .................................... 92

Table 4.12 Appropriate of Design .................................................................... 93

xvi
Table 4.13 Apprpriate of Graphic .................................................................... 94

Table 4.14 Appropriate of Content .................................................................. 95

Table 4.15 Average Score Expert Judgments of L1 and L2 ........................... 97

Table 4.16 Criteria for Result Percentage of Teacher and Students’ Response

Questionnaire ................................................................................................... 107

Table 4.17 Result of Teacher Response Questionnaire ................................... 107

Table 4.18 The Average Score of Teacher Questionnaire ............................... 108

Table 4.19 The Average Score of Students’ Questionnaire ............................. 109

Table 4.20 The Average Score of Students Questionnaire .............................. 122

Table 4.21 Average Score of Validation Product Result material and Media

Expert Judgment, Teacher and Students’ Questionnaire ................................. 123

LIST OF FIGURE

Figure 3.1 The Organization of Research Procedure ....................................... 48

Figure 3.2 Component of Qualitative Data Analysis ....................................... 58

Figure 4.1 Prototype of Animation Video........................................................ 81

Figure 4.2 Details Concept of Developed Animation Video Product .............. 85

Figure 4.3 Students’ Focus on Animation Video ............................................ 101

Figure 4.4 Students’ Focus on Learning Activity During Implementation ..... 114

Figure 4.5 Students’ Conversation Practice ..................................................... 114

xvii
 LIST OF APPENDIX

Appendix 1 :Syllabus and Lesson Plan...................................................... 142

Appendix 2 :Field Note.............................................................................. 143

Appendix 3 :The Result of Need Analysis ................................................ 146

Appendix 4 : Interview Transcripts ........................................................... 148

Appendix5 : Expert Judgment and Validator Questionnaire .................... 163

Appendix6 :The Result of Need Analysis Questionnaire ......................... 165

Appendix 7 : Teacher Respond Questionnaire .......................................... 179

Appendix8 : Students’ Respond Questionnaire ........................................ 182

Appendix 9 : Worksheet Implementation .................................................. 183

Appendix 10 : The Result of Speaking Practice .......................................... 184

Appendix 11 :Animation Video Design ...................................................... 185

Appendix 12 Documentations .......................................................................... 187

Appemdix 13 Research Analysis ..................................................................... 193

Appendix 14 Sheet the Thesis Consultation Advisor and

Co-Advisor ................................................................................................ 251

Appendix 15 Research Permission Letter ........................................................ 252

xviii
 CHAPTER I
INTRODUCTION

A. Background of Problem

Teaching English as a Foreign Language (TEFL) refers to teaching English

to students whose first language is not English. This definition is in

accordance with the theory developed by Santoso (2010:24) who states that

TEFL is a qualification which enables you to teach English to someone or

students whose first language is not English in commercial language schools

and institutions of further education both oversees and in the UK. TEFL

usually occurs in the student's own country, either within the state school

system, or in private institutions. These students may be adults or

children.TEFL may also refer to a particular methodology for teaching

people who need to learn it for work or choose to learn it for leisure.

Furthermore, Santoso (2010:25) also states that TEFL is the study of English

by non-native speaker living in non-native environment and sometime taught

by non-native speaker. From the statement it can be interpreted that TEFL is

english teaching that can be done by someone who does not live in a native

english environment, but they have mastered the concept of English both

from grammar, how to pronounce it, and how to write it. So they have been

said to be proficient in English and able to teach to their students.

To be proficient in English and able to teach for their students, the teachers

should know and understood the basic concepts of before they jump into

school and teach English to students in the classroom. In TEFL, teachers will

1
teach English which is divided into 4 skills, namely speaking, writing,

listening, and reading. In this case, researchers will focus more on teaching

English in speaking skill. Brown (2005:115) states that speaking is an

interactive process of constructing meaning that involves

producing and receiving and processing information . Its form and meaning

are dependent on the context in which it occurs, including the participants

themselves, their collective experiences, the physical environment, and the

purposes for speaking. It is often spontaneous, open-ended, and evolving.

However, speech is not always unpredictable. Language functions (or

patterns) that tend to recur in certain discourse situations (e.g., declining an

invitation or requesting time off from work), can be identified and charted.

Speaking requires that learners not only know how to produce specific points

of language such as grammar, pronunciation, or vocabulary (linguistic

competence), but also that they understand when, why, and in what ways to

produce language (sociolinguistic competence). Finally, speech has its own

skills, structures, and conventions different from written language. In doing

learning activity in the classroom must certainly be guided by the syllabus

from the school, so the teachers are structured in teaching. The syllabus

contains several subjects in which there are skills such as writing, listening,

reading, and speaking. To make learning media a media for teachers in

teaching speaking, researcher should analyze the English syllabus used in

schools. Then, find and analyze the material that will be used as material in

the product to be made. In essence, researcher when going to create a

learning media to teach speaking must be based on the syllabus in school.

2
Based on the syllabus of the school, core competence 4.4 said “Apply social

functions, text structure, and the language elements of oral and written

interpersonal interaction texts that involve the asking instruction, inviting,

asking for permission, and responding to them, in accordance with the

context of their use..” From the syllabus statements, the researcher thinks

that it would be easier if the students got a new learning media in the form of

an animated video for asking and giving materials. This animated video

contains some dialogue or conversation about how to ask an instructions,

how to invite someone, how to asking for permission, and respond to them.

From the conversations, the researcher hoped that this animation video

would be useful and give students a better understanding of the material.

Before making a products to teacher and students, the researcher should

know first the teacher willingness and teacher’s need of learning media by

distributing need analysis in the form of interview for the teacher.

Based on need analysis in the form of interviews conducted together with

one of the English teachers in the school, researchers get data or information

about teaching and learning English in the classroom. First, teachers when

teaching English in the classroom for speaking materials using lecturing

methods and without using learning media. Teachers also communicate

directly with students when teaching speaking English. During the

interview, the teacher said that learning with preaching or lecturing methods

is easy to do but students become passive and cause students to be less

motivated to learn English, especially for speaking materials. Teacher also

express her opinions when teaching using learning media. Teacher think

3
classroom learning activity will be more lively and students more motivated

and active in learning. In addition, beside conducting interviews with the

teacher, the researcher must also collect other data, namely by distributing

need analysis in the form of questionnaires to students.

Based on distributing of need analysis in the form of questionnaires to

students., researcher can draw conclusions from students' difficulties or

lacks when learning speaking in the classroom. there are some problems in

students learning in speaking: The first problem was the students have less

of interesting in English especially in speaking. The second was students

rarely practice new vocabulary’s it would make them unable to speak

English. Third, Students find it difficult to say English words or sentences

spontaneously. Fourth, Students also often find it difficult to communicate

with teachers using English. Fifth, the students lack of interest in English

and students’ passiveness in the process of teaching and learning to speak.

Then, researcher can also analyze how students need and want in the

learning process of speaking English by using animated videos in the

classroom. The results of the need analysis in the form of questionnaire

student can be calculated using formulas and made into percentages.

The following will be presented the results of need analysis in the form of

questionnaire that has been filled out by the student. Questionnaires have

been distributed to 8.E. students in SMP N 1 Ambarawa. There are 32

respondents of this questionnaire. The questionnaire will be analyze with

three main points, that are student need, lack, and want. The researcher will

4
calculate and analyze the questionnaire with percentage of each point for the

product that the researcher’s create. The results of the questionnaire will be

described in the form of percentage below:

First, student need. As many as 87,8 (88)% of students media for learning

speaking English that looks interesting and easy to understand, also media

that can help students improve their speaking skills and build their

imagination in order to speak English spontantly, and also the other media

besides of book . They give positive response about teaching English

speaking using animation video.

Then, student’s lack in learning speaking there are many as 77,1 (77)% of

students find it difficult to speaking and communicating with teachers using

English. In addition, they do not know the meaning of the vocabulary or

sentences that are being spoken by the teacher, and also students rarely

practice new vocabulary’s it would make them unable to speak English.

Third, as many as 81,8 (82)% of students want to learn English through

animation video. Learning through animation video also includes the

material that they learn about speaking. Students want an interesting video

animation that contains explanations and conversational dialogue so that

students can more easily understand the material. Researcher hope this

animation short movie will make students interested and feel happy in

learning speaking.

5
Based on the result of the need analysis above, the researcher has a thought

for making a new learning media in the form of an animated video. The

researcher thought the animation video can make students feel more

interested in learning English especially in Speaking. This statements

supported by Hamdan (2019) who stated that using animation videos as

teaching media can make the students interested and enjoyable in the

learning process and the students more correctly and clearly. Hamdan

(2019) also describe that using animation videos as learning media also

could improve students speaking ability by imitating how to produce the

correct pronunciation, how to speak in appropriate intonation and the way to

express the utterences. The students also could easily identify some

expressions in the animation videos and understand the content of the video.

They also could use the expression in the real context. Moreover, the

students became more active in the classroom and doing any activities. The

students were also confident in presenting their ideas orally. The students

also enjoy, enthusiastic and excited learned by watching animation videos.

Based on explanation above, researcher conclude that animation video as a

media is very helpful in the teaching and learning process, could minimize

the students’ passiveness in the process of teaching and learning to speak,

and makes the students motivated and actively involved in speaking

activities. The students' use of animation videos as media helped the

students develop better activities and can build their imagination for

producing word or sentences in English spontatanly. The video animation

that the researcher create will contain an explanation of the material that

6
comes with some simple conversational dialogue with familiar and new

vocabulary that can help students to more easily understand the English

language material being discussed. This animated video also comes with

diverse and interesting animated characters, a setting of places that are

colorful and suits the situation in the conversational dialogue, and will also

be added with a background of the music that can make an interesting and

exciting impression to watch. In this research, the researcher developed

English learning media in the form of animation video that focus on

students' speaking skills The animation video will focus in speaking material

for the students to improve students speaking skills. Through this research,

the researcher will develope a new learning media that could make the

students of SMP N 1 Ambarawa feel interested to study English and easy to

accept the material from the teachers, also can increase vocabulary and

speaking ability of the students in SMP N 1 Ambarawa.

Regarding to background of the problem above, the researcher is interested

in implementing this technique in teaching speaking, and the researcher

choose the title of this thesis is “Developing an Animation Video for

Teaching Students Speaking Ability in SMP N 1 Ambarawa, Academic

Year 2021/2022”

7
B. Identification of the Problem

The researcher discovered several concerns of the students and the teacher at

SMP N 1 Ambarawa based on observation and questionnaires at the 8th grade

on December 29, 2021.

1. There are some issues faced by in students speaking namely the students’

interest, the material, and the media among others includes the technique

in teaching English.

2. The school need new learning media to deliver the speaking material such

as animation video for asking and giving information material to make

students more easily and interesting in the classroom.

3. Students have difficulty in speaking English and understand when the

teacher speaks in English

4. The students lack of interest in English and students’ passiveness in the

process of teaching and learning to speak.

5. When teaching in the classroom, the teacher does not use a learning media.

C. Limitation of The Problem

The researcher limited the problem of the research to make it more focus. In

Junior high school, there were many interesting aspects to be learnt, but the

researcher only focuses on the teaching and learning English material using

animation video towards students’ speaking ability especially in expression

of “Asking and Giving Instructions, Giving Invitations and Responding, and

Asking for Permissions and How to Responds” on 8th grade of Junior High

School in academic year of 2021/2022. In this case, the researcher want to

8
 make a new learning media for teacher and school with the purposes they

could deliver the material more interesting and could build a motivation in

students.

D. Formulation of The Problem

Based on the limitation the problems of this study can be formulated as

follows:

1. How to develop animation video as learning media in learning activity for

the 8th grade students?

2. What is the advantages and disadvantages of using animation video?

3. How is the feasibility of the video animation as learning media for

speaking skills?

E. Objective of the Research

1. To know how to develop animation video as learning media in learning

vocabulary for the 8th grade students

2. To know how the advantages and disadvantages of using animation video

for speaking skills

3. To know how is the feasibility of video animation as a learning media for

speaking skills

9
F. Significant of the Study

The result of this study is expected to provide useful information suggestion

for three people, there are; from the researcher hopefully can help in

learning and teaching for teacher, school and students.

1. For the researcher, as a prospective teacher, it is hoped that this research

can be applied in learning. In addition, this product that is animation

video can be used as a media for teaching English speaking skill of Junior

High School students.

2. For the students, this product is expected can be an interesting learning

media to deliver of the material and to develop their knowledge or

understand in speaking English

3. For the teacher, teachers are expected to be able to manage the class well

with animation video media. In addition, with this new learning media,

teachers can be helped to improve their students' about speaking skills.

10
 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,

11
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 7th 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

12
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

13
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”

14
B. Literature Review

1. The Concept of Speaking

1) 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

15
 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.

2) 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

16
 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.

3) Types of Speaking

Based on Hardianti (2020:18) from Brown (2003: 141 ) states that

there are five types of speaking performance that students are

expected to carry out in the classroom .

1) Imitative

At one of a continuum of types of speaking performance is the

ability to simply parrot hack (imitate) a word or phrase or

possibly a sentence . While this is a purely phonetic level or oral

production , a number of prosodic , lexica , and grammatical

properties of language may be included in the criterion

performance .

2) Intensive

A second type is speaking frequently employed in assesment

context is the production of short streches of oral language

designed to demonstrate relationship ( such as prosodic elements -

intonation , stress , rhytm , juncture ) . The speaker most must be

good of semantics properties in order to be able to respond, for

17
 introduction with interlocutor or test administrator is minimal of

test.

3) Responsive

Responsive assesment task includes introduction and test

comprehension but at the somewhat limited level of very short

conversation , standard greeting and small talk , simple request

and comments , and like . The stimulus is almost always spoken

prompt ( in order to preserve authentically ) . With perhaps one of

two follow up question or retorts.

4) Interactive

The difference between responsive and interactive speaking is in

the length and complexity of the interaction , which sometimes

include multiple exchanges and/or multiple participants.

Interaction can take the two forms of transactional language ,

which has the purpose of exchanging specific information , or

interpersonal exchanges , which have the purpose of maintaining

social relationship ( in the three dialogue citied above A and B

transactional , and C was interpersonal ). In interpersonal

exchanges , oral production can become pragmatically complex

with the need to speak in casual register and use colloquial

language , ellipsis, slang, humor , and other sociolinguistic

conventions

18
 5) Extensive ( monologue )

Extensive oral production tasks include speeches, oral

presentations , and storytelling , during which the opportunity for

interaction from listener is ether highly limited ( perhaps to

nonverbal responses ) or ruled out altogether. Language style is

frequently more deliberative ( planning is involved ) and formal

for extensive tasks , but we cannot rule out certain informal

monologues such as casually delivered speech ( for example , my

vacation in the mountain , a recipe for outstanding pasta

primavera , recounting the plot or novel or movie ).

4) The Problem of Speaking

Sometimes the learners unmotivated to learn English as the second

language, because some of the problems that make them

uninteresting to learn especially in learning speaking. Many students

faced difficulties in learning speaking English. As Richards, state in

Brown (2005:10), There are some characteristics can make speaking

difficult demonstrator, some characteristic of spoken language can

make oral performance easy as well as in easier difficult:

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

19
 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.

20
 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.

5) Assessment of Speaking Skill

Hughes (2003: 131) state that to know the improvement of students

speaking skills has been made by the students after being treated by

some problem sticks , their speaking ability will be assessed by

speaking asessment. 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.

1) 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.

2) 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

21
 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.

3) 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.

4) 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

22
 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.

6) Scoring Procedure of Speaking

In this study, the researcher used a rating scale as proposed by

Brown . Brown ( 2003:172-173 ) speaking is a productive skill that

can be directly observed . So, the researcher gave score the students

when they make conversation . In addition, the researcher also

recorded their conversation and that recording listened and would be

rewritten for adding their score . To give the students , speaking

score in the experimental and control group , the researcher used

scoring rubric which is proposed by Brown including grammar ,

vocabulary , comprehension , fluency , pronunciation . In this

research , the researcher used the oral English Rating Sheet that

proposed by Brown . Table shows the fifth criteria of the Rating

Sheet Score .

23
 Table 2.1
Rating Score for Speaking
NO Criteria Rating Comments
Score
1 Grammar 5 Equivalent to that of an educated native
speaker .
4 Able to use the language accurately on
all levels normally pertinent to
professional needs . Errors in grammar
are quite rare .
3 Control of grammar is good . Able to
speak the language with sufficient
structural accuracy to participate
affectively in most formal and informal
conversations on practical , social , and
professional topics .
2 Can usually handle elementary
construction quite accurately but does
not have through or confident control of
the grammar .
1 Errors in grammar are frequent , but
speaker can be understood by a native
speaker used to dealing with foreigners
attempting to speak his / her language .

2 Vocabulary 5 Speech on all levels is fully accepted by

educated native speakers in all its
features including breadth of vocabulary
and idioms , colloquialisms , and
pertinent cultural references .
4 Can understand and participate in any
conversation within the range of his /
her experience with a high degree of
precision of vocabulary .
3 Able to speak the language with
sufficient vocabulary to participate
effectively in most formal and informal
conversations on practical , social , and
professional topics . Vocabulary is
broad enough that he / she rarely has to
grope for a word .

24
 2 Has speaking vocabulary sufficient to
express himself simply with some
circumlocutions .
1 Speaking vocabulary inadequate to
express anything but the most
elementary needs .
3 Comprehension 5 Equivalent to that of an educated native
speaker
4 Can understand any conversation within
the range of his experience .
3 Comprehension is quite complete at a
normal rate of speech .
2 Can get the gist of most conversation
non - technical subjects ( i.e .topics that
required no specialized knowledge )
1 Within the score of his very limited
language experience , can understand
simple questions and statements if
delivered with slowed speech repetition
, or paraphrase .
4 Fluency 5 Has complete fluency in the language
such that his / her speech is fully
accepted native speaker .
4 Able to use the language fluently on all
levels normally pertinent to professional
needs . Can participate in any
conversation within the range of this
experience with a high degree of
fluency .
3 Can discuss particular interest of
competence with reasonable ease .
Rarely has to grope for words .
2 Can handle with confidence but not
with facility most social situation ,
including introductions and casual
conversations about current events , as
well as work , family , and
autobiographical information .
1 No specific fluency description . Refer
to other four language areas for implied
level to fluency

25
5 Pronounciation 5 Equivalent to and fully accepted by
educated native speakers .
4 Errors in pronunciation are quite rare .
3 Errors never interfere with
understanding are rarely disturb the
native speaker . Accent may be
obviously foreign.
2 Accent is intelligible though often quite
faulty.

1 Errors in pronunciation are frequent but

can be understood by native speaker
used to dealing with foreigners his / her
language .
Source: Brown Language Assessment book (2003)

7) 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

26
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

27
 4. Focus on language/ skills/ strategies

5. Repeat speaking tasks

6. Direct learners' reflection on learning

7. Facilitate feedback on learning

7. Materials Development

a. Definition of Material Development

Material development refers to a process of producing and using

the materials for language learning including materials evaluation

adaptation, design, production, exploitation and research

(Tomlinson, 2012:143). Moreover, Graves (2000:149) describes

materials development as the planning process by which a teacher

can put the objectives and goals of the course into units and tasks.

Developing materials for a language course or language program

has some advantages compared with using the commercial course

books. Richards (2001:261) coins four advantages of developing

materials which are presented as follows.

1) Relevance

The materials will tend to be more relevant for students and

institutional needs and reflect the local content, issues, and

concerns.

2) Develop expertise

Developing materials benefit the other staffs language course

to improve their expertise, giving them a greater understanding

28
 of the characteristic of effective materials.

3) Reputation

It will show the commitment to the language teaching because

of providing relevant, specialized, and contextualized materials

for the students.

4) Flexibility

The produced materials can be revised or adapted as needed,

giving them greater flexibility than a commercial course book.

Furthermore, Shulman (1987) in Richards (2001:202) cites that

materials development lies at the intersection of content and

pedagogy. It shows the capacity of the teachers or material

developers to transform the content knowledge into pedagogical

form which is relevant to the students’ needs and background.

From definition of material development above it is about the

process of producing and using materials in learning and teaching,

the teacher developing materials appropriate to students’ needs.

b. The Process of Materials Development

The process of materials development According to Gall, Gall and

Borg (2003:570) in Nawangsari (2014:38), the most widely-known

procedure of product development is the model proposed by Walter

Dick and Lou Carey. The model consists of ten steps. Below is the

description of each step of Dick and Carey‟s model:

29
 1. Defining the goals for the instructional program or product.

2. Undertaking instructional analysis to identify the specific skills

procedures and learning tasks that are involved in reaching the

goal of instruction.

3. Identifying the learners‟ entry skills and attitudes, the

characteristics of the instructional setting and the

characteristics of the settings in which the new knowledge and

skills will be used.

4. Translating the needs and goals of instruction into specific

performance objectives.

5. Developing assessment instruments.

6. Developing a specific instructional strategy for assisting

learners with their efforts to achieve each performance

objective.

7. The development of instructional materials which may include

print materials such as textbooks and teacher training manuals

or other media Such as audiocassettes or interactive video

systems.

8. Designing conductive and formative evaluation of instruction.

9. Revising instruction.

10. Designing and conducting summative evaluation.

From the definition above, in the process material development has

some steps or procedure. The procedure of materials development is

30
 based on the model of materials development which is adapted. In

designing materials there should be consideration about the units

which are carried out in the materials.

2. Theories of Animation Video

1) 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.

31
2) 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

32
 drawing followed by another drawing with a slightly different

pose.

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.

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

33
 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

34
 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.

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

35
 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.

3) 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.

36
 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.

4) 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

37
 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.

38
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

39
 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. The Advantages and Disadvantages of Using Animation Videos

In using animation video, it could be have an advantages and

disadvantages in it. Here are the advantages and disadvantages of using

animation video:

a. The Advantages of Using Animation Video

The main advantage of using animation videos is that animations can

help learners come to understand complex ideas more easily

Ainsworth (2008). Moreover, Oddone (2011) states that the

advantages of using videos in the language classroom are:

1) They provide instances of authentic language and can be fully

exploited with the teacher‟s control.

2) Videos give access to things, places, people‟s behavior and events.

3) Authentic material usually proves to be particularly motivating as

people find it interesting to understand “real things”.

40
 b. The Disadvantages of Using Animation Videos

On the contrary to the advantages mentioned above, Arsyad (2011)

also stated some disadvantages of using video:

1) Particularly, using film and video need much time and money.

2) When the film is being shown, the pictures are moving

continuously that make some students cannot get the information

from the film.

3) Film and video sometimes do not meet the need of the learning

goal, unless the film and video are designed and produced

specifically for certain need.

From the explanation above, it can be concluded that using

animation video in the language classroom has some advantages and

disadvantages too. It depends on how the teacher uses it as the media

in teaching. When the video is used appropriately, by choosing the

suitable ones and use them at the right time and the right place, the

video can give some contributions or advantages to the language

learning.

5. 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

41
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).

42
 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

43
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

44
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.

45
 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,

46
 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.

47
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 2 Step 3

Need Analysis Planning Designing the
materials

Step 6 Step 5 Step 4

Revising 1 Expert judgment First validation
product

Step 7 Step 8 Step 9

Tryout the Revising 2 Implementation the
product 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

48
 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 researcher will planning the product 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. In this planning stage, the

researcher begins to plan what to do start 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

After developing the materias, the researcher validation the product with

advisor and co-advisor. In this step, the first advisor gives suggestions

directly to add voice dubbing to the explanation of the material in the

animated video. When designing the product, researcher do intend to only

49
 make animated videos with backsound music only without the sound

dubbing of material explanations. so that when submitted to first advisor,

then, the first advisor provides some of comments and suggestions to add

explanatory voice dubbing to the material, so that students can easily

understand the material. After the revision is completed, supervisor 1

directs to direct the media and material jugement experts so that they can

be assessed directly related to the design of products and materials.

5. Expert judgment

The next stages is doing evaluation with the expert judgement. There are

two expert judgement that will evaluate the product. First, media expert

judgement and second material expert judgement. The materials were

evaluated by an expert to assess the appropriateness of the materials.

Researcher create video animation products for speaking learning. So that

the expert judgement for the material is a speaking lecturer from the

campus, namely Miss Rahmatika Kayyis, M.Pd. 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, for media or the design of animation video will be assess with

someone that expert in media or IT. here researchers conduct media and

design assessments with IT lecturers or media lecturers on the research

campus. The media expert is Mr. Susilo Hartono, S.T, M.T.I. The experts

will be given closed ended questionnaire and also provided with some

open-ended questions to write their opinions or suggestions about the

50
 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 will 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

51
 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:

52
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.

53
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

54
 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

55
 b. 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

Criteria Indicator Item Number of Reference

Number Item Number
Feasibility of Shapes and Size 6
animated video (character 4, 5, 7, 8, 9,
graphics shapes, font size, 15
(Shapes and screen size)
size, picture)
Layout of
character, and
other shapes 11 1

Color
composition BSNP based
6, 10 on Urip
2
Purwono
(2008)

Feasibility Persentation 1,2, 3, 12

of animation design 13,16 6
video
persentation Systematics of
(opening video concepts 18, 19 2
design, (Opening,
content content, closing)
design,
Presentation
closing techniques 14, 17, 2
design

56
 Table 3.3
Material Expert Assessment Questionnaire

Aspects Number Item Number Reference

of items
Material/content 4 1,2,3, and 4 BSNP based on
UripPurwono
Lingustic 4 1,2,3, and 4 (2008)

Presentation 5 1,2,3, 4, and 5

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 Data

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

57
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:

a. 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

58
 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.

b. 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.

59
 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.

c. 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.

60
 d. 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.

a. Preliminary Data Analysis

Preliminary data analysis was carried out in a number, regardingthe 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.

61
 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

b. Product Data Analysis (Expert Judgement)

a. Feasibility Analysis of Animation Video (Media and Material

Expert)

Likert-Scale was use as the measurement to analyze the data of

expert judgment questionnaire. The data from expert judgment

questionnaires was measure using Likertscale. Penera, Heneghan,

and Badenoch (2008:67), states that likert scale is a scale that is

most commonly used in questionnaire. It is used to assess inter-

rateragreement in which the agreement or the answer of one

question has two different positions. Likert scale can be expressed

in several types such as 3-point, 4-point,5-point, 7-point. In this

research, the 4-point scale of Likert scale will apply. The data from

the expert judgement will then calculated using the mean formula

(central tendency) proposed by Levine and Stephen (2010:63) .

62
 ∑ 𝑋𝑖
𝑚𝑒𝑎𝑛 =
𝑛

Where :
∑ Xi : the sum of data values

n : the number of data values that were summed

Analysis by arranging its goodness as proposed by Suharto (2006:

52-53). The indicator to measure is the Mean (χ)

Table 3.6
The Organization of Descriptive Analysis
Scales Interval Descriptive Categories

1 3.24 < X ≤ 4 Very Good

2 2.5 < X ≤ 3.24 Good

3 1.75 < X ≤ 2.24 Fair

4 1 < X ≤ 1.74 Poor

b. Students and Teacher Response Analysis

Students and teacher response assessment questionnaire data

can bemeasured using the formula based on Arikunto (2008) as

follow;

Where,

P = percentage number

f = score obtained

N = total score

63
 The results of the percentage of teacher and response data are

then convertedwith 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

64