DEVELOPING AN ANIMATION VIDEO TO TEACH SPEAKING AT EIGHT

GRADE STUDENTS ON SMP N 1 AMBARAWA

An Article

By:
Fia Eka Safitri
18050006

ENGLISH EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMMADIYAH PRINGSEWU
LAMPUNG
2022
 APPROVAL

Research Title : DEVELOPING AN ANIMATION VIDEO TO TEACH

SPEAKING AT EIGHT GRADE STUDENTS ON SMP
N 1 AMBARAWA

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
 DEVELOPING AN ANIMATION VIDEO TO TEACH SPEAKING AT EIGHT GRADE
STUDENTS ON SMP N 1 AMBARAWA

By:

Fia Eka Safitri1), Fitri Wulandari, M.Pd2), , Sutarno, M.Pd3)

1)
English Eduaction Study Program Teacher Training and Education Faculty
University of Muhammadiyah Pringsewu Lampung
email: 1)fia.18050006@student.umpri.ac.id
2)
English Eduaction Study Program Teacher Training and Education Faculty
University of Muhammadiyah Pringsewu Lampung
email:2) fitriwulandari@umpri.ac.id
3)
English Eduaction Study Program Teacher Training and Education Faculty
University of Muhammadiyah Pringsewu Lampung
email:3) sutarno@stkipmpringsewu-lpg.ac.id

Abstract

The objective of this research is to develop animation video as learning material in learning
speaking for the 8 E grade students, 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. The three objectives of this study have a function to identify
or describe a research concept, as well as to explain the results of the research carried out.

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. The research and development aimed to find out the
target needs and learning needs and develop appropriate English learning material in the
learning process for 8th-grade students at Junior High School Ambarawa. There are 9 steps
carried out by researcher in conducting RnD research adapted from Borg and Gall (2003).
There are: Need analysis, planning, designing the material, first validation product, expert
judgment, revising 1, tryout the product, revising 2, and implementation of the product.

Based on the results of the expert judgment material and media questionnaire, it got an
average score of 3.66 in the very good category with each score for expert judgment material
which was 3.5 and expert judgment media 3.8. Then, for the results of qualitative data from
the implementation of the product in the form of student interviews, observations, and
documentation, it can be concluded that students' speaking skills improve after using
animated videos as learning material for speaking in class. Then, from the results of the
product implementation to all students, the average score of 76.7 passed the standard score of
73. So that the final conclusion can be drawn that the use of animated video as learning
material for speaking learning is very effective to be applied in the classroom and helps
students in improving their speaking skills.

Keywords :Animation video, Speaking, Research and Development, Learning Material

1. INTRODUCTION class more actively and creatively

English is a language that is widely in order for the teacher to improve
studied by Indonesian people as a both teaching and learning,
foreign language. In the context of according to the Indonesian
teaching English as a foreign national curriculum for 2013.
language, speaking is one of the Students in the second grade
four main language skills that must should be able to communicate in
be master by students. In general, it five aspects of speaking about
is the second skills to be acquired dialogue expression to invite
after listening. Students interact someone, this statement
more frequently in the classroom, was according to core competency
so they have to be better at 3.4.
speaking skills. Maryam and Reza
(2014: 9-13) defined that speaking Materials take an important part in
is one of the students’ abilities that teaching and learning process. To
mostly will be assessed in the real- conduct English learning material
world context. Speaking skills means aimed at support the
should be taught and practice in the students’ competence in English
language class to enable students to study program, so it should be
speak or communicate in the target based on the learners’ needs, and
language. It means that if students they should represent the material
want to speak fluently, they must in a good way. Learning material
learn speaking as one of the will be focus on students speaking
language skills that must be taught. skill. Speaking is one of the core
Furthermore, junior high school components of language
students must be able to interact in proficiency and determines how
well learners to master in English more quickly if they have a
pronounciation, comprehension, wide vocabulary. Because it was
and the vocabulary intended for primary school
used.Unfortunately, the researcher students, the media needed to be
found that the majority of students enjoyable, colorful, and interesting.
still had some issues with their
speaking abilities. Regarding the problems above, the
researcher chose to develop
Based on preliminary research in animation videos as learning
the form of teacher interview, material to improve students
student need analysis, and speaking skills. Muniandy and
observation conducted by the Veloo (2011:175) acknowledges
researcher on December 27th, 28th, that animation video can portray
and 29th at SMPN 1 Ambarawa. settings, action, emotions, and
The researcher found that the gestures which can provide the
students still had problems with important visual stimulus for
speaking skills, the teacher needed language practice and learning. It
new learning material and learning means that videos can be used in
media besides book for teaching teaching English because videos
speaking, and students often made can provide great visual stimuli
mistakes is speaking because they through their combination of
need to fit the structures and illustrations, sounds, graphics, and
vocabulary, students spoke in texts. Moreover, Harrison and
incorrect pronunciation and Hummel (2010, p. 21-22) stated
students found it difficult to make that animated video can enrich the
communication with their friends experience and competence of the
and teacher using English. students in a variety of teaching
Therefore, the researcher is materials. This technique can guide
interested in solving these the students to be more active and
problems. The media is essential motivated and to make teaching
for increasing their ability for and learning process more
learning English, especially for interesting and enjoyable.
helping in the development of a
wide vocabulary. They can learn
In addition, for the first previous media in the form of animated
study, the result of this study has videos will be very helpful for
resembled the study conducted by teachers and students as an
Nurul Fitri, Syaifudin Latif attractive learning media and make
Darmawan, dan Bambang Eko it easier for students to learn and
Siagiyanto (2022) that stated this understand English subjects,
study of learning media in the form especially in speaking skill
of animated videos was very
helpful for teachers and students as Then, for the second previous
an attractive learning media and study was conducted by Cut Irma
make it easier for students to learn Yunda Ramadhani, Sofyan A.
and understand English subjects, Gani, and Nira Erdiana (2020).
especially in speaking skill. Based on the data analysis, the
researcher found that the mean
Based on the results of the score of the pre-test was 21 and the
assessment or validation test mean score of post-test was 41.
animation video text description Then, the t-score was 4.89 and the
about profession in learning t-table was 2.045. Therefore, the
English junior high school material alternative hypothesis (Ha) was
experts get a percentage value of accepted and the null hypothesis
85.4% with a very decent category, (H0) was rejected. It is showed that
media experts get a percentage there is an improvement in
value of 86% with a very decent students’ speaking ability after
category, the teacher's response being exposed to animation video.
gets a score The percentage is 96%
and the response of students gets a The third previous study was
percentage value of 82% with the conducted by Laily Sholihatin
very good category. So it can be (2020). Quality calculation for
concluded that the description text animated video learning media
animation video about the speaking Arabic based on student
profession in junior high school response is Excellent (SB), with a
English learning is very feasible score of 29 from the ideal
and attractiveness to use in maximum score is 36, and the
learning. .This study of learning percentage of ideality is 81%.
Likewise, the results of a broad classroom?, How is the feasibility
group trial in students of class X of the using animation video as
MA NU, seen that the average learning material for students
score on the post-test (8.3) is speaking skills on SMPN 1
greater than the pre-test average Ambarawa?
(7.2). Based on the results of the
trial and student response, the
2. LITERATURE REVIEW
animation video learning media
2.1 The Definition of Speaking
Arabic is worth using.
Thornburry (2005:126), states that
Therefore, based on the successful speaking is an interactive and
implementation of designing requires the ability to cooperative in
materials that are appropriate for the management of speaking turn.
their major, in the previous study, Speaking is a skill, and as such needs
they discussed the English to be developed and practiced
materials with four skills, which independently of the grammar
are: speaking, reading, listening, curriculum. Speaking shows that the
and writing. With the design of students able to use a language to
worksheets in many units, in this express what to inform. Students
study, the researcher would design also expect the teachers to speak
an animation video focused on English with them and to model it
speaking materials " Giving how it used to express meaning. The
Invitations and Responding." The teacher give opportunity for the
researcher decided to "Develop An students to speak and to improve
Animation Video For Teaching their speaking skill. Speaking is the
Speaking To Eight Grade Students important skill which is daily life
in SMP Negeri 1 Ambarawa communication, information, its
Academic Year 2021/2022" primary propose is to establish and
maintain social relation.
Based on the explanation above,
Moreover, Brown (2000, p. 9)
the writers formulated the question
speaking is not a single skill, rather
as follow : What is the advantages
speaking is an interactive process of
and disadvantages of the using
contraction meaning that involves
animation video as learning
producing, receiving, and sharing
material for speaking in the
 information.In other words, speaking learners has more benefit when they are
is an ability to make the students can growing up; besides, they can learn the
convey and express their ideas language effectively. Speaking English
orally. There are five aspects of is a crucial part of learning and teaching
speaking in language learning second language. Moreover, Goh and
discussed in this study such as Burns (2012, p. 153) states that there is
grammar, vocabulary, seven stages in teaching speaking. They
comprehension, fluency, and are:
pronunciation. Based on those 1. Focus learners' attention on speaking
previous definitions, it can be 2. Provide input and/ or guide planning
concluded that speaking is the 3. Conduct speaking tasks
activity to give and receive the 4. Focus on language/ skills/ strategies
information by using language to 5. Repeat speaking tasks
express meaning so the other people 6. Direct learners' reflection on learning
can understand each other. 7. Facilitate feedback on learning

2.2 Concept of Teaching Speaking 2.3 Animation Video

Stakanova and Tolstikina (2014) argue Animated videos are videos created
that teaching English is better when it with original designs, drawings,
starts from an early age because: (1) It illustrations or computer-generated
stimulates children’s language effects that have been made to move
development and increases the value of in an eye-catching way using any
early childhood education and number of artistic styles. Muniandy
elementary education as the foundation and Veloo (2011:175) acknowledges
of general education; (2) it forms a that video clips can portray settings,
broad awareness by introducing action, emotions, and gestures which
children foreign cultures; (3) it is easier can provide the important visual
for children to learn a foreign language stimulus for language practice and
at later stages since they have mastered learning. It means that videos can be
the basic of a foreign language; and (4) used in teaching English because
it can enhance general educational skills videos can provide great visual stimuli
by broadening their scope in the foreign through their combination of
language acquisition process. It implies illustrations, sounds, graphics, and
that teaching language to young texts.
 1) Fast Forward
Moreover, Richards and Renandya The EFL teachers can present the
(2002:364) add that animation video is video to the students by playing it for
an extremely dense medium, one a few seconds and the fast it forward.
which incorporates a wide variety of Those activities should be repeated
visual elements and a great range of until the end of the video. Then, the
audio experiences in addition to researcher ask the students to share
spoken language. The teacher is there what information they got from the
to choose appropriate sequences, video. In this case, the students can
prepare the students for the viewing guess what they’re talked about.
experience, focus to students‘ 2) Silent Viewing
attention on the content, play and In this step, the teacher can play the
replay the video as needed, design or video without any sounds. The video
select viewing tasks, and follow up is presented silently without any
with suitable post viewing activities. information. In this case, the students’
abilities to predict the information are
2.4 Steps in Teaching English Using required.
Animation Videos 3) Freeze Framing
An English teacher should have Next step, the teacher stops the video
sufficient understanding about the several times. The students need to
approaches as well as teaching encourage to deliver their idea when
methodology in teaching speaking. the video is stopped. It will be more
The Technique should be used effective to guide the students in
appropriately and in line with the understanding the situation and also
approach and also the method that has can predict what will happen next
been chosen (Khomaini, Daud, after seeing some parts of the video.
Erdiana (2018, p.212). Similarly, 4) Partial Viewing
animation videos has also approach, Last step, it is also a way to encourage
steps and procedures. The Steps and the students’ curiosity because it let
procedures of implementing the students see a part of the video and
Animation videos technique is asked them to predict what kind of
promoted by Harmer (2006). He information they will gather
offered the following steps:
2.5 The Advantages and Disadvantages make some students cannot get the
of Using Animation Videos information from the film.
In using animation video, it could be 3) Film and video sometimes do not meet
have an advantages and disadvantages the need of the learning goal, unless
in it. Here are the advantages and the film and video are designed and
disadvantages of using animation video: produced specifically for certain need.
a. The Advantages of Using
Animation Video 3. METHOD
The main advantage of using animation This research was classified into
videos is that animations can help Research and Development (R&D)
learners come to understand complex that adapted the framework of
ideas more easily Ainsworth (2008). developing English learning
Moreover, Oddone (2011) states that materials by Gall, Gall and Borg
the advantages of using videos in the (2003). In the this research, the
language classroom are: researcher tried to make new
1) They provide instances of authentic products related with the aims of the
language and can be fully exploited research itself. Research and
with the teacher‟s control. Development is a process used to
2) Videos give access to things, places, develop and validate educational
people‟s behavior and events. products. The steps of this process
3) Authentic material usually proves to be are usually referred to as the R & D
particularly motivating as people find it cycle, which consists of studying
interesting to understand “real things”. research findings pertinent to the
product to be developed, developing
b. The Disadvantages of Using the products based on these findings,
Animation Videos field testing it in the setting where it
On the contrary to the advantages will be used eventually, and revising
mentioned above, Arsyad (2011) also it to correct the deficiencies found in
stated some disadvantages of using the filed-testing stage.
video:
1) Particularly, using film and video need Therefore, this research was
much time and money. classified as Research and
2) When the film is being shown, the Development since it aims to
pictures are moving continuously that develop a finished product that can
be used appropriately in an Researcher will conduct research at
educational program (Borg, UPT SMP N 1 Ambarawa.UPT SMP
2002:772). N 1 Ambarawa, also known as
SPENSAMBA, is one of the state
Research and Development (R&D) is junior high schools in Pringsewu
using both qualitative and Regency. SMP Negeri 1 Ambarawa
quantitative approach to draw the is one of the public high schools
research and collect the data. located in the Sumberagung ,
Research and development (R&D) as Ambarawa sub-district of Pringsewu
a process that used to developed district. Researcher was doing the
product in educational. Beside, borg research at 8th grade. There are 32
and Gall (1989) stated that students in the classroom. In this
educational researcher and research, the researcher needed
Development (R&D) is a process to various data that should be obtained
develop and validate educational from students at SMPN 1
product. The result of the research Ambarawa. Then, to collect the data
and development not only to develop the researcher was used data
the product was provide, but also to triangulation. Data triangulation is
found new knowledge in developing the use of more than one method of
materials. data collection in a single case.

The procedure of this research refers
to the system approach
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.
The data of the research is in the
model forms of qualitative and quantitative
data, because the method of this
research was RnD or Mixed Method.
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 100 : fixed number
is divided into three parts such as
Then, for the data from the expert
student questionnaire, expert
judgement questionnaire will
judgments questionnaire, and test.
becalculated using the mean formula
Researcher was distributed the test at
(central tendency) proposed by
tryout and implementation steps.
Levine and Stephen (2010:63) .

To analyze the data, There are two ∑ 𝑋𝑖

𝑚𝑒𝑎𝑛 =
types of data that will be analyzed 𝑛

here, namely qualitative and Where :

quantitative data. The qualitative
∑ Xi : the sum of data
data is analyzed using several
values
relevant steps. Miles, Huberman, and
Saldana (2014) states that data n : the number of data values that
analysis consists of four processes, were summed
they are data collection, data
Analysis by arranging its goodness
reduction (condensation), data
as proposed by Suharto (2006: 52-
presentation (display data), and
53). The indicator to measure is the
drawing conclusions or verifications
Mean (χ)
(drawing and verification). Then for
quantitative data, such as for Table 3.6
calculate the students need analysis
The Organization of Descriptive
questionnaire was using the formula Analysis
by dividing the frequency by the
Scales Interval Descriptive
total of the respondents and then the
Categories
results is multiplied by 100%.
𝑓x100% 1 3.24 < X ≤ 4 Very Good
Persentase (100) = ( )
𝑁

Where : 2 2.5 < X ≤ 3.24 Good

f : Frequency 3 1.75 < X ≤ Fair

2.24
N : Total number of
the students 4 1 < X ≤ 1.74 Poor
 4. FINDING AND DISCUSSION The Use of Learning Media for
4.1 Finding Teaching English Speaking, Using
a. The Result of the Need Analysis book media and having direct
A need analysis was conducted to conversations with students using
assess the students’ target and learning English
needs. The questionnaire was
Animated video as a learning medium
distributed to the students December
29, 2021.. Target needs cover a Good and creative enough., Improper
number of important distinctions use of English vocabulary for grade 8
which included necessities, lacks , and
Benefits of using animated videos for
want ( Hutchinson and Waters 1987 :
students' English speaking learning
54). In the need analysis, researcher
found and collected some data, such as Effectiveness of using animated
teacher interviews, field notes, videos for students
documentation, and student need
Based on the findings in teacher
analysis questionnaires. Here is a
interview result described above on
description of each point: In the need
the table 4.1 , it can be concluded
analysis, researchers found and
that the researcher found information
collected some data, such as teacher
points obtained from the teacher's
interviews, field notes, documentation,
interview. Teacher and students both
and student need analysis
need animated videos that are used
questionnaires. Here is a description
as learning material in the classroom
of each point:
for speaking materials, especially
a. Teacher Interview Analysis
conversational dialogues. Then, the
Table 4.1
benefit of the using an animation
Teacher Analysis Result
video for teaching and learning
Analysis Result
English speaking in the classroom.
Opening Interview

Syllabus as a learning tool

LCD as a tool for implementing

products
b. Students’ Need Analysis learn speaking in SMP Negeri 1
Questionnaire Ambarawa is 88%.
1) Need Result
2) Students’ Lack
Table 4.2
Table 4.3
Students’ Need Result
Students’ Lack Result
Items N F P
Items N F Percentag
e
a. The reason 2810 87,8(88
32 2468 77%
that the 32 )%
a. It is
students
difficult for
need media
students to
in their
understand
learning
what their
process is
teacher says
that it can
if the
help them
teacher uses
understand
the English
the
language.
material
well and b. It is

help them difficult to

speak express

English some words

well. or
sentences
using
Based on the table 4.2 above, it can English.
be concluded that After the
researcher analyzes the students'
necessities, the researcher sums the Table 4.3 shows the student's lack

score into general frequency. So here of knowledge in the teaching and

the researcher found the score in learning process. Of 20 respondents,

necessary learning media in the form the researcher gets a general

of video animation for students to frequency of getting a score of 1494.

 It means that they have difficulty c. Syllabus
speaking English. The percentage is The syllabus is used as the
77%. guideline to develop the learning
materials. The design of the
3) Students’ Want
syllabus based on the results of the
Table 4.4
needs analysis questionnaire. The
Students Want Result
developed syllabus consist of the
Items N F
identify of the syllabus , core
Perc
competence and basic competence ,
enta
the number and names of the each
ge
units. The analysis syllabus to help
a. Students want 32 2620
researcher make the product for the
learning 81,8
students of Elementary School.
medium that (82)
Syllabus in second semester in
contains %
Elementary School is about
moving
vocabulary of daily activity
animations.
b. Students enjoy
d. Drafting Material
learning more
The draft of materials consists of
when there is
animation video using animaker
media present.
application. These video was
using the resulotion of the size
Based on the result of students want
16:9, to make students and all of
in table 4.4 It can be conclude that
the people feel easier to watch
they almost always give a score of 3
the animation video.
to 5, based on their desires in the
Figure 4.1
analysis questionnaire. From the
Design of Animation Video
results above, it can be concluded
that the students want media learning
in the form of video animation to
improve their speaking 82%.
 Table 4.5

Average Score Expert Judgement of

the English Lecturer and IT Lecturer

Lectu Indicator Score Categ

rer ory

The 3,25 Very

Lectur Appropriate Good
er 1 of Content
(Mater (Material)
ial The 3,25 Very
Expert Appropriate Good
) of Linguistic

The 4,00 Very

Appropriate Good
of
The design was using the animaker Presentation
application to make and edit the Total 10,5
material presented in the video.
Mean 3,5 Very
(x) Good
e. The Expert Judgment
After the writer draft of the materials
was developed, the materials were
then evaluated by expert judgment. Lecture Indicator Scor Category
The evaluation was conducted by r2 e
providing a questionnaire to the
(Media The 4,00 Very
expert. The questionnaire consists of
Expert) Appropria Good
four aspect, there are:
te of
appropriateness of content,
Design
presentation, language and graphic
(presentat
and using Likert Scale to collect the
ion)
data.
The 3,67 Very
Appropria Good in the appropriate of
te of presentation in very good
Graphic category, 3,67 in the appropriate

The 3,8 Very of graphic, and 3,8 in the

Appropria Good appropriate of design or content.

te of the We can see from the table

Content above. There is no revision

(Design) about the media presented. So,

overall it is declared appropriate
Total 11,47
and can be implemented without
Mean 3,82 Very revision..
(x) Good

f. Tryout of the Product

In conclusion, based on the data Based on the results expert
from table 4,5, it can conclude judgments, teacher and student
that the results of the expert response questionnaires, students’
judgement of the lecturer 1 interview after tryout, and
obtained an average score of 3,5 observation in the form of video
with the category "Very Good". and documentation, it can be
Which is the mean of each concluded that the revision points
points are, 3,25 in the for the video animation products
appropriate of material and displayed during the tryout are the
appropriate of linguistic. It same, namely revisions to the
means, the material is still concept of material and language
incomplete. Then, for use as well as voice dubbing
appropriate of presentation, it explanations in the animated
get the score 4,00. So, overall it videos.
is declared appropriate and can
be implemented with revision.
Then, the results of the lecture 2
expert judgments, obtained an
average score of 3,82 in the
"Very Good" category. Which is
the mean of each points are, 4,00
 Figure 4.2 h. Implementation of the Product

Students’ Focus on Animation Then finally for the implementation

Video stages, the researcher collected data

in the form of data sources such as
observations in the form of videos
and photo documentation, students'
interviews, students' response
questionnaires, field notes, and
students' speaking practice.

Figure 4.3

Students’ Focus on Animation Video

We can see that all of the
Learning Activity
students were focused and
interest when learning using
animation video. They looked
ahead and listen the animation
video presented

g. Revision of the Product

The material or product revision
was obtained from the final results
of the expert judgments
questionnaire, teacher and students'
response questionnaire, students'
interview of the tryout, and
observation results. The revision of
the material such as revisions to the
concept of material and language
Based on the photo documentation
use as well as voice dubbing
above, it can be seen that all students
explanations in the animated
focus on watching animated videos
videos.
that the researcher displays in front of
the class so it can be said that this
animated video makes students more
 interested and focused in learning 1) The Feasibility of Animation
English in class. Video

Figure 4.4 To determine the feasibility of

Students’ Conversation Dialog Practice animated videos in learning,
researchers analyze each finding in
the study in the form of qualitative
data or quantitative data.
Qualitative data collected by
researchers are in the form of
observation data, documentation,
interviews, and field notes. As for
the quantitative data collected by
researchers, it is in the form of need
Based on the results of the analysis of analysis questionnaires, student
the photo documentation above, it can response questionnaires, and expert
be concluded that this video animation judgment questionnaires.
media helps students in carrying out
conversations with their partners as
Based on the results of the analysis
shown in the conversation between
in qualitative data as described in
characters in the animated video.
the finding points above, starting
4.2 Discussion
from need analysis, tryouts, and
Based on the research finding above,
implementation, it can be
after implementing and analyzing the
concluded that the use of animated
research result which was gain from
videos in the process of learning
several sources, the researcher
English speaking in the classroom
concluded several findings in
can be said to be suitable for use
implementation of the animation video,
after product revision during
that was about the feasibility of the
tryouts and implementation in the
animation video for teaching and
form of final products or finished
learning speaking, then the advantages
products. Students and teachers
and disadvantages of animation video
find it helpful to do learning with
used. The research findings of this
animated videos. In addition,
research were presented as follow:
students are more focused, active,
and the learning atmosphere average score of 3,33 with the
becomes more lively. feasibility level in “good” category.
In the fourth aspect, namely the
graphic aspect of the average score
Based on the result of the
obtained is 3,67 with a level of
quantitative data after tryout,
feasibility categorized as “very
implementing, and analyzing the
good”.
research that was carried out by
expert judgement, English teacher, Based on the findings of data from

and students it is indicated that both quantitative data and

animation video for teaching qualitative data, the final

speaking was declared conclusion can be drawn that there

“appropriate” to be used. In order is an analysis of the two data

to declared “appropriate” the getting the same results. Broadly

product must have a category value speaking, the use of animated

of “good”. Based on the analysis videos for English learning,

that has been carried out in the especially for speaking, is very

previous subchapter as described helpful for schools, both teachers

above, shown in table 4.35, it can and students in the teaching and

be seen that the average score of all learning process. So it can be said

aspects the validation results from to be feasible and effective.

expert judgement, English teacher’s

response questionnaire, and Muniandy and Veloo (2011:173),
students’ response are 3,5 in the defines animation video as a kind
“good” category. of multimedia material consisting
of verbal and non-verbal

In the aspect of content, the presentations displaying

average score obtained is 3,5 with simultaneous images, narration and

feasibility category “good”. The on screen text. It was acknowledges

presentation aspect of animation that video clips can portray

video obtained an average of score settings, action, emotions, and

of 3,67 with a feasibility level in gestures which can provide the

the “very good” category. In the important visual stimulus for

language aspect, it obtained an language practice and learning. It

means that videos can be used in students to the subject matter can
teaching English because videos be significantly improved if the
can provide great visual stimuli process the initial acquisition of
through their combination of information is greater through the
illustrations, sounds, graphics, and sense of hearing and vision, in this
texts. case is a learning video. With video

Thus, the use of video media media the message conveyed is

learning can be said to be more more interesting, this attention is

effective and can create an what important in the learning

atmosphere interesting, fun process, because attention will arise

learning, so that students become stimulation / motivation to learn.

more understand the material Visual images can communicate

presented and obtain better learning messages quickly and real,

outcomes optimal. This is in therefore can speed up more

accordance with what was comprehensive understanding of

expressed by Wuri Wuryandani & the message.

Fathurrohman (2012: 77-76), who

revealed that the use of learning
media can also enhance the process
and results teaching regarding the
level of student thinking. Sudjana
& Rivai (2011:24) also stated that
with video media learning
materials, the meaning of the lesson
will be clearer so that it can be
better understood by students
students and enable mastery and
achieve learning objectives.
Based on the explanation above, it
can be conclude that learning
speaking by using video animation
is effective and efficient to apply.
The use of this video animation is
not only useful for teachers in
teaching, especially for teaching
English conversation, but is also
useful for students in understanding
the material, and being more
focused in learning in class.

This opinion is also in line with

that expressed by Daryanto
(2010:87) which states that the
level of absorption and memory of
5. CONCLUSION AND
SUGGESTION
5.1 Conclusion
The aims of this study is to find out
about the feasibility of animation
products made by researchers, the
positive and negative impacts of
using animated videos, and to
develop animated video media for
the learning process in the
classroom for grade 8 students of
SMP N 1 Ambarawa. The research
object is class 8. This research
starts from January 2022-May
2022. There are 9 steps in this
study based on Borg and Gall
theory (2003). In these research,
the researcher should analyze two
kinds of data, namely qualitative
and quantitative data. Then, for the
first steps, the researcher should
analyse the result of need analysis
first before making the product.
Based on the results of quantitative
data of the need analysis, it can be
concluded that the targeted needs
contain needs, difficulties, and
desires. This can be seen from the
results of the need analysis, namely
88% where students need learning
media other than books at school
such as video animation, 77% of
students find it difficult to learn
English, especially for speaking
skills, and 82% of students want
products in the form of video
animation. The expert judgement
media and material from the
lecturer gave good advice for
animated videos and the two
experts almost gave a good score of
3-4. The average mean result in
expert judgement materials and
media is 3.55 with the good value
category.
Based on the result of qualitative
data analysis in the form of
students interview, documentation,
teacher interview, field note, and
observation it can be conclude that
the result from all of the data
sources have the same analysis.
Then, between qualitative and
quantitative data also have the
same result in the form of product
revision and material revision. The
revision was analyzed from the
teacher interview and students
interview after implementing the
product.
Then, the result of test is that
almost all students can speak
English well and fluently and
understand the material well. The
average student gets a high score of
 76 and has exceeded the English
language KKM in school which is
73. So, the animation video makes
students more easily and enjoyable
in learning speaking
invitation, can improve
develop their imagination to create
a sentence to invite someone
according to the animated video
that has been shown, and can
overcome the problem in teaching
and learning process in speaking.
So, the animation video that has
been used in this research can help
the students and teacher in teaching
and learning process.
5.2 Suggestion
Based on the results above, the
researcher hopes that this research
will be gainful for the researcher
itself and the readers. The result of
this research is expected to be
beneficial for the English teacher in
Elementary School and
materials developers.
The first suggestion is related to the
input of the materials. Based on the
results of expert judgement material
and interview, that the language use
in the material should be more
simple and acccordance
students daily language,
conceptualizing the material from
simple to complex, then change the
theme of the video animation
because it should be make the
student more interest to learn. It is
suggested to provide the media more
about colorful and insert some the dialog
and conversation of material
presentation.
The second suggestion was for
students; although most students
received high scores on the
worksheet, some of them needed to
enhance their motivation to learn
English and become more active and
confident in all learning activities,
both in and out of school.
The last advice was about the
teacher; the teacher's role is the one
thing that may help the teaching and
learning process operate smoothly.
Although the teacher has created an
interesting teaching and learning
environment, the teacher should be
other doing more to integrate media into
learning process, as media is one of
the components that can make the
learning process more useful and
successful.
with
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