THE IMPACT OF USING ENGLISH ANIMATION VIDEO ON

STUDENTS’ SPEAKING ABILITY

(A Quasi-experimental study at first semester of the Eighth Grade of SMPN 9

Tangerang Selatan in Academic Year of 2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences

In Partial Fulfillment of Requirements for the Degree of ―S. Pd.‖

(S-1) in English Education

By:

DINDA NABILA JUNITA

11150140000099

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

i

ii

iii

iv

ABSTRACT

Dinda Nabila Junita (11150140000099). The Impact of Using English

Animation Video on Students’ Speaking Ability (A Quasi-experimental study

at first semester of the Eighth Grade of SMPN 9 Tangerang Selatan in

Academic Year 2019/2020). A skripsi of Department of English Education,

Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University

Jakarta, 2019.

Advisor I : Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Zaharil Anasy, M.Hum.

Keywords : Speaking, English Animation Video

The aim of this study is to get the empirical data about the effectiveness of using

English animation video toward students‘ speaking ability at the eighth-grade

students of SMPN 9 Tangerang Selatan. The method used in this study was

quantitative through quasi-experimental research. The population was the eighth-

grade students of SMPN 9 Tangerang Selatan. The sample was 60 students chosen

through purposive sampling technique and classified into two classes,

experimental and controlled class. The instrument was an oral test. The test was

given at the beginning and the end of the treatment. The data of pre-test and post-

test were analyzed using the t-test. The result of the pre-test score from both

classes showed that the average score of the experimental class was a little bit

higher than the controlled class. Meanwhile, the result of the post-test score

revealed that the score of the experimental class was significantly higher than the

controlled class. The result showed that the sig 2 tailed was p (0.000). Besides, the

alpha (α) was 0.05, which was 0,000< 0.05, and it was also supported by the result

of the effect size that was 1.96 at a strong level (significance). Therefore, it can be

concluded that using English Animation Video was effective to develop the

students‘ speaking ability at the eighth grade of SMPN 9 Tangerang Selatan in

academic year 2019/2020.

v

ABSTRAK

Dinda Nabila Junita (11150140000099). Dampak Penggunaan Video Animasi

Bahasa Inggris terhadap Kemampuan Berbicara Siswa (Sebuah studi

eksperimental semu di semester pertama kelas delapan SMPN 9 Tangerang

Selatan pada Tahun Ajaran 2019/2020). Skripsi, Jurusan Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2019.

Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.

Dosen Pembimbing II : Zaharil Anasy, M.Hum.

Kata Kunci : Berbicara Bahasa Inggris, English Animation Video

Tujuan dari penelitian ini adalah untuk mendapatkan data empiris tentang

efektivitas penggunaan video animasi bahasa Inggris terhadap kemampuan

berbicara siswa di siswa kelas VIII SMPN 9 Tangerang Selatan. Metode yang

digunakan dalam penelitian ini adalah kuantitatif melalui penelitian eksperimen

semu. Populasi adalah siswa kelas VIII SMPN 9 Tangerang Selatan. Sampelnya

berjumlah 60 siswa yang dipilih melalui teknik purposive sampling dan

diklasifikasikan menjadi dua kelas, kelas eksperimen dan kelas kontrol.

Instrumennya adalah tes lisan. Tes diberikan pada awal dan akhir setelah

pengajaran. Data pre-test dan post-test dianalisis menggunakan t-test. Hasil skor

pre-test dari kedua kelas menunjukkan bahwa skor rata-rata dari kelas eksperimen

sedikit lebih tinggi daripada kelas kontrol. Sementara itu, hasil skor post-test

mengungkapkan bahwa skor kelas eksperimen secara signifikan lebih tinggi

daripada kelas kontrol. Hasil penelitian menunjukkan bahwa sig 2 tailed adalah p

(0,000). Disamping itu, alpha (α) adalah 0,05, yaitu 0,000 <0,05, dan itu juga

didukung oleh hasil ukuran efek yang 1,96 pada level kuat (signifikansi). Oleh

karena itu, dapat disimpulkan bahwa menggunakan Video Animasi Bahasa

Inggris sebagai media sangat efektif untuk meningkatkan kemampuan berbicara

siswa di kelas VIII SMPN 9 Tangerang Selatam pada tahun ajaran 2019/2020.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

Praise be to Allah, Lord of the Universe, who has been giving and blessing

until the researcher can finish this skripsi. Peace and salutation be upon to the

Prophet Muhammad who has brought humans from the darkness into the

lightness. The researcher would like to express her deepest honor and gratitude to

her beloved parents, Ahmad Junaedi and Fiolita, who always support and prayed

for her to finish this skripsi and give their attention, love and patiently guide to

give the best result. Therefore, she would like to express her gratitude to the

advisors, Dr, Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum., for the

valuable advice, guidance, comments, and support in completing this skripsi.

Furthermore, the researcher would like to express her gratitude appreciation to:

1. Prof. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.

2. Didin Nuruddin Hidayat, M.A.TESOL., Ph.D., as the Head of Department of

English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

4. All lecturers especially those of in the Department of English Education for

the knowledge, experience, motivation, and support for the researcher during

her study at Syarif Hidayatullah State Islamic University.

5. H. Mardi Yuana Abdillah, MM.M.Pd., as the Headmaster of SMPN 9

Tangerang Selatan for permission and help to conduct this research.

6. Supriyanto, M.Pd., as the English teacher at the eighth grade of SMPN 9

Tangerang Selatan for his guidance during this research.

7. The students of VIII.9 and VIII.10 of SMPN 9 Tangerang Selatan for the

vii

willingness to be the participants in this research.

8. Her big family who has supported her in finishing this research.

9. Her closest and beloved friends, BASECAMP squad; Ade Saputri, Enggar

Relawati, Sa‘adatuddaroen, Fitri Andika, Moza Hastin Pratiwi, Fuzi Inti

Daroeni, and Diah Puspita Wulan, who always gives support, motivation, and

strength whenever she needs.

10. Her mood booster team, MABAR KUY squad; Alivia Fairuza,

Sa‘adatuddaroen, Afifah Nur Amalia, Arif Stiawan, Ersal Imami, Ika Teguh

Sulistyo, M. Anwar Rosyidi, and Naufal Azmi, who always cheer up the

researcher in every situation.

11. Another mood booster team, ―KUY‖ squad; Aghnia Barik, M. Rijalul Fikri,

Septia Tri Gunawan, and Ramdhani M.U, who often spare time to accompany

and listen to the researcher whenever she had a problem.

12. Last not but least, all the people whose names cannot be mentioned one by

one for the contribution in finishing this research.

Finally, the researcher realizes that this research still has some weaknesses

and mistakes. Therefore, the researcher would not mind accepting any feedback,

suggestions, or constructive criticism to make this research better.

Jakarta, Desember 2019

Dinda Nabila Junita

viii

TABLE OF CONTENTS

STATEMENT OF THE AUTHENTICITY ........................................................ i

APPROVAL SHEET ............................................................................................ ii

ENDORSEMENT SHEET .................................................................................. iii

ABSTRACT .......................................................................................................... iv

ABSTRAK ............................................................................................................. v

ACKNOWLEDGEMENT ................................................................................... vi

TABLE OF CONTENTS ................................................................................... viii

LIST OF TABLES ................................................................................................ x

LIST OF APPENDICES...................................................................................... xi

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background of the Study ............................................................................. 1

B. Identification of the Problem ....................................................................... 3

C. Limitation of the Problem ............................................................................ 3

D. Formulation of the Problem ........................................................................ 4

E. Objective of the Study .................................................................................. 4

F. Use of the Study ............................................................................................. 4

CHAPTER II THEORETICAL FRAMEWORK ............................................. 5

A. Speaking ...................................................................................................... 5

1. The Nature of Speaking .............................................................................. 5

2. The Objective of Speaking Ability ............................................................. 6

3. Teaching Speaking Ability .......................................................................... 7

4. The Elements in Teaching Speaking ........................................................... 8

5. Assessments of Speaking ........................................................................... 11

B. Video .......................................................................................................... 16

1. The Understanding of Video...................................................................... 16

2. Definition of Animation Video .................................................................. 17

3. The Advantages and Disadvantages of Using Animation Video .............. 17

4. The Procedure of Teaching Speaking with Animated Video .................... 18

B. Previous Related Studies ............................................................................ 20

C. Thinking Framework ................................................................................. 21

ix

D. The Hypothesis of the Study ...................................................................... 22

CHAPTER III RESEARCH METHODOLOGY ............................................ 23

A. The Place and Time of The Study ........................................................... 23

B. The Population and Sample .................................................................... 23

C. The Research Method and Design .......................................................... 23

D. The Research Instrument ........................................................................ 25

E. Validity and Reliability of the Instrument ............................................. 28

F. The Technique of Data Collecting .......................................................... 29

G. The Technique of Data Analysis ............................................................. 29

H. The Statistical Hypothesis........................................................................ 33

CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 34

A. Research Finding ...................................................................................... 34

1. The Description of Data ......................................................................... 34

2. Analysis of the Data ............................................................................... 38

B. Discussion of Results ................................................................................ 43

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 45

A. Conclusion ................................................................................................. 45

B. Suggestion ................................................................................................. 45

REFERENCES .................................................................................................... 47

APPENDICES ..................................................................................................... 50

x

LIST OF TABLES

Table 2.1 Oral Proficiency Scoring Categories Grammar .................................... 11

Table 2.2 Oral Proficiency Scoring Categories Vocabulary ................................. 12

Table 2.3 Oral Proficiency Scoring Categories Comprehension .......................... 13

Table 2.4 Oral Proficiency Scoring Categories Fluency ....................................... 13

Table 2.5 Oral Proficiency Scoring Categories Pronunciation ............................. 14

Table 2.6 Oral Proficiency Scoring Categories Task ............................................ 15

Table 3.1 Research Design .................................................................................... 24

Table 4.1 The Score of Pre-test and Post-test of Experimental Class ................... 34

Table 4.2 The Score of Pre-test and Post-test of Controlled Class ....................... 36

Table 4.3 The Normality Test of Pre-test and Post-test of Experimental Class and

Controlled Class .................................................................................................... 38

Table 4.4 The Homogeneity Test of Pre-test and Post-test of Experimental Class

and Controlled Class ............................................................................................. 39

Table 4.5 The Hypothesis Test of Pre-test and Post-test of Experimental Class and

Controlled Class ................................................................................................... 40

Table 4.6 The Table of Independent Sample T-test .............................................. 41

xi

LIST OF APPENDICES

Appendix 1 Rencana Pelaksanaan Pembelajaran (RPP) ....................................... 51

Appendix 2 The Instrument of Pre-test ................................................................. 70

Appendix 3 The Instrument of Post-test ............................................................... 71

Appendix 4 The Pre-test Result of Experimental Class ........................................ 72

Appendix 5 The Post-test Result of Experimental Class ...................................... 74

Appendix 6 The Pre-test Result of Controlled Class ............................................ 76

Appendix 7 The Post-test Result of Controlled Class ........................................... 78

Appendix 8 Transcript Text of Experimental Class 1 ........................................... 80

Appendix 9 Transcript Text of Experimental Class 2 ........................................... 81

Appendix 10 Transcript Text of Controlled Class ............................................... 83

Appendix 11 Surat Bimbingan Skripsi Dosen Pembimbing 1 .............................. 85

Appendix 12 Surat Bimbingan Skripsi Dosen Pembimbing 2 .............................. 86

Appendix 13 Surat Izin Penelitian ........................................................................ 87

Appendix 14 Surat Keterangan Penelitian dari Sekolah ....................................... 88

Appendix 15 Uji Referensi.................................................................................... 89

Appendix 16 Pictures ............................................................................................ 93

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is an essential part of human communication. It has used to

express our feeling and thought through a spoken and written language among

human beings. English plays an essential role in connecting them as an

International language. People from all around the world use English to

communicate with the people from every country in every aspect of life such as

economy, education, international relationship and so on.

Our government aware of how important English is, so they made English

be one of the subjects which are taught from elementary school. Based on

Permendiknas Nomor 22 Tahun 2006 concerning the Standards of Content and

Permendiknas Nomor 22 Tahun 2006 concerning Graduates' Competency

Standards, English is one of the mandatory local contents for all elementary

school students.1 Students should acquire the four language skills that are

listening, speaking, reading and writing. All of those skills are connected with

each other. If one of them ignored, it will influence other skills.

Speaking as a part of the language skills must be taught maximally by the

teacher. The purpose of speaking ability is to smooth conversation skills,

vocabulary mastery, improve grammar, perfect pronunciation, English phrases,

and auditory train so make it easy to get the message of the speaker.

According to Hakim which cited by Ayuningtyas, one of the key criteria to

decide success or not someone in learning English can be seen from how far

someone‘s ability in speaking English.2 It means that speaking is the most

1 Honest Ummi Kaltsum, Bahasa Inggris dalam Kurikulum 2013 di Sekolah Dasar,

Surakarta: The 3rd University Research Colloquium ISSN 2407-918, 2006, p.276 2 Ayuningtyas Puspitaningrum, The Influence of Using Animation Movies Toward

Students Speaking Ability at the First Semester of the Eleventh Grade of MA Al Hikmah Bandar

Lampung in Academic Year of 2017/2018, Lampung: Raden Intan State Islamic University, 2017,

p.21.

2

important skill in English because speaking is one success factor than the other

skill in language teaching, but the reality has shown that many students have

struggled a lot and have many difficulties learning English in general.

Based on the writer‘s observation when doing PLP and teaching English in

SMPN 9 Tangerang Selatan, there are some students faced problems in learning

how to speak in English. Students find it difficult to understand the topic of

speaking. Besides that, they are afraid to make a mistake because they lack

vocabulary so they feel unconfident to speak. Also, they felt bored in learning to

speak because the English teachers only use the LKS, coursebook, and blackboard

as teaching media.

To solve those problems, the teacher needs to provide some media in the

process of teaching and learning. Especially in speaking, the media play a very

important role in teaching and learning English. In the teaching-learning process,

the teacher must be able to select and use effective and appropriate media. An

animation video is one of the media that is proposed. Using animation video in

teaching English is one of the best ways to provide students with additional ways

to process subject information especially to support teaching speaking so that

students improve their ability to speak.

Animation video has an important function that the teacher can use in the

teaching-learning process. It is supported by a statement from M. Naci Kayouglu

that using animation video is an easy way to integrate computers into a foreign

language classroom.3 Since this kind of media provides students with learning via

multi-sensory channels, it is thought that the language learning process can be

more fruitful and encouraging for students. Based on Collin and Rayen cited by

Naci, affirmed that ―The advent of the high–powered multimedia kept the learner

close to authentic situations where learning simultaneously involved listening,

3 M. Naci Kayaoglu, Raside Dag Akbas, et.al. A Small Scale Experimental Study: Using

Animations to Learn Vocabulary. (Vol. 10, Issue 2. 2011 by The Turkish Online Journal of

Educational Technology (TOJET). p.26

3

seeing, reflecting, doing and participating‖.4 Unlike the traditional method of

teaching, employing animation video in classrooms aids students in understanding

since they appeal to both visual and audial memory.

Based on those explanations, the researcher concluded that the students are

expected to learn to speak by using media especially animation video. Hopefully,

through English animation video the ability of the students in speaking can be

improved. In this research, the researcher conducted research entitles: The Impact

of Using English Animation Video on Students‘ Speaking Ability at the First

semester of the Eighth Grade of SMPN 9 Tangerang Selatan in Academic Year of

2019/2020.

B. Identification of the Problem

There are some problems identified in English language learning in the

second grade of SMPN 9 Tangerang Selatan that occur based on the background

of the study above, the problems are:

1. The students have a lack of vocabulary so they felt unconfident to speak

English.

2. The students are afraid of making mistakes in grammar, pronunciation, and

intonation when they are speaking English.

3. The teachers only let the students do themselves without any guidance. It

probably makes the students do not know how to pronounce the sound, moreover,

to speak a sentence.

4. The teachers deliver the materials in a less attractive way only use the

coursebook and LKS as teaching media. However, in the education field, there are

many media that can be used, one of them is animation video.

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 learned, but the

researcher only focuses on the impact of using English animation video on

4 Ibid.

4

students‘ speaking ability, at the first semester of eighth grade of SMPN 9

Tangerang Selatan in academic year of 2019/2020.

D. Formulation of the Problem

Related to the problem, the researcher formulated the problem as follows:

―Is there any impact of using English animation video on students‘ speaking

ability, at the first semester of eighth grade of SMPN 9 Tangerang Selatan in

academic year of 2019/2020?‖

E. Objective of the Study

The objective of this research is to get the empirical data about the

effectiveness of using animation video toward students‘ speaking ability.

F. Use of the Study

The writer hopes that this study is useful for the writer herself, especially in

teaching speaking skill and for the students, they can get the motivation to

improve their speaking ability by using animation video. This research will also

give benefits for all English teachers in which they can get new knowledge and

information to enrich and to make their teaching in classes more interesting.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. The Nature of Speaking

Speaking is a human act as a device to convey, by utilizing a medium

called language, aggregating words into sentences that contain meanings and

comprehended by other people. Speaking is a fundamental skill to achieve in

language learning. Speaking which also called the communication process is an

interactive activity of a speaker delivering the message or information that is

understood and listened conscious or unconsciously by the listener.

Communication involves two people the speaker as the sender and the listener as

the receiver. People can exchange information with each other through the process

called communication. Cremin stated that oral skill is an important foundation for

the development of literacy.1 It means that speaking has not only contributed to

the communicative aspect but in literacy too. She also added that talking enables

learners to think aloud, formulate their thoughts and opinions, and refine and

develop their ideas and understandings through engaging in meaningful dialogue

with others.2

By mastering speaking, people assume that they have been a success in

learning foreign languages. Quoting Nashruddin, Rahmadian adds to support this

assessment, ―To be able to speak shows someone‘s success in learning a

language‖.3 It is true that the aim of speaking is to achieve the best outcome in

language learning, especially English as the target language of the students.

However, speaking is not as simple as the only tool to communicate or only to tell

something, it has some processes happening while a human speaks to another.

When a person speaks, in purpose to communicate, it needs at least two people

1Teresa Cremin, Teaching English Creatively, (New York: Routledge, 2009), p. 13.

2Ibid.

3Edwin Rahmadian, The Effectiveness of Video-Viewing on Students’ Speaking Skill,

(Jakarta: Syarif Hidayatullah State Islamic University, 2015), p. 6.

6

involved in the process, because speaking is an activity of delivering the message

of a speaker as a sender and listener as a receiver.

It concludes that speaking such a transferring a message or information

into someone else, but if the people cannot understand the message, means the

communication is failed. The statement above is also supported by Wolff-Michael

Roth that speaking is not simple as just convey the meaning, he stated, ―That is to

say to understand what speakers meant by saying what they said‖.4 It shows that

making an effective communication or to convey the meaning well, is not as easy

as saying or speaking, because the idea of communication not only focus on how

the speaker conveys the message, but also how the listener gets the message and

understand it. Therefore, to facilitate the communication well between speaker

and listener effectively, the speaker and listener should understand the message

conveyed in the communication process. Nevertheless, these processes involve

the language as the medium of communication.

2. The Objective of Speaking Ability

The objective of speaking relates to the reason and purpose of why people

speak. Most people have particular purposes. It is like doing other skills, such as

listening, writing, or reading. Scott Thornbury has made classifications of the

speaking purposes which is included in speaking genres.5 First, speaking can

serve a transactional and interpersonal function. Speaking for a transactional

function is to convey information and facilitate the exchange of goods and

services, for instance in the context of phoning to book a table in a restaurant.

Second, speaking for an interpersonal function is to establish and maintain social

relations, such as when talking between friends.

Beside, classifying speaking purpose based on the genres, Thornbury also

makes a classification based on pragmatic knowledge which focuses on

communicative purposes and speech acts, namely complimenting, suggesting,

4 Wolff-Michael Roth, Language, Learning, Context Talking the Talk, (New York:

Routledge, 2010), p. 3. 5Scott Thornbury, How to Teach Speaking, (London:Longman,2005), p.13.

7

requesting, offering, and so on.6

Another objective of speaking is assumed by Jason S. Wrench. He argues

that there are three purposes of speaking. Those are to inform, to persuade, and to

entertain.7 The purpose of speaking is to inform when people speak to help their

audience gain knowledge. Hence, audiences are able to acquire information to

understand something. Then, to persuade means that people use their speaking to

get the audience intention to do or thinking as what the speaker said. The special

characteristic of this kind of purpose is the changing mindset or behavior of the

listener. In addition, to entertain means that speaking focuses on making an

audience‘s enjoyment.

Therefore, the general purposes of speaking are to inform, to persuade, and

to entertain. But, those general purposes can be classified into two kinds of

genres, namely transactional and interpersonal.

3. Teaching Speaking Ability

Teaching speaking is sometimes considered as a simple process of

commercial language school around the world, which hires people with no

training to teach conversation. Although speaking is totally natural, speaking in a

language other than our own is anything but simple.8 From the explanation,

teaching conversation for learners in a foreign language is simple. Learn spoken

language sometimes don‘t have to focus on grammar rules, learners only need to

construct a sentence from their habit of speaking.

However, today language classes particularly are focus on the language

system. Teaching vocabulary and grammar seem to get more attention than the

skills needed to use this vocabulary and grammar. Teaching speaking has been

underrated and most language teachers have sustained to teach speaking just as a

repetition of drills or memorization of speeches.

6Ibid, p.16.

7Wrench, et.al.,Public Speaking: Practice and Ethics v. 1.0., a Creative Commons by-nc-

sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/3.0/) license, 2012, p. 139—149. 8David Nunan. Practical English Language Teaching. (New York: McGraw-Hill

Contemporary, 2003). p. 48.

8

Traditional classroom speaking practice often takes the form of drills in

which one person asks a question and another gives an answer. The question and

the answer are structured and predictable, and often there is one correct answer.

The aim of these activities is to promote students to ask and answer the question.

In contrast, the major goal of teaching speaking skill is communicative efficiency

using the target language.9 Language learners should be able to make themselves

understood by using their current proficiency. In other words, the success of

language teaching and learning is measured in terms of the ability to speak using

the target language. Language learners should focus on the meaning of what they

are saying rather than on the particular language structure.10

In teaching speaking skill, the teacher is demanded to create activities and

situations which encourage the students to speak freely, without being afraid and

shy. The teacher must plan his teaching well before he starts the teaching and

learning of speaking. A teacher needs to have techniques which are relevant to the

students‘ interest to achieve the objectives of the teaching and learning of

speaking.

4. The Elements in Teaching Speaking

In teaching speaking there are some elements that language teacher should

concern about. It is used as a guide to assess the speaking. There are

pronunciation, grammar, vocabulary, fluency, and comprehension. Harmer said,

―if students want to speak fluently in English, they need to be able to pronounce

phonemes correctly, use appropriate stress and intonation and speak in connected

speech‖.11

In addition, According to Hughes, there is some proficiency that should

be achieved in speaking activities; accent, grammar, vocabulary, fluency, and

comprehension.12

9 Hughes, Testing for language Teachers, (UK: Cambridge University Press, 2003),

p.113 10

Jack C. Richards and Theodore S., Approaches and Methods in Language Teaching,

Second Edition, (New York: Cambridge University Press, 2001), p. 159 11

Jeremy Harmer, The Practice of English Language Teaching 4th

Edition, (England:

Longman, 2007), p. 343. 12

Hughes, Op. Cit., pp.131—132.

9

1. Pronunciation

A certain sound or sounds are produced through pronunciation. Teaching

pronunciation is not only make the students aware of different sound feature but

also improve their speaking immeasurably because pronunciation can help the

students to get over serious intelligibility problem in particular case.13

It means to

master pronunciation, the production of someone‘s speech is getting better.

Indeed, pronunciation is an important element in speaking. It is because speaking

deals with the pronunciation of sounds. By learning pronunciation, the students

know about how to say words correctly.

2. Grammar

In speaking, the important thing is the messages that want to convey to the

listener. People do not focus on the grammar of their utterance. However, it

becomes a need that the speakers also need to notice the grammar when they

speak to others. Although grammar is neglected, people should concern on the

sentence rules in grammar. Richards said, ―Grammar is not taught in isolation but

often arises out of a communicative task, thus creating a need for specific items of

grammar‖.14

It means that grammar has a role in speaking but the teachers should

not teach the grammar from the rules but from the context. It will make the

students can comprehend the rules of grammar easily while they learn it from

their utterance.

3. Vocabulary

Vocabulary is also important when someone wants to convey his/her

thoughts, feelings, or views to other people. Without the mastery of vocabularies,

someone might face the obstacles to share his/her thoughts. Thus, vocabulary is a

part of teacher‘s art and the students should see the word in use. Richards and

Renandya state, ―one thing the reader will find in accessing the literature on

vocabulary knowledge is that we tend to use the word ‗word‘, presumably for ease

13

Harmer, Op. Cit., p. 248. 14

Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge

University Press, 2006), p. 23.

10

and convenience‖.15

Without extensive vocabulary and strategies for acquiring

new vocabulary, students often achieve less than their potential and may

discourage from making use of language opportunities around them.

4. Fluency

Fluency refers to speak easily and quickly as long as speaking activity.

According to Brown, fluency is the ability to speak spontaneously, flow well,

without having to stop and pause a lot to channel the speech on a more purposeful

course.16

It means that fluency does not only focus on the speed of speaking, but it

also focuses on how much the speakers do the pause. Pause can be opportunity to

take breath or to formulate speaking material. However, the long frequently

pauses will be different matter. It tends to be sign of not fluent speaking.

Therefore, using pause need to be managed in order to produce natural and

flowing speaking activity. There are four features of pauses proposed by

Thornbury17

, namely:

1) Pauses may be long but not frequent.

2) Pauses are usually filled.

3) Pauses occur at meaningful transition points.

4) There are long runs of syllables and words between pauses.

In addition, the ability to speak fluently is not enough because speaker need

to consider the accuracy as well. Accuracy is related to the use appropriate

grammar, vocabulary and pronunciation in speaking. Brown stated that both

fluency and accuracy need to be achieved simultaneously. Fluency can be initial

goal of speaking and accuracy can be learned in some extend of study which

allows students to focus in the aspect of grammar, pronunciation, phonology,

etc.18

So that, the activity of speaking runs naturally and there will not be

15

James Milton, Measuring Second Language Vocabulary Acquisition, (England: Second

Language Acquisition, 2009), p. 7. 16

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy 2nd

Edition, (New York: Pearson Education, 2001), p. 269. 17

Thornbury, Op. Cit., p.7. 18

Brown, loc. cit.

11

misunderstanding during communication.

5. Comprehension

The last element of speaking is comprehension. Comprehension is a key

feature in successful teaching for the intended meaning of written or spoken

communication. Hughes states that someone comprehends the language when

he/she ―understands everything in both formal and colloquial speech to be

expected of an educated native speaker‖.19

It means that someone is said as he/she

comprehend when he/she is able to determine what have to say, and listen to what

have to listen and understand. As it is in the classroom, the teacher can see

whether the students understand or not (are they comprehend or not) by asking

about the lesson which has been taught.

5. Assessments of Speaking

Assessing speaking is challenging because there are so many factors that

influence a teacher‘s impression on how well someone can speak a language. Five

components are generally recognized in analysis of speech processes that are

pronunciation, grammar, vocabulary, fluency, and comprehension.

Here the bands score of oral proficiency scoring categories in speaking

skill.20

It can be seen in the tables below:

Table 2.1

Oral Proficiency Scoring Categories Grammar

Score Proficiency Description

1 Errors in grammar are frequent, but the speaker can be

understood by a native speaker used to dealing with

foreigners attempting to speak language.

2 Can usually handle elementary constructions quite

accurately but does not have thorough or confident control

19

Hughes, Loc. Cit. 20

H. Dauglas Brown, Language Assessment-Principle and Classroom Practice. (New York:

Person Education,Inc. 2004), p. 172-173.

12

of the grammar.

3 Control of grammar is good, able to speak the language with

sufficient structural accuracy to participate effectively in a

most formal and informal conversation on practical, social,

and professional topics.

4 Able to use the language accurately on all levels normally

pertinent to professional needs. Errors in grammar are quite

rare.

5 Equivalent to that of an educated native speaker.

Table 2.2

Oral Proficiency Scoring Categories Vocabulary

Score Proficiency Description

1 Speaking vocabulary inadequate to express anything but the

most elementary needs.

2 Has speaking vocabulary sufficient to express him simply

with some circumlocutions.

3 Able to speak the language with the sufficient vocabulary to

participate effectively in a most formal and informal

conversation on practical, social and professionals topics.

Vocabulary is broad enough that be rarely has to grope for a

word.

4 Can understand and participate in any conversation within

the range of his experience with a high degree of precision

of vocabulary.

13

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.

Table 2.3

Oral Proficiency Scoring Categories Comprehension

Score Proficiency Description

1 Within the scope of his very limited language experience,

can understand simple questions and statements if

delivered with slowed speech, repetition, or paraphrase

2 Can get the gist of most conversations of non-technical

subjects (i.e., topics that require no specialized

knowledge)

3 Comprehension is quite complete at a normal rate of speech.

4 Can understand any conversation within the range of his

experience.

5 Equivalent to that of an educated native speaker.

Table 2.4

Oral Proficiency Scoring Categories Fluency

Score Proficiency Description

1 (No specific fluency description refer to other four language

areas for an implied level of fluency)

14

2 Can handle with confidence but not with facility most social

situations, including introductions and casual conversations

about current events, as well as work, family and

autobiographical information.

3 Can discuss the particular interest of competence with

reasonable ease. Rarely has to grope for words.

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.

5 Has complete fluency in the language such that his speech is

fully accepted by educated native speakers.

Table 2.5

Oral Proficiency Scoring Categories Pronunciation

Score Proficiency Description

1 Errors in pronunciation are frequent but can be understood

by a native speaker used to dealing with foreigners

attempting to speak his language.

2 An accent is intelligible though often quite faulty.

3 Errors never interfere with understanding and rarely disturb

the native speaker. An accent may be obviously foreign.

4 Errors in pronunciation are quite rare.

5 Equivalent to and fully accepted by educated native speakers

15

Table 2.6

Oral Proficiency Scoring Categories Task

Score Proficiency Description

1 Can ask and answer questions on topics very familiar to

him. Able to satisfy routine travel needs and minimum

courtesy requirements. (Should be able to order a simple

meal, ask for shelter or lodging, ask and give simple

directions, make purchases, and tell time).

2 Able to satisfy routine social demands and work

requirements; needs help in handing any complication or

difficulties.

3 Can participate effectively in most formal and informal

conversations on practical, social, and professional topics.

4 Would rarely be taken for a native speaker but can respond

appropriately even in unfamiliar situations. Can handle

informal interpreting from and into language.

5 Speaking proficiency equivalent to that of an educated

native speaker.

However, there are six components usually used to analyze speech

performance, they are grammar, vocabulary, comprehension, fluency,

pronunciation, and task. The scoring also can include accuracy, articulation, eye

contact, expression, intonation and gesture of the speaker. The researcher uses

those speaking scoring rubric to collect data.

16

B. Video

1. The Understanding of Video

Video is a record of moving pictures or events containing sounds and

music presented in some format data such as .mpg, .flv, .mkv, and so on. The

video is a portable data, means it can be plugged and unplugged, and play in any

supportive devices such as a computer, DVD player, and so on. The video has a

larger extent nowadays. It is used for entertainment, documentary purposes, and

even to teach at school as learning media. Hence, by its sophistication, the video

also brings a greater extent to language teaching, the characteristic of video that is

manipulated, edited, and portable has made the video seems very useful to use as

a learning medium. Supporting this idea, Harmer stated in his book, ―Video can

be used for many things: presenting, information, giving background to a topic,

playing various forms of dialogues, and interaction‖.21

Furthermore, the fact of the video is less expensive than employing a tape

record and audio cannot be avoided. Since one of the video characteristics is

portable, to employ the video in any classroom circumstance is possible.

Moreover, video can be matched to any students' needs in language learning. The

characteristic of video that is editable has provided the video as effective media

for any needs. This statement also supported by Rahmadian by quoting John

Haycraft in his book, ―Video can be tailored to immediate needs. As a video is no

more expensive than sound tape and no more difficult to operate, video can thus

be used creatively‖.22

The ideas of video and its sophistication above have

brought the video as one of the learning media used throughout centuries. In fact,

every classroom today has equipped with projector and screen makes language

learning through video easily adjust without any obstacle. This statement also

strengthen by Harmer perspective on his book, he states that the videotapes in

language teaching have been used for a century, every book publisher includes

video as the useful complement of their books in purpose to make the learning

21

Jeremy Harmer, How to Teach English, (England: Pearson, 1998), p. 144. 22

Rahmadian, Op. Cit., p. 13.

17

easier to understand.24

From the statements above, it concludes that for many

years, video is seen as useful aids for teachers to help them teach in classroom.

2. Definition of Animation Video

There are several definitions concerning animation videos. Animations are

a form of dynamic representation that displays processes that change over time.

According to Heinich, Molenda, & Russell animation is a technique in which the

filmmaker gives motion to otherwise inanimate objects.23

A video is becoming a

more and more popular tool in teaching English. Movies, videos, and cartoons can

be used in listening activities in the EFL classroom.

Teachers need to explore more media that can be used in the teaching and

learning process. In line with that, Johnson, as cited in Ramadhika, states that

there are some components that students can observe while watching a video such

as settings, action, emotions, gestures, etc. Besides, for language production and

practice, the video also provides the students with an important stimulus.24

In conclusion, an animation video is described as a cartoon, film, images,

puppets, etc. that are photographed and shown in a way that makes them move

and appear to be alive.

3. The Advantages and Disadvantages of Using Animation Video

Using video as a media in the language classroom has to be done by

several researchers and as the research is done, there are some benefits that have

been found out. As the research that done by Dea Aprilia Haryanto, the

advantages of using animation video in language classroom are making the

students easier and interesting in learning and the second is that the use of video

animation can give the students view on how to interact in a conversation and give

23

Heinich, R., Molenda, M., & Russell, J.D., Instructional Media and Technologies

Learning. (Prentice Hall: 2002), p. 193.

24 Boris Ramadhika, Improving Students’ Listening Skill Using Animation Video for The

EightGrade Students of SMPN 6 Magelang, Yogyakarta State University, 2014. p. 24.

18

advice how to live better.25

Other advantages are animation video can get enrich

knowledge, vocabulary, grammar, and pronunciation. Also, the use of video

animation in the class can be very enjoyable for the students. However, the

classroom atmosphere hopefully will be more conducive, so the delivery of

message value through the video animation can be effective.26

Furthermore, the research done by Boris Ramadhika states that a major

advantage is that video can focus on information that cannot be readily presented

in a traditional classroom because of constraints such as size, location, costs, etc27

.

Both of them are in line with Jeremy Harmer statement that one major advantage

of videos is that learners not only can listen to the language but also they can see

it, in order to support comprehension, videos contain visual clues such as gestures

and expressions which allow students to go beyond of what they listen, and also to

interpret the video.

On the other hand, there are several disadvantages to be recognized when

using video in the language teaching process. Video deals with the long-term

effects of using video in the classroom. It can be argued that video in language

teaching should be discouraged because there is scant empirical proof to verify

comprehension.28

The main disadvantages are cost, inconvenience, maintenance,

and some cases, fear of technology. Additionally, the sound and vision, quality of

the copies or home-produced materials may not be ideal. Another important issue,

in this case, is that the teacher should be well-trained in using and exploiting the

video. Otherwise, it becomes boring and purposeless for students.

4. The Procedure of Teaching Speaking with Animated Video

The use of teaching media in the classroom should be prepared well by the

25

DeaApriliaHaryanto, Students’ Perception on The Use of Video Animation to The

Teaching of Listening to The First Grade at SMA Negeri 1 Pakel Academic Year 2014—2015,

(IAIN Tulungagung, 2014) pp. 9—10.

26Ibid.,p. 11.

27Boris.,OpCit.,p.25

28 Ibid,.p.26

19

teacher. Hanifah Khalidiyah in her journal suggested some procedures in applying

video or audiovisual media in teaching English.29

a. Preparing yourself

The first thing to do by the teacher before showing the video to students is

previewing the video and make some notes about the content of the video. A

teacher may invite some students to preview the video and see their point of view

about it.

b. Preparing the environment

After preparing the video, the next thing to do is arranging the classroom

to be as comfortable as possible. The technical equipment such as a speaker and a

laptop/computer should be located appropriately so that students can get a good

view while watching the video.

c. Preparing the students

When students watch the video, the teacher should help them to

understand why they must watch the video and tell what they can get by watching

it. A teacher can also ask the students to discuss the content of the video then

relate to what they know and they do not know.

d. Showing the video

While watching the video, make students comfortable and try to show the

video without interruption such as giving a question in the middle of the video.

e. Carrying out the follow-up

After showing the video, the teacher asks the students about the content of

the video to know their opinion about the video. They can also discuss the video

with their classmates. The follow up is necessary to detect misunderstanding they

29

Khalidiyah Hanifah, THE USE OF ANIMATED VIDEO IN IMPROVING STUDENTS'

READING SKILL, Journal of English and Education 2015, 3(1), 59-79. pp. 66—67.

20

may have. A teacher can give a repetition show if needed to clear up any

confusion.

B. Previous Related Studies

In this research, the writer wants to seek the impact of using English

animation video on students‘ speaking ability. Some researches focus on video-

media, unlike this research that the writer conducts which specifically focuses on

the activity of watching animation video. Nevertheless, the research conducted

was well-done by many writers. Related to this study, Batdal Niati had found in

her research with the title ―The Effect Animated Films on Students‘ Speaking

Skill of Narrative Text at grade X SMA Plus Binabangsa Pekanbaru‖30

, that it

successfully improved the students‘ speaking skill. The result was encouraging it

was exposed to the students‘ enthusiasm to join the activities. Subsequently, the

students‘ speaking skill was effectively improved. The video seems effective and

appropriate to use since it fits in students; it also makes the students chance to

speak without feeling ashamed, helped to make a good arrangement of speaking

material and vocabulary, and gave new experience in learning English. The

difference with the writers' research is the place of research chosen is junior high

school, not the senior high school. During the treatment, the writer chose

expressing to invite others whereas Niati chooses fable and fairy tales story as a

topic of animation video.

Using animation video as a treatment also supported by another research

conducted by Rosdalina titled ―Improving Students Speaking Skill through

Animation Movie at Sixth Grade SDN 002 Ujungbatu Kabupaten Rokan Hulu

Provinsi Riau‖.31

The result agreed that using animation movie can help them in

remembering the subject. Moreover, they stated that by using animation video

they felt more interesting in learning the subject and they didn‘t get bored during

30 Batdal Niati, et.al. The Effect Animated Films on Students’ Speaking Skill of Narrative

Text at grade X SMA Plus Binabangsa Pekanbaru, (Pekanbaru: Journal English Language

Teaching (ELT) Vol. 2 No. 1, 2014), p.1. 31

Rosdalina, et.al. Improving Students Speaking Skill Through Animation Movie at Sixth

Grade SDN 002 Ujungbatu Kabupaten Rokan Hulu Provinsi Riau,(Pekanbaru: Jurnal Mahasiswa

FKIP Universitas Pasir Pengaraian Vol.1 No.1, 2015), p.1.

21

the lesson. However, the writer found this research is a Classroom Action

Research (CAR), in contrast to the writers who used quasi-experimental as the

research design. This research also examined students in elementary school, not

junior high school.

C. Thinking Framework

Speaking is a human act as a tool to communicate, by using a medium

called language, compiling words into sentences that contain meanings and

understood by other people. Speaking is a fundamental skill to achieve in

language learning. The purpose of teaching speaking is to help students to use the

target language. Language learners should be to use their language proficiency in

social interaction. Language learners should focus on the meaning of what they

are saying rather than on the particular language structure.

In contrast, some students think that speaking is difficult because they are

habituated to use their native language in any situation. Moreover, the students get

some obstacles in understanding learning materials, especially when they are

asked to speak in English. The students do not even know what and how to speak,

that makes them not even dare to speak in English. Thus, teaching speaking

should motivate and emphasis on practice as a way of developing communicative

skills. The teacher should give speaking activities that encourage students to speak

as much as possible.

Based on this study, the writer would like to use English animation video

to teach students‘ speaking ability at eighth-grade students of SMPN 9 Tangerang

Selatan in order to encourage them to speak English confidently. Animation video

can be an alternative for the teacher to attract students‘ motivation to participate in

language learning. Through video, students not only observe the things presented

but also teacher and students can see, hear, and practice the pronunciation,

gestures, and expression together. The way students and teacher observes and

practices the language from viewing the video can make the learning more

meaningful and also useful for the students.

22

Based on the exploration above, it can be assumed that there is an impact

of using English animation video on students‘ speaking ability at the eighth grade

students of SMPN 9 Tangerang Selatan.

D. The Hypothesis of the Study

Based on the theory above, there are two kinds of hypothesis which can be

estimated here, those are:

H0: there is no significant difference between students‘ achievement in speaking

ability which is taught by using English animation video and without English

animation video.

Ha: there is a significant difference between students‘ achievement in speaking

ability which is taught by using English animation video and without English

animation video.

From the basic problem of the study and thinking framework which has

been started, the writer draws the hypothesis of the study which can be started as

follows:

―There is an impact of using English animation video on students‘ speaking

ability at the eighth grade students of SMPN 9 Tangerang Selatan‖.

23

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of The Study

The writer conducted this research at SMPN 9 Tangerang Selatan which is

located on Jl. Lontar Martil, Benda Baru, Pamulang, Tangerang Selatan, Banten

15414. It was begun in September 30th

2019 until October 14 th

2019.

B. The Population and Sample

The population of the study was 180 students from the eighth grade of

SMPN 9 Tangerang Selatan. The writer only took two classes that were VIII.9

consists of 30 students and VIII.10 consists of 30 students. The sample of this

research is 60 students, which is divided into 2 classes, VIII.9 as the experimental

class and VIII.10 as the controlled class. Those classes were chosen based on the

permission of the school which allowed to conducted study in a class where the

writer was teaching during Teaching Practice Program or PLP (Praktek Kerja

Lapangan).

C. The Research Method and Design

In this research, the writer employed a quantitative method. A quantitative

method is a method which the investigation focuses on the use of postpositive

statement for developing knowledge, the use of inquiry strategies such as

experiment, surveys, and collect data on predetermined instruments to get specific

statistics data.1 Thus, this research was conducted to get empirical data about the

impact of using animation on students‘ speaking ability through administering

pre-test and post-test to get the scores and to have statistics data.

In this study, the writer applied quasi-experimental as the design. Based on

Creswell, the quasi-experimental is a type of evaluation which aims to determine

whether a program or intervention has the intended effect on a study of

1John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches: Second Edition, (New York: Sage Publication, 2003), p. 23.

24

participants. This research does not permit the researcher to control the

assignment. This category of design is most frequently used when it is not feasible

for the researcher to use random assignment.2

There are two types of variable in this research. The first is animation video

as the independent variable, and the second was students‘ speaking ability as the

dependent variable. Furthermore, the researcher used two classes of the eighth

grade students in SMPN 9 Tangerang Selatan as the participant of this study. The

classes determined as two different groups. A class will be the experimental group

and the rest will be the controlled group. The quasi-experimental design can be

figured as follows:

Table 3.1

Research design

Group Pre-test Treatment Post-test

Experimental Pre-test With experimental

treatment (Using

Animation Video)

Post-test

Control Pre-test Without experimental

treatment (Using

coursebook)

Post-test

The researcher conducted pre-test, treatment, and post-test for

investigating the impact of using English animation video on students‘ speaking

ability. The pre-test will be administered to get initial data of students‘ speaking

ability. Furthermore, treatments will be conducted in order to get a significant

result when comparing the groups. During the treatment, the experimental group

watched and listened three until ten minutes of English animation video. The topic

of the animation video was about expression to invite others. While the

2 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating, Quantitative

and Qualitative Research, (Boston: Pearson Education, 2012), p. 309.

25

experimental group using animation video as a media, the controlled group will be

taught by using regular teaching method that is using a coursebook. Finally, the

post-test will be administered to examine the result of the impact of using English

animation video on students‘ speaking ability.

D. The Research Instrument

The test used as the instrument for this study. The test was given twice,

before and after treatments. For learning process the researcher using English

animation video as a media. The pre-test was intended to know initial speaking

ability of the sample and the post-test was intended to check whether the task had

an impact or not toward students‘ speaking ability.

Pre-test administered before giving treatment, while the post-test was

given after treatments. The treatments given by the researcher was about making

the invitation, accepting the invitation and declining the invitation formally or

informally. The researcher asked students to watch and listen to the animation

video for three until ten minutes. For the test, students were given several minutes

before the test to make a simple dialogue about the invitation with their partner.

Then, students presented their task in front of the class. Furthermore, for both pre-

test and post-test, the researcher used the scoring guide proposed by David P.

Harris which provides rating scale for five criteria of the elements of speaking

ability. The criteria are pronunciation, grammar, vocabulary, fluency, and

comprehension.3

No Criteria Rating Scores Description

1 Pronunciation 5 (95-100) Has few traces of foreign language.

4 (85-94) Always intelligible, though one is conscious of

a definite accent.

3 David P. Harris, Testing English as a Second Language, (New York: Tata McGraw Hill

Publishing Company Ltd, 1996), p.84.

26

3 (75-84) Pronunciation problem necessities

concentrated listening and occasionally lead to

misunderstanding.

2 (65-74) Very hard to understand because of

pronunciation problem, most frequently be

asked to repeat.

1 Below 65 Pronunciation problem to serve as to make

speech virtually unintelligible.

2 Grammar 5 (95-100) Make few (if any) noticeable errors of

grammar and word order.

4 (85-94) Occasionally makes grammatical and or word

orders errors that do not, however obscure

meaning.

3 (75-84) Make frequent errors of grammar and word

order, which occasionally obscure meaning.

2 (65-74) Grammar and word order errors make

comprehension difficult, must often rephrase

sentences.

1

Below 65

Errors in grammar and word order, so, severe

as to make speech virtually unintelligible.

3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that

of a native speaker.

4 (85-94) Sometimes uses the inappropriate term and

must rephrase ideas because of lexical and

equities.

27

3 (75-84) Frequently uses the wrong words conversation

somewhat limited because of inadequate

vocabulary.

2 (65-74) Misuse of words and very limited vocabulary

makes comprehension quite difficult.

1 Below 65 Vocabulary limitation was so extreme as to

make conversation virtually impossible.

4 Fluency 5 (95-100) Speech as fluent and efforts less as that of a

native speaker.

4 (85-94) Speed of speech seems to be slightly affected

by language problem.

3 (75-84) Speed and fluency are rather strongly affected

by language problem.

2 (65-74) Usually hesitant, often farced into silence by

language limitation.

1 Below 65 Speech is so halting and fragmentary as to

make conversation virtually impossible.

5 Comprehension 5 (95-100) Appears to understand everything without

difficulty

4 (85-94) Understand nearly everything at normal speed

although occasionally repetition may be

necessary

3 (75-84) Understand most of what is said at slower than

normal speed without repetition

28

2 (65-74) Has great difficulty comprehend social

conversation spoken slowly and with frequent

repetition

1 Below 65 Cannot be said to understand even simple

conversation.

E. Validity and Reliability of the Instrument

1. Validity of the Speaking Test

Validity is related closely to the purpose of the test. Stated by Hughes, a

test is said to be valid if it accurately measures what is intended to measure. 4

Speaking test had two basic types of validity; content and construct validity.

In content validity, the test was good reflection of what had been taught

and the knowledge which the teacher wanted his or her students to know. It meant

that, the researcher gave speaking test based on the curriculum at eighth grade

students of SMPN 9 Tangerang Selatan. Whereas, construct validity concerns on

whether the test is actually in line with the theory of what it means to the

language. In this research, the researcher focused on speaking ability in form of

interpersonal dialogue about the invitation and the topic was about expression to

invite others.

Considering the performance test type was used in this research, The

students were asked to make a dialog related to the expression to invite others

orally in front of the class. The test was measured certain components based on

the indicator. The researcher used five aspects in speaking ability because the

aspects were based on the indicators in curriculum. Those were; fluency,

pronunciation, vocabulary, grammar, and comprehension.

4Arthur Hughes, Testing for Language Teachers Second Edition, (United Kingdom: Cambridge

University Press, 2000), p. 26.

29

2. Reliability of the Speaking Test

The form of the test was subjective test because there was no certain

answer. The researcher gave the score by seeing and listening their conversation

about expression to invite others directly and orally during the performance. The

students were performed their performance with their partner in front of the class

and it was recorded by the researcher because it helps the researcher to evaluate

more objectively.

F. The Technique of Data Collecting

As the writer explained above that the writer used a test as the main

technique in collecting data on this research. The test used in order to know the

impact of using English animation video on students‘ speaking ability at eighth

grade students of SMPN 9 Tangerang Selatan. The pre-test and post-test were

given to both the experimental class and controlled class to find out their

achievement in speaking ability.

1. Pre-test

The pre-test was given by the writer at the beginning of attending class

VIII.9 and VIII.10 to know the student knowledge of the material that was taught.

2. Post-test

The writer was given the students post-test to know the improvement of

students‘ ability in speaking ability after the lesson and treatments finished.

G. The Technique of Data Analysis

In this study, the writer will use T-test to find out the difference between

students‘ scores which are taken from pre-test and post-test in experimental class

and control class. In this step, the normality test and the homogeneity test were

analyzed before the last test is measured. For normality and homogeneity testing,

the IBM SPSS Statistics 20 application used data analysis. The testing steps

would be described as follows:

30

a. Normality Test

Normality test was one of the important requirements that might be

followed in analyzing the data of the research. It was done to examine if the

distribution of data collected was normal or not. The analysis of normality test in

this research used Kolmogorov Smirnov by using SPSS version 24 software.

Then, if the normality score was more than 0.05, it could be said that the data

distribution was normal. On the contrary, if the score of the normality test showed

less than 0.05, it could be said that the data distributions were not normal. The

steps to check the normality test as follows:

1) Open SPSS version 24 software program

2) Click variable view and complete these columns :

a) Name: write class in the first row. This is to indicate and differentiate

between the experimental class and the controlled class. Write score in the

second row

b) Type column is numeric

c) Width column is filled with 8

d) Decimal is changed from 2 to 0

e) Label column is left blank

f) Value column is none

g) Missing column is none

h) Column is filled with 8

i) Align column is right

j) Measure column is unknown

k) Role column is filled with input

3) Click data view in score column, compute ―1‖ as representing

31

experimental class and ―2‖ representing the controlled class.

4) In score column, compute the score of each class.

5) Click analyze>> Descriptive Statistics >> Explore

6) The variable that wishes to be tested for normality (pre-test score and post-test

score) is filled in the Explore dialog box with the dependent list.

7) Then the test groups (experimental class and controlled class) fill in the factor

list.

8) Click plots >> checklist normality plot with test, histograms, power

estimation.

9) Click Continue and OK to see the normality of the test result.

b. Homogeneity Test

Homogeneity test was used to test whether the data from the two groups had

the same variant. Like the normality test, this kind of test also used SPSS version

24 software. This research used Kolmogorov Smirnov with α= 0.05. The data can

be said homogenous if the homogeneity score was more than 0.05. The steps are:

1) Open the SPSS version 20 software program

2) Input the data in data view

3) Click on Analyze at the top of the menu. Then choose the means to compare

and

press ANOVA on one-way

4) Insert the experimental group information in the Dependent List. Then insert

the

controller group information in Factor

5) Click Options tab to open the options dialogue box

6) Give a tick for variance testing homogeneity

32

7) Click Continue and OK to see the test result homogeneity

c. T-Test

The researcher used the t-test to determine whether the null hypothesis or

alternative hypothesis, is accepted or rejected. The t-test used in this research

specifically is independent-sample T-test with a two-tailed test of significance. If

the result indicates p-value or sig (2- tailed) higher than the significance level of

sig α= 0.05 (5 %), then the null hypothesis is accepted. On the contrary, if the p-

value is lower than sig α= 0.05 (5%), then the alternative hypothesis is accepted.

t-test analyzed by using SPSS version 24 software. It would explain the measures

for analyzing the information as follows:

1) Open the software SPSS version 24

2) Click Variable View, enter the name like class and score

3) The name of the two groups is distinguished in Values, "1" for the experimental

group and "2" for the controller group

4) Click Data View and insert the data

5) Click Analyze, choose Compare Means and click Independent-Samples T-test

6) Move the score to the column of Test Variable(s) and transfer the class to

Group Variable

7) Click Continue and OK

d. Formulation of the Effect Size

The last step to produce the test outcome is to assess the effect-size by the

writer. This test was performed to understand the impact level of meaning In order

to measure whether the effect size of the media or the technique were strong,

therefore, the writer adopted Cohen‗s formulation as follows5:

5 Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education, (New

33

d : Effect size

Mean of Group A : Mean for experimental class

Mean of Group B : Mean for controlled class

Pooled standard deviation :

(standard deviation of group 1 + standard deviation of group 2)

2

After obtaining the results, then they can be interpreted based on the criteria:

0 - 0.2 = weak effect;

0.21 - 0.5 = modest effect

0.51 – 1.00 = moderate effect size

>1.00 = strong effect.

H. The Statistical Hypothesis

To prove the hypothesis, the data obtained from the experiment class and the

control class was calculated by the using t-test formula with the assumption as

follows:

1. (Ha) is accepted; it means there is a significant difference between students‘

achievement in speaking ability which is taught by using English animation

video and without English animation video.

2. (H0) is accepted; it means there is no significant difference between students‘

achievement in speaking ability which is taught by using English animation

video technique and without English animation video.

York: Routledge, 2007), Sixth Edition. p.521.

d = (Mean of Group A - Mean of Group B)

Pooled standard deviation

34

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

1. The Description of Data

The data of students‘ achievement was collected from students‘ score of

pre-test and post-test which was applied in two kinds, namely the data in

experiment class and the data in control class. The type of score used to assess

students‘ speaking skill was nominal score. The data as follows:

a. The Data of Experimental Class

Table 4.1

The Score of Pre-test and Post-test of Experimental Class

No. Students'

Name

Score of

Pre-Test

Score of

Post-Test

Gained

Score

1 S1 48 68 20

2 S2 44 68 24

3 S3 60 76 16

4 S4 64 76 12

5 S5 52 76 24

6 S6 40 68 28

7 S7 52 76 24

8 S8 44 72 28

9 S9 52 72 20

10 S10 60 76 16

11 S11 40 68 28

12 S12 40 68 28

35

13 S13 68 80 12

14 S14 56 72 16

15 S15 68 80 12

16 S16 64 76 12

17 S17 40 68 28

18 S18 40 68 28

19 S19 40 68 28

20 S20 52 72 20

21 S21 68 80 12

22 S22 64 76 12

23 S23 68 80 12

24 S24 68 76 8

25 S25 44 72 28

26 S26 40 68 28

27 S27 48 72 24

28 S28 48 72 24

29 S29 56 76 20

30 S30 60 76 16

∑ 1588 2196 608

Average 52.93333 73.2 20.26667

From the table 4.1, it can be clarified that the highest score on pre-test of

experimental class was 68 and the lowest score was 40 with the mean score of

pre-test was 52.93, while the highest score on post-test of experimental class was

80 and the lowest score was 68 with the mean score of post-test was 73.2. The

total gained score in this class was 608. It can be known that there was significant

impact on students‘ speaking ability after applying English Animation Video as a

medium.

36

b. The Data of Controlled Class

Table 4.2

The Score of Pre-test and Post-test of Controlled Class

No. Students'

Name

Score of

Pre-Test

Score of

Post-Test

Gained

Score

1 S1 68 76 8

2 S2 68 76 8

3 S3 68 76 8

4 S4 60 72 12

5 S5 68 76 8

6 S6 68 76 8

7 S7 56 60 4

8 S8 52 60 8

9 S9 48 56 8

10 S10 52 56 4

11 S11 48 56 8

12 S12 52 60 8

13 S13 52 56 4

14 S14 56 56 0

15 S15 44 56 12

16 S16 44 56 12

17 S17 44 56 12

18 S18 48 56 8

19 S19 48 60 12

20 S20 52 60 8

37

21 S21 48 56 8

22 S22 64 72 8

23 S23 60 60 0

24 S24 60 64 4

25 S25 48 56 8

26 S26 44 52 8

27 S27 44 52 8

28 S28 44 52 8

29 S29 44 52 8

30 S30 44 52 8

∑ 1596 1824 228

Average 53.2 60.8 7.6

From the table 4.2, it can be clarified that the highest score on pre-test of

controlled class was 68 and the lowest score was 44 with the mean score of pre-

test was 53.2, while the highest score on post-test of controlled class was 76 and

the lowest score was 52 with the mean score of post-test was 60.8. The total

gained score in this class was 228. It can be known that there was no significant

improvement on students‘ speaking ability on the pre-test and post-test score of

the controlled class.

Besides the Table score, a diagram about the progress of both

experimental and controlled class would provide as below:

38

The Difference between Students’ Score of Experimental Class and

Controlled Class

Based on the data in Table 4.1 and Table 4.2, students in the

experimental class reached higher score in speaking ability. It occurred after the

experimental class was taught using English Animation Video as a medium and

students in the controlled class was taught by conventional teaching method. In

conclusion, English Animation Video is effective on students‘ speaking ability.

2. Analysis of the Data

a. The Normality Test

Table 4.3

The Normality Test of Pre-test and Post-test of Experimental Class and

Controlled Class

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PreTest

Experimental Class .137 30 .155 .887 30 .548

Control Class .191 30 .173 .854 30 .492

PostTest

Experimental Class .213 30 .200 .860 30 .249

Control Class .271 30 .200 .790 30 .183

0

20

40

60

80

Experimental Class Controlled Class

PreTest

PostTest

39

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the data in Table 4.3 in the Kolmogorov-Smirnov, the

significance of the experimental class in pre-test was 0.155 and the controlled

class was 0.173. If the data is more than or equal to a significance α = 0.05 the

data was normally distributed. Thus, it can be concluded that the pre-test of

experimental class and controlled class data were normally distributed because

both classes‘ significances are more than 0.05.

From Table 4.3 it can be seen in the Kolmogorov-Smirnov rows of the two

classes in post-test, the experimental class was 0.200 and the controlled class was

0.200. The writer found that the data in the experimental class and the controlled

class was above 0.05. This implies that study information was normally

distributed and that using English Animation Video as a treatment was effective

for students‘ speaking ability.

b. The Homogeneity Test

The purpose of the homogeneity test is to decide whether the data of the

experimental class and controlled class are homogeneous (equal) or not. In this

research, the researcher used Levene Statistic to scale the homogeneity test of

experimental class and controlled class. The results are presented as follows:

Table 4.4

The Homogeneity Test of Pre-test and Post-test of Experimental Class and

Controlled Class

Test of Homogeneity of Variances

Levene

Statistic

df1 df2 Sig.

PreTest 1.909 1 58 .172

PostTest 10.472 1 58 .108

40

Based on Table 4.4, the results of the data showed that the significance of

the experimental and controlled class in pre-test was 0.172. It implies 0.172 was

above 0.05. Therefore, the data from both classes were homogeneous.

In addition, the result of the post-test score value was 0.108, which is

higher than α= 0.05 (0.108 ˃ 0.05). It means that the data of post-test from both

classes were also homogeneous.

c. The Hypothesis Test

The test of data hypothesis in this research is required to know is there any

impact of using English Animation Video as a treatment on students‘ speaking

ability at SMPN 9 Tangerang Selatan, also to see whether there was a significant

difference in the result from pre-test and post-test after the treatment was given to

the students. Therefore to test the hypothesis of this research, the software SPSS

24 was used. However, to measure and calculate the data, the mean score of pre-

test and post-test were input. The significance value or alpha (α) was determined

from the formula that is 0.05 or 5%. Then, the result of the t-test is previewed in

the table below:

Table 4.5

The Hypothesis Test of Pre-test and Post-test of Experimental Class and

Controlled Class

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

PreTest Experimental Class 30 52.93 10.435 1.905

Control Class 30 53.20 8.735 1.595

PostTest Experimental Class 30 73.20 4.221 .771

Control Class 30 60.80 8.430 1.539

41

In Table 4.5 showed the column N means the total of the sample, which

was 30 from the experimental class and 30 for the controlled class. From the post-

test row it can be seen that the mean score of the experimental class and the

controlled class were significant. The mean score of the experimental class was

73.20 while the mean score of the controlled class was 60.80.

Table 4.5 also showed the significant distinction between the experimental

class standard deviation pre-test and post-test score. The standard deviation in the

experimental class decreased from 10.435 to 4.221. It means, the pre-test and

post-test score were increase significantly. In other words, using English

Animation Video as a treatment had been proved effective on students‘ speaking

ability because the mean score of experimental class was higher than the mean

score of controlled class.

Table 4.6

The Table of Independent Sample T-test

Independent Samples Test

Levene's Test for

Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig. (2-

tailed)

Mean

Differenc

e

Std. Error

Differenc

e

95% Confidence

Interval of the

Difference

Lower Upper

Post

Test

Equal variances

assumed 10.472 .108 7.204 58 .000 12.400 1.721 8.955 15.845

Equal variances

not assumed

7.204 42.684 .000 12.400 1.721 8.928 15.872

42

Based on the data in the Table 4.6, the independent sample test resulted

in p-value or sig (2-tailed) = 0.000. From the result, it proved that the null

hypothesis was rejected and the alternative hypothesis was accepted because the

p-value (0.000) was lower than sig α = 0.05 (5 %). It also means that there was a

significant difference statistically between the experimental and controlled class in

the results of post-test. In other words, there was a significant impact of using

English Animation Video on students‘ speaking ability.

d. Test of Effect Size

This formulation was adopted in order to see the effect size level of this

research. The formula below was utilized:

Pooled standard deviation = (std. deviation group A + std. deviation group B)

2

d = (mean score of group A – mean score of group B)

Pooled standard deviation

Standard deviation of group A (experimental class) = 4.221

Standard deviation of group B (control class) = 8.430

Mean score of group A (experimental class) = 73.20

Mean score of group B (control class) = 60.80

Pooled standard deviation = (4.221 + 8.430) = 6.3255

2

d = (73.20–60.80) = 1.96

6.3255

43

According to Cohen, there are several criteria of the effect size level as

follow as:

0 - 0.2 = weak effect

0.21 - 0.5 = modest effect

0.51 – 1.00 = moderate effect

> 1.00 = strong effect.

Based on the criteria above, it can be concluded that the study had a

strong effect. It can be seen from the test result of effect size that reached 1.96. In

other words, using English Animation Video as a treatment had an important

impact on the improvement of students‘ speaking ability.

B. Discussion of Results

The aim of this study is to get the empirical data about the effectiveness

of using animation video toward students‘ speaking ability at the eighth grade

students of SMPN 9 Tangerang Selatan. Based on the test, there are the

differences in both the experimental class and the controlled class.

Based on the data, Table 4.1 shows the result of the experimental class

has the average score of pre-test 52.93 before English Animation Video was

implemented. After the writer using English Animation Video as a treatment in

the experimental class, the average score of post-test is 73.2. Meanwhile, Table

4.2 shows the result of the controlled class which has the average score of pre-test

53.2 and the average score of post-test is 60.8. It means that both classes have

increased in the post-test score. Based on the statistical analysis, the increasing

point of the experimental class is 20.27 points; from 52.93 to 73.2. Meanwhile,

the controlled class has increase 7.6 points; from 53.2 to 60.8. It means that the

experimental class had more significantly increasing points rather than the

controlled class. It also supported by Dea Aprilia Haryanto the researcher that

already mentioned in Chapter II that using English Animation video as a treatment

was helpful and effective to improve students‘ speaking ability because it can give

44

the students view on how interact in a conversation. Also, the use of animation

video in the class can get enrich knowledge, vocabulary, grammar, pronunciation,

and fluency. Using animation video as a treatment not only make students can

listen to the language but also they can see it, in order to support comprehension,

videos contain visual clues such as gestures and expressions which allow students

to go beyond of what they listen, and also to interpret the video.

Furthermore, based on the calculation of t-test by using the independent

sample test resulted in p-value or sig (2-tailed) = 0.000. From the result, it proved

that the null hypothesis was rejected and the alternative hypothesis was accepted

because the p-value (0.000) was lower than sig α = 0.05 (5 %). In other words,

there was a significant effect of using English Animation Video on students‘

speaking ability.

The researcher also analyzed the size effect of using English Animation

Video on students‘ speaking ability by using Cohen‗s d formula. The researcher

found that the result was in the strong level with the size effect value 1.96.

As the conclusion, the result of data analysis is proved that using English

Animation Video as a treatment gave a strong impact to improve students‘

speaking ability for the eighth grade students of SMPN 9 Tangerang Selatan.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the data described previously, the conclusion can be drawn

that using English animation video on students‘ speaking ability for the eighth

grade of SMPN 9 Tangerang Selatan was effective. It can be seen from the data

that the mean score of pre-test in experimental class before implementing English

animation video as a treatment was 52.93, and the mean of score post-test after

implementation was 73.2. As it is happened in control class taught without using

English animation video as a treatment, the mean score of pre-test was 53.2, and

the mean score of post-test was 60.8. The data analysis also showed that in the

statistical hypothesis, Ha (Alternative Hypothesis) would be accepted, and Ho

(Null Hypothesis) would be rejected if the sig 2 tailed was lower than alpha (α) or

p< (α). Then, the statistical data described in the finding chapter showed that the

sig 2 tailed was p (0.000). Meanwhile the alpha (α) was 0.05, or 0,000< 0.05.

Thus, it proved that Ha (Alternative Hypothesis) was accepted and Ho (Null

Hypothesis) was rejected.

Additionally, it was also supported by the result of the effect size that

reached 1.96. From the calculation of the effect size, it is showed that the effect

size of this study is on strong criteria. In summary, this study showed that using

English animation video on students‘ speaking ability at eighth grade of SMPN 9

Tangerang Selatan was effective than without it.

B. Suggestion

Some suggestion which might be useful for the students, the teacher, and

the other researchers who are interested in this study are as follows:

46

1. For the teachers

In conducting speaking activities, the teacher needs to provide some media

in the teaching and learning process. One of media which proposed is animation

video. It can be alternative ways of promoting speaking activity to avoid students‘

bore of lecturing. Using English animation video as a treatment can help teachers

to teach students that is lack of vocabulary, pronunciation, and grammar. After

giving that treatment, the teachers can encourage students to speak without fears.

2. For the students

The students, particularly elementary students who learn English should

learn how to use the language in real and be brave to speak in front of people, do

not ever feel shy to speak. One of the ways to easily practice it is to watch and

listen English animation video as their guide for how to speak English fluently.

The keys are to pick up interesting topics which are genuine reason for them to

speak and not to feel shy or afraid making mistakes. Students must practice even

in outside classroom to increase their English speaking ability.

3. For the other researchers

The writer realized that this research gives a little knowledge only, so

further researchers are required. In this study, the writer only deals with students

of the eighth grade of students with certain characteristic, whereas there are other

grades of students with some other characteristics which are not analyzed here.

Hopefully, this study can stimulate other researchers to conduct other researches

related to this field.

47

REFERENCES

Brown, H. Douglas. 2004. Language Assessment-Principle and Classroom

Practice. New York: Person Education,Inc.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy 2nd

Edition. New York: Pearson Education.

Cohen, L., Manion, L., & Morrison, K. 2007. Research methods in education.

New York: Routledge, Sixth Edition.

Cremin, Teresa. 2009. Teaching English Creatively. New York: Routledge.

Creswell, John W. 2003. Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches: Second Edition. New York: Sage Publication.

Creswell, John W. 2012. Educational Research: Planning, Conducting, and

Evaluating, Quantitative and Qualitative Research. Boston: Pearson

Education.

Hanifah, Khalidiyah. 2015. THE USE OF ANIMATED VIDEO IN IMPROVING

STUDENTS' READING SKILL. Journal of English and Education 2015,

3(1), 59-7.

Harmer, Jeremy. 1998. How to Teach English. England: Pearson.

Harmer, Jeremy. 2007. The Practice of English Language Teaching 4th

Edition.

England: Longman.

Harris, David P. 1996. Testing English as a Second Language. New York: Tata

McGraw Hill Publishing Company Ltd.

Haryanto, Dea Aprilia. 2014. Students’ Perception on The Use of Video

Animation to The Teaching of Listening to The First Grade at SMA Negeri 1

Pakel Academic Year 2014—2015. IAIN Tulungagung.

48

Heinich, R., Molenda, M., & Russell, J.D. 2002. Instructional Media and

Technologies Learning. Prentice Hall.

Hughes, Arthur. 2000. Testing for Language Teachers Second Edition. United

Kingdom: Cambridge University Press.

Hughes, Arthur. 2003. Testing for language Teachers. UK: Cambridge University

Press.

Kaltsum, Honest Ummi. 2006. Bahasa Inggris dalam Kurikulum 2013 di Sekolah

Dasar. Surakarta: The 3rd University Research Colloquium ISSN 2407-918.

Kayaoglu, M. Naci and Akbas, Raside Dag, et.al. 2011. A Small Scale

Experimental Study: Using Animations to Learn Vocabulary. Vol. 10, Issue

2. 2011 by The Turkish Online Journal of Educational Technology (TOJET)

Milton, James. 2009. Measuring Second Language Vocabulary Acquisition.

England: Second Language Acquisition.

Niati, Batdal et.al. 2014. The Effect Animated Films on Students’ Speaking Skill of

Narrative Text at grade X SMA Plus Binabangsa Pekanbaru. Pekanbaru:

Journal English Language Teaching (ELT) Vol. 2 No. 1.

Nunan, David. 2003. Practical English Language Teaching. New York: McGraw-

Hill Contemporary.

Puspitaningrum, Ayuningtyas. 2017. The Influence of Using Animation Movies

Toward Students Speaking Ability at the First Semester of the Eleventh

Grade of MA Al Hikmah Bandar Lampung in Academic Year of 2017/2018.

Lampung: Raden Intan State Islamic University.

Rahmadian, Edwin. 2015. The Effectiveness of Video-Viewing on Students’

Speaking Skill. Jakarta: Syarif Hidayatullah State Islamic University.

Ramadhika, Boris. 2014. Improving Students’ Listening Skill Using Animation

49

Video for The EightGrade Students of SMPN 6 Magelang. Yogyakarta State

University.

Richards, Jack C. 2006. Communicative Language Teaching Today. New York:

Cambridge University Press.

Richards, Jack C. and Theodore S. 2001. Approaches and Methods in Language

Teaching, Second Edition. New York: Cambridge University Press.

Rosdalina, et.al. 2015. Improving Students Speaking Skill Through Animation

Movie at Sixth Grade SDN 002 Ujungbatu Kabupaten Rokan Hulu Provinsi

Riau. Pekanbaru: Jurnal Mahasiswa FKIP Universitas Pasir Pengaraian

Vol.1 No.1.

Roth, Wolff-Michael. 2010. Language, Learning, Context Talking the Talk. New

York: Routledge.

Thornbury, Scott. 2005. How to Teach Speaking. London:Longman.

Wrench, et.al. 2012. Public Speaking: Practice and Ethics v. 1.0., a Creative

Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/3.0/)

license.

50

APPENDICES

51

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMPN 9 Tangerang Selatan

Kelas/Semester : VIII/1 (Experimental Class)

Mata Pelajaran : Bahasa Inggris

Topik : Expression to Invite Others

Alokasi Waktu : 2 x 40 menit per-pertemuan (6 kali pertemuan)

A. Kompetensi Inti

KI 1 :Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 :Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi,gotong royong), santun,percaya

diri, dalam berinteraksi secara efekt dengan lingkungan social dan

alam dalam jangkauan pergaulan dan keberadaannya.

KI 3 :Memahami pengetahuan (factual,konseptual, dan procedural)

berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan,teknologi, seni, budaya terkait fenomena dan kejadian

tampak mata.

KI 4 :Mencoba, mengolah dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi dan membuat)

ranah abstrak (menulis, Membaca,menghitung, menggambar dan

mengarang) sesuai dengan yang dipelajari disekolah dan sumber

lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

1.1 Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar komunikasi

1.1.1. Menunjukkan semangat

mengikuti pembelajaran

1.1.2. Menunjukkan keseriusan

mengikuti pembelajaran

APPENDIX 1

52

internasional yang

diwujudkan dalam

semangat belajar.

2.2 Menunjukkan perilaku

tanggungjawab, peduli,

kerjasama dan cinta damai,

dalam melaksanakan

komunikasi

fungsional.

2.2.1. Menunjukkan perilaku

santun dalam

berkomunikasi

interpersonal dengan guru

dan teman.

2.2.2. Menunjukkan perilaku

peduli dalam

berkomunikasi dengan guru

dan teman.

3.4 Menerapkan fungsi sosial,

struktur teks, dan unsur

kebahasaan teks interaksi

interpersonal lisan dan tulis

yang melibatkan

tindakan menyuruh,

mengajak, meminta

izin serta menanggapinya,

sesuai dengan konteks

penggunaannya.

3.4.1. Mengidentifikasi fungsi

social teks undangan.

3.4.2. Mengidentifikasi unsur

kebahasaan teks undangan.

3.4.3. Mengidentifikasi struktur

teks undangan.

4.4 Menyusun teks interaksi

interpersonal lisan dan tulis

sangat pendek dan

sederhana yang melibatkan

tindakan menyuruh,

mengajak, meminta izin dan

menanggapinya dengan

memperhatikan fungsi

sosial, struktur teks dan

unsur kebahasaan yang

benar dan sesuai dengan

konteks.

4.4.1. Mengidentifikasi ungkapan

dari video tentang

mengundang, menerima dan

menolak suatu ajakan.

4.4.2. Melafalkan ungkapan

mengundang atau mengajak.

4.4.3. Melafalkan ungkapan

menerima suatu ajakan.

4.4.4. Melafalkan ungkapan

menolak suatu ajakan.

4.4.5. Menyusun teks sederhana

dialog tentang mengundang,

memberi dan menolak suatu

ajakan.

4.4.6. Menjelaskan secara lisan

dialog tentang mengundang,

memberi dan menolak suatu

ajakan.

53

C. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi ungkapan yang digunakan untuk

mengundang, menerima dan menolak ajakan.

2. Siswa dapat merespon undangan secara sederhana.

3. Siswa dapat menolak undangan secara sederhana.

4. Siswa dapat mengidentifikasi ekspresi-ekspresi yang diguanakan dalam

invitation melaui dialog.

5. Siswa dapat membuat dialog sederhana tentang ungkapan mengundang,

menerima dan menolak ajakan/undangan.

D. Materi Pembelajaran

1. Fungsi Sosial : Menjaga hubungan interpersonal dengan guru dan

teman.

2. Struktur Teks : Teks lisan dan tulis untuk ungkapan mengajak atau

mengundang.

Expression to Invite

Someone

Expression to accept

invitation

Expression to decline

invitation

Will you join us for….?

Can you come to my party?

Could you come

to my birthday

party tomorrow?

Would you like to come to my

party?

Shall we have a party?

Yes certainly, I will come

Absolutely, count me in

I would very much

Yes, I‘d love too

Thanks! that sounds like fun

Sure. Thank you

for the invitation

I‘m sorry, I don‘t think I can

I‘m very sorry. I can‘t

Thank you very

much, but....

I‘m sorry, but…

Thanks, but…

The Reason

I must go to the

hospital

I have another appointment

3. Unsur Kebahasaan :

1) Vocabulary: will, would, can, could, invite, come, tomorrow,

54

birthday, etc.

2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara

lisan.

4. Topik : Berbagai hal yang berkaitan dengan mengundang,

menerima dan menolak sebuah ajakan.

E. Metode/Media Pembelajaran

Animation Video

F. Media, Alat, dan Sumber Pembelajaran

a. Media : Proyektor, LCD, Laptop, Speaker

b. Sumber Pembelajaran : Contoh peragaan dalam bentuk video animasi

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Pertemuan Pertama : Pre-Test

Pertemuan Kedua : Making Invitation

Pendahuluan Guru menyiapkan peserta didik secara psikis

dan fisik untuk mengikuti proses pembelajaran

dengan memberi salam,mengajak peserta didik

untuk merapikan kelas dan penampilan mereka,

mengajak peserta didik untuk mengawali

kegiatan dengan berdoa.

Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Dengan bimbingan guru, siswa mengungkapkan

pengalaman-pengalaman diundang atau

mengundang seseorang.

10 menit

55

Inti 1) Mengamati

Siswa menonton video animasi yang berisikan

tentang percakapan mengundang atau mengajak.

Siswa menangkap ekspresi-ekspresi untuk

mengundang atau mengajak.

2) Menanya

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang kata- kata yang sulit.

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang makna dan fungsi

sosial dalam invitation.

3) Mengumpulkan Data atau Informasi

Siswa menonton ulang video animasi tentang

percakapan mengundang atau mengajak.

Siswa menemukan informasi rinci dari

informasi tertentu dalam dialog.

4) Mengasosiasi/Menganalisis Data atau

Informasi

Siswa mengungkapkan ekspresi-ekspresi untuk

mengundang atau mengajak yang ada pada

dialog sebelumnya.

Siswa menuliskan aspek-aspek dan ekspresi-

ekspresi yg ada dalam invitation.

Siswa membaca dialogue lain yang diberikan

oleh guru.

5) Mengomunikasikan

Siswa maju dan mempresentasikan hasil

pekerjaan mereka.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

60 menit

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru memberikan tugas kepada siswa untuk

mencari contoh invitation text.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan Ketiga : Accepting Invitation

56

Pendahuluan Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Siswa diminta menyebutkan kembali materi

yang sudah didapatkan dipertemuan sebelumnya

10 menit

Inti 1) Mengamati

Siswa menonton video animasi yang berisikan

tentang percakapan menerima undangan/ajakan.

Siswa menangkap ekspresi-ekspresi untuk

menerima undangan/ ajakan.

2) Menanya

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang kata- kata yang sulit.

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang makna dan fungsi

sosial dalam invitation.

3) Mengumpulkan Data atau Informasi

Siswa menonton ulang video animasi tentang

percakapan menerima undangan/ ajakan.

Siswa menemukan informasi rinci dari

informasi tertentu dalam dialog.

4) Mengasosiasi/Menganalisis Data atau

Informasi

Siswa mengungkapkan ekspresi-ekspresi untuk

menerima undangan/ajakan yang ada pada

dialog sebelumnya.

Siswa menuliskan aspek-aspek dan ekspresi-

ekspresi yg ada dalam invitation.

Siswa membaca dialogue lain yang diberikan

oleh guru.

5) Mengomunikasikan

Siswa maju dan mempresentasikan hasil

pekerjaan mereka.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

60 menit

57

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru memberikan tugas kepada siswa untuk

mencari contoh invitation text.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan Keempat : Declining Invitation

Pendahuluan Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Siswa diminta menyebutkan kembali materi

yang sudah didapatkan dipertemuan sebelumnya

10 menit

Inti 1) Mengamati

Siswa menonton video animasi yang berisikan

tentang percakapan mengundang atau mengajak.

Siswa menangkap ekspresi-ekspresi untuk

menolak undangan/ ajakan.

2) Menanya

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang kata- kata yang sulit.

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang makna dan fungsi

sosial dalam invitation.

3) Mengumpulkan Data atau Informasi

Siswa menonton ulang video animasi tentang

percakapan menolak undangan/ ajakan.

Siswa menemukan informasi rinci dari

informasi tertentu dalam dialog.

4) Mengasosiasi/Menganalisis Data atau

Informasi

Siswa mengungkapkan ekspresi-ekspresi untuk

menolak undangan/ajakan yang ada pada dialog

sebelumnya.

Siswa menuliskan aspek-aspek dan ekspresi-

ekspresi yg ada dalam invitation.

Siswa membaca dialogue lain yang diberikan

oleh guru.

5) Mengomunikasikan

60 menit

58

Siswa maju dan mempresentasikan hasil

pekerjaan mereka.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru memberikan tugas kepada siswa untuk

mencari contoh invitation text.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan Kelima : Practice Dialogue

Pendahuluan Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Siswa diminta menyebutkan kembali materi

yang sudah didapatkan dipertemuan sebelumnya

10 menit

Inti

Mengomunikasikan

Siswa bersama partnernya maju dan

mempresentasikan sebuah dialog tentang

mengundang, menerima dan menolak sebuah

ajakan/undangan.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

60 menit

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan Keenam : Post-Test

H. Penilaian

1. Rubrik Penilaian

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

59

2. Panduan Penilaian

No Criteria Rating

Scores

Description

1 Pronunciation 5 (95-100) Has few traces of foreign language.

4 (85-94) Always intelligible, thought one is conscious of a

definite accent.

3 (75-84) Pronunciation problem necessities concentrated

listening and occasionally lead to misunderstanding.

2 65-74) Very hard to understand because of pronunciation

problem, most frequently be asked to repeat.

1 Below 65 Pronunciation problem to serve as to make speech

virtually unintelligible.

2 Grammar 5 (95-100) Make few (if any) noticeable errors of grammar and

word order.

4 (85-94) Occasionally makes grammatical and or word orders

errors that do not, however obscure meaning.

3

(75-84)

Make frequent errors of grammar and word order,

which occasionally obscure meaning.

2

65-74)

Grammar and word order errors make comprehension

difficult, must often rephrases sentence.

60

1

Below 65

Errors in grammar and word order, so, severe as to

make speech virtually unintelligible.

3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that of

native speaker.

4

(85-94)

Sometimes uses inappropriate terms and must

rephrases ideas because of lexical and equities.

3 (75-84) Frequently uses the wrong words conversation

somewhat limited because of inadequate vocabulary.

2 65-74) Misuse of words and very limited vocabulary makes

comprehension quite difficult.

1 Below 65 Vocabulary limitation so extreme as to make

conversation virtually impossible.

4 Fluency 5 (95-100) Speech as fluent and efforts less as that of native

speaker.

4 (85-94) Speed of speech seems to be slightly affected by

language problem.

3 (75-84) Speed and fluency are rather strongly affected by

language problem.

2 65-74) Usually hesitant, often faced into silence by language

limitation.

1 Below 65 Speech is so halting and fragmentary as to make

conversation virtually impossible.

5 Comprehension 5 (95-100) Appears to understand everything without difficulty

4 (85-94) Understand nearly everything at normal speed

although occasionally repetition may be necessary

3 (75-84) Understand most of what is said at slower than normal

speed without repetition

61

2 65-74) Has great difficulty comprehension, social conversation

spoken slowly and with frequent repetition

1 Below 65 Cannot be said to understand even simple conversation.

Tangerang Selatan, 23 September 2019

Mengetahui,

Guru Bahasa Inggris Pengajar

Supriyanto, M.Pd. Dinda Nabila Junita

NIP. 19730716 200801 1 003 NIM. 11150140000099

62

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMPN 9 Tangerang Selatan

Kelas/Semester : VIII/1 (Controlled Class)

Mata Pelajaran : Bahasa Inggris

Topik : Expression to Invite Others

Alokasi Waktu : 2 x 40 menit per-pertemuan (6 kali pertemuan)

A. Kompetensi Inti

KI 1 :Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 :Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi,gotong royong), santun,percaya

diri, dalam berinteraksi secara efekt dengan lingkungan social dan

alam dalam jangkauan pergaulan dan keberadaannya.

KI 3 :Memahami pengetahuan (factual,konseptual, dan procedural)

berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan,teknologi, seni, budaya terkait fenomena dan kejadian

tampak mata.

KI 4 :Mencoba, mengolah dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi dan membuat)

ranah abstrak (menulis, Membaca,menghitung, menggambar dan

mengarang) sesuai dengan yang dipelajari disekolah dan sumber

lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

1.1 Mensyukuri kesempatan

dapat mempelajari bahasa

Inggris sebagai bahasa

pengantar komunikasi

internasional yang

diwujudkan dalam

1.1.3. Menunjukkan semangat

mengikuti pembelajaran

1.1.4. Menunjukkan keseriusan

mengikuti pembelajaran

63

semangat belajar.

2.2 Menunjukkan perilaku

tanggungjawab, peduli,

kerjasama dan cinta damai,

dalam melaksanakan

komunikasi

fungsional.

2.2.1. Menunjukkan perilaku

santun dalam

berkomunikasi

interpersonal dengan guru

dan teman.

2.2.2. Menunjukkan perilaku

peduli dalam

berkomunikasi dengan guru

dan teman.

3.4 Menerapkan fungsi sosial,

struktur teks, dan unsur

kebahasaan teks interaksi

interpersonal lisan dan tulis

yang melibatkan

tindakan menyuruh,

mengajak, meminta

izin serta menanggapinya,

sesuai dengan konteks

penggunaannya.

3.4.1. Mengidentifikasi fungsi

social teks undangan.

3.4.2. Mengidentifikasi unsur

kebahasaan teks undangan.

3.4.3. Mengidentifikasi struktur

teks undangan.

4.4 Menyusun teks interaksi

interpersonal lisan dan tulis

sangat pendek dan

sederhana yang melibatkan

tindakan menyuruh,

mengajak, meminta izin dan

menanggapinya dengan

memperhatikan fungsi

sosial, struktur teks dan

unsur kebahasaan yang

benar dan sesuai dengan

konteks.

4.4.1. Mengidentifikasi ungkapan

dari video tentang

mengundang, menerima dan

menolak suatu ajakan.

4.4.2. Melafalkan ungkapan

mengundang atau mengajak.

4.4.3. Melafalkan ungkapan

menerima suatu ajakan.

4.4.4. Melafalkan ungkapan

menolak suatu ajakan.

4.4.5. Menyusun teks sederhana

dialog tentang mengundang,

memberi dan menolak suatu

ajakan.

4.4.6. Menjelaskan secara lisan

dialog tentang mengundang,

memberi dan menolak suatu

ajakan.

64

C. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi ungkapan yang digunakan untuk

mengundang, menerima dan menolak ajakan.

2. Siswa dapat merespon undangan secara sederhana.

3. Siswa dapat menolak undangan secara sederhana.

4. Siswa dapat mengidentifikasi ekspresi-ekspresi yang diguanakan dalam

invitation melaui dialog.

5. Siswa dapat membuat dialog sederhana tentang ungkapan mengundang,

menerima dan menolak ajakan/undangan.

D. Materi Pembelajaran

1. Fungsi Sosial : Menjaga hubungan interpersonal dengan guru dan

teman.

2. Struktur Teks : Teks lisan dan tulis untuk ungkapan mengajak atau

mengundang.

Expression to Invite

Someone

Expression to accept

invitation

Expression to decline

invitation

Will you join us for….?

Can you come to my party?

Could you come

to my birthday

party tomorrow?

Would you like to come to my

party?

Shall we have a party?

Yes certainly, I will come

Absolutely, count me in

I would very much

Yes, I‘d love too

Thanks! that sounds like fun

Sure. Thank you

for the invitation

I‘m sorry, I don‘t think I can

I‘m very sorry. I can‘t

Thank you very

much, but....

I‘m sorry, but…

Thanks, but…

The Reason

I must go to the

hospital

I have another appointment

3. Unsur Kebahasaan :

1) Vocabulary: will, would, can, could, invite, come, tomorrow,

65

birthday, etc.

2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara

lisan.

4. Topik : Berbagai hal yang berkaitan dengan

mengundang, menerima dan menolak sebuah ajakan.

E. Metode/Media Pembelajaran

a. Metode Pembelajaran : TBL (Task-based Learning)

b. Model Pembelajaran : Penugasan, Diskusi, dan Demonstrasi

F. Media, Alat, dan Sumber Pembelajaran

a. Media : Buku Paket Bahasa Inggris

b. Sumber Pembelajaran : Buku Kelas VIII ―When English Rings the Bell”

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

waktu

Pertemuan 1 : Pre-Test

Pertemuan 2,3 dan 4 : Making, Accepting and Declining Invitation

Pendahuluan Guru menyiapkan peserta didik secara psikis

dan fisik untuk mengikuti proses pembelajaran

dengan memberi salam,mengajak peserta didik

untuk merapikan kelas dan penampilan mereka,

mengajak peserta didik untuk mengawali

kegiatan dengan berdoa.

Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Dengan bimbingan guru, siswa mengungkapkan

pengalaman-pengalaman diundang atau

mengundang seseorang.

10 menit

Inti 1) Mengamati

Siswa membaca buku paket Bahasa Inggris

When English Rings the Bell Chapter: IV yang

berisikan tentang percakapan mengundang,

menerima dan menolak ajakan/undangan.

60 menit

66

Siswa menangkap ekspresi-ekspresi untuk

mengundang atau mengajak.

2) Menanya

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang kata- kata yang sulit.

Dengan bimbingan dan arahan guru, siswa

mempertanyakan tentang makna dan fungsi

sosial dalam invitation.

3) Mengumpulkan Data atau Informasi

Siswa membaca halaman berikutnya di buku

paket When English Rings the Bell Chapter:IV

tentang percakapan mengundang, menerima dan

menolak ajakan/undangan.

Siswa menemukan informasi rinci dari

informasi tertentu dalam dialog.

4) Mengasosiasi/Menganalisis Data atau

Informasi

Siswa mengungkapkan ekspresi-ekspresi untuk

mengundang atau mengajak yang ada pada

dialog sebelumnya.

Siswa menuliskan aspek-aspek dan ekspresi-

ekspresi yg ada dalam invitation.

Siswa membaca dialogue lain yang diberikan

oleh guru.

5) Mengomunikasikan

Siswa maju dan mempresentasikan hasil

pekerjaan mereka.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru memberikan tugas kepada siswa untuk

mencari contoh invitation text.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan 5 : Practice Dialogue

67

Pendahuluan Guru memberi salam dan menyapa peserta

didik.

Guru mengecek kehadiran siswa.

Siswa diminta menyebutkan kembali materi

yang sudah didapatkan dipertemuan sebelumnya

10 menit

Inti

Mengomunikasikan

Siswa bersama partnernya maju dan membaca

sebuah dialog tentang mengundang, menerima

dan menolak sebuah ajakan/undangan.

Siswa lain mengoreksi hasil pekerjaan

kelompok yang maju.

60 menit

Penutup Guru dan peserta didik secara bersama-sama

membuat ringkasan bahan yang sudah dipelajari

pada pertemuan ini.

Guru menjelaskan rencana kegiatan

pembelajaran yang akan datang.

10 menit

Pertemuan 6 : Post-Test

H. Penilaian

1. Rubrik Penilaian

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

2. Panduan Penilaian

No Criteria Rating

Scores

Description

1 Pronunciation 5 (95-100) Has few traces of foreign language.

4 (85-94) Always intelligible, thought one is conscious of a

definite accent.

3 (75-84) Pronunciation problem necessities concentrated

listening and occasionally lead to misunderstanding.

2 65-74) Very hard to understand because of pronunciation

problem, most frequently be asked to repeat.

68

1 Below

65

Pronunciation problem to serve as to make speech

virtually unintelligible.

2 Grammar 5 (95-100) Make few (if any) noticeable errors of grammar and

word order.

4 (85-94) Occasionally makes grammatical and or word

orders errors that do not, however obscure meaning.

3

(75-84)

Make frequent errors of grammar and word order,

which occasionally obscure meaning.

2

65-74)

Grammar and word order errors make

comprehension difficult, must often rephrases

sentence.

1

Below

65

Errors in grammar and word order, so, severe as to

make speech virtually unintelligible.

3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that of

native speaker.

4

(85-94)

Sometimes uses inappropriate terms and must

rephrases ideas because of lexical and equities.

3 (75-84) Frequently uses the wrong words conversation

somewhat limited because of inadequate

vocabulary.

2 65-74) Misuse of words and very limited vocabulary

makes

comprehension quite difficult.

1 Below

65

Vocabulary limitation so extreme as to make

conversation virtually impossible.

4 Fluency 5 (95-100) Speech as fluent and efforts less as that of native

speaker.

4 (85-94) Speed of speech seems to be slightly affected by

language problem.

3 (75-84) Speed and fluency are rather strongly affected by

language problem.

2 65-74) Usually hesitant, often faced into silence by

language

limitation.

1 Below

65

Speech is so halting and fragmentary as to make

conversation virtually impossible.

5 Comprehension 5 (95-100) Appears to understand everything without difficulty

4 (85-94) Understand nearly everything at normal speed

although occasionally repetition may be necessary

3 (75-84) Understand most of what is said at slower than

normal

speed without repetition

69

2 65-74) Has great difficulty comprehension, social

conversation

spoken slowly and with frequent repetition

1 Below

65

Cannot be said to understand even simple

conversation.

Tangerang Selatan, 23 September 2019

Mengetahui,

Guru Bahasa Inggris Pengajar

Supriyanto, M.Pd. Dinda Nabila Junita

NIP. 19730716 200801 1 003 NIM. 11150140000099

70

Pre-test

Instruction:

1. Make a pair.

2. Tell your name and class.

3. Choose one of four situation below:

a. Invite your friend to come to your birthday party.

b. Invite your friend to be a new member of English Club.

c. Invite your friend to perform at School Festival.

d. Invite your friend to join you watching movie.

4. Describe orally the situation that you have already chosen by making a short

dialog.

5. Each person should express 3-5 line.

6. Your time to speak is about 2 minutes.

7. Scoring will be based on pronunciation, grammar, vocabulary, fluency and

comprehension.

APPENDIX 2

The Instrument of Pre-test

71

Post-test

Instruction:

1. Make a pair.

2. Tell your name and class.

3. Choose one of four situation below:

a. Invite your friend to sleepover in your new house.

b. Invite your friend to come to your sister’s or brother’s wedding.

c. Invite your friend to join a holiday trip.

d. Invite your friend to go to K-pop concert.

4. Describe orally the situation that you have already chosen by making a short

dialog.

5. Each person should express 3-5 line.

6. Your time to speak is about 2 minutes.

7. Scoring will be based on pronunciation, grammar, vocabulary, fluency and

comprehension.

APPENDIX 3

The Instrument of Post-test

72

PRE-TEST

Experimental Test

No.

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

1 S1 2 2 3 2 3 12 48

2 S2 2 2 3 1 3 11 44

3 S3 2 4 4 2 3 15 60

4 S4 3 4 4 2 3 16 64

5 S5 3 2 2 3 3 13 52

6 S6 2 2 2 2 2 10 40

7 S7 2 3 3 2 3 13 52

8 S8 3 2 2 2 2 11 44

9 S9 3 2 2 3 3 13 52

10 S10 4 2 2 3 4 15 60

11 S11 2 2 2 2 2 10 40

12 S12 2 2 2 2 2 10 40

13 S13 3 4 4 3 3 17 68

14 S14 2 4 4 2 2 14 56

15 S15 3 4 4 3 3 17 68

16 S16 3 4 4 2 3 16 64

17 S17 2 2 2 2 2 10 40

18 S18 2 2 2 2 2 10 40

APPENDIX 4

73

19 S19 2 2 2 2 2 10 40

20 S20 2 3 3 2 3 13 52

21 S21 3 4 4 3 3 17 68

22 S22 3 4 4 2 3 16 64

23 S23 3 4 4 2 4 17 68

24 S24 3 4 4 2 4 17 68

25 S25 2 2 2 3 2 11 44

26 S26 2 2 2 1 3 10 40

27 S27 3 2 2 2 3 12 48

28 S28 2 2 2 3 3 12 48

29 S29 2 3 3 2 4 14 56

30 S30 2 3 3 3 4 15 60

Mean 52.9333

Max. Score 68

Min. Score 40

74

POST-TEST

Experimental Test

No.

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

1 S1 3 3 3 4 4 17 68

2 S2 4 3 3 3 4 17 68

3 S3 4 4 4 4 3 19 76

4 S4 4 4 4 3 4 19 76

5 S5 4 4 4 3 4 19 76

6 S6 3 3 3 4 4 17 68

7 S7 4 3 4 4 4 19 76

8 S8 4 3 3 4 4 18 72

9 S9 4 3 3 4 4 18 72

10 S10 4 4 4 3 4 19 76

11 S11 4 3 3 4 3 17 68

12 S12 3 3 3 4 4 17 68

13 S13 4 4 4 4 4 20 80

14 S14 3 4 4 4 3 18 72

15 S15 4 4 4 4 4 20 80

16 S16 3 4 4 4 4 19 76

17 S17 4 3 3 3 4 17 68

18 S18 3 2 4 4 4 17 68

19 S19 3 3 3 4 4 17 68

20 S20 4 3 3 4 4 18 72

21 S21 4 4 4 4 4 20 80

APPENDIX 5

75

22 S22 4 4 4 3 4 19 76

23 S23 4 4 4 4 4 20 80

24 S24 4 4 4 3 4 19 76

25 S25 4 3 3 4 4 18 72

26 S26 4 3 3 4 3 17 68

27 S27 4 3 3 4 4 18 72

28 S28 3 3 4 4 4 18 72

29 S29 4 3 4 4 4 19 76

30 S30 4 3 4 4 4 19 76

Mean 73.2

Max. Score 80

Min. Score 68

76

PRE-TEST

Controlled Class

No.

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

1 S1 3 4 4 3 3 17 68

2 S2 3 3 3 4 4 17 68

3 S3 3 3 3 4 4 17 68

4 S4 3 3 3 3 3 15 60

5 S5 3 3 4 3 4 17 68

6 S6 3 4 4 3 3 17 68

7 S7 3 3 2 3 3 14 56

8 S8 2 3 2 3 3 13 52

9 S9 2 2 2 3 3 12 48

10 S10 3 2 2 3 3 13 52

11 S11 2 2 2 3 3 12 48

12 S12 3 2 2 3 3 13 52

13 S13 3 2 3 2 3 13 52

14 S14 3 2 3 3 3 14 56

15 S15 3 2 2 2 2 11 44

16 S16 2 2 2 3 2 11 44

17 S17 3 2 2 2 2 11 44

18 S18 3 2 2 3 2 12 48

19 S19 3 2 2 3 2 12 48

20 S20 3 2 2 3 3 13 52

APPENDIX 6

77

21 S21 3 2 2 2 3 12 48

22 S22 2 4 4 3 3 16 64

23 S23 2 4 4 2 3 15 60

24 S24 4 2 2 4 3 15 60

25 S25 3 2 2 3 2 12 48

26 S26 3 2 2 2 2 11 44

27 S27 2 2 2 3 2 11 44

28 S28 2 2 2 3 2 11 44

29 S29 2 2 2 3 2 11 44

30 S30 3 2 2 2 2 11 44

Mean 53.2

Max. Score 68

Min. Score 44

78

POST-TEST

Controlled Class

No.

Students'

Name

Aspect of Assessment Value

Pron Gram Vocab Flue Comp TOTAL N.Total x 100

25

1 S1 4 4 4 3 4 19 76

2 S2 4 4 4 3 4 19 76

3 S3 4 3 4 4 4 19 76

4 S4 4 3 3 4 4 18 72

5 S5 4 4 4 3 4 19 76

6 S6 3 4 4 4 4 19 76

7 S7 3 3 3 3 3 15 60

8 S8 3 3 3 3 3 15 60

9 S9 3 3 3 2 3 14 56

10 S10 2 3 3 3 3 14 56

11 S11 2 3 3 3 3 14 56

12 S12 3 3 3 3 3 15 60

13 S13 3 3 3 2 3 14 56

14 S14 3 3 3 2 3 14 56

15 S15 3 2 2 3 4 14 56

16 S16 4 2 2 3 3 14 56

17 S17 3 3 3 2 3 14 56

18 S18 3 2 3 3 3 14 56

19 S19 3 3 3 3 3 15 60

20 S20 3 3 3 3 3 15 60

APPENDIX 7

79

21 S21 3 2 3 3 3 14 56

22 S22 4 3 3 4 4 18 72

23 S23 3 3 3 3 3 15 60

24 S24 3 3 3 4 3 16 64

25 S25 3 3 3 2 3 14 56

26 S26 2 3 3 2 3 13 52

27 S27 3 2 2 3 3 13 52

28 S28 2 2 3 3 3 13 52

29 S29 2 3 3 2 3 13 52

30 S30 3 2 3 2 3 13 52

Mean 60.8

Max. Score 76

Min. Score 52

80

Experimental Class

Name : Dilla Adhelliaz and Kezia Wilhelmia

Class : VIII.9

Pre-Test

(Invite your friend to join you watching movie)

Dilla : ―Hello Kezia. Do you have any plan tomorrow at 7 p.m?‖

Kezia : ―No, why?‖

Dilla : ―I have 2 free tickets to watching a movie at Pondok Indah Mall‖

Kezia : ―What movie it is?‖

Dilla : ―If you don‘t mind, I will pick you at 6 p.m.‖

Kezia : ―Oh okay, see you tomorrow‖

Dilla : ―See you‖

Post-Test

(Invite your friend to join a holiday trip)

Kezia : ―Hi Dilla‖

Dilla : ―Hello‖

Kezia : ―Do you already have a plan for school holidays?‖

Dilla : ―No, I don‘t have. Why do you ask that?‖

Kezia : ―Because I would like to invite you to go to Jogjakarta. Would you like

to go with me?‖

Dilla : ―Really? Wow that‘s interesting, when?‖

Kezia : ―How about next week on Friday at 3 p.m? We will meet at Soekarno

Hatta International airport‖

Dilla : ―Ok, I will go with you. Thanks for inviting me. See you on friday‖

Kezia : ―Okay you‘re welcome. See you Dilla.‖

APPENDIX 8

Transcript Text

81

Experimental Class

Name : Revasya Salma Regina and Nazhifah Descha

Class : VIII.9

Pre-Test

(Invite your friend to come to your birthday party)

Descha : ―Hi Vasya. Are you free this Sunday?‖

Vasya : ―I think so. Why?‖

Descha : ―Well, it will be my birthday and I will make a little party on Sunday.

So, do you like to come? It will be fun‖

Vasya : ―Sure, I‘m coming. What time?‖

Descha : ―At 4 p.m‖

Vasya : ―Oh, that‘s perfect. Okay see you on Sunday‖

Descha : ―See you‖

Post-Test

(Invite your friend to go to K-pop concert)

Vasya : ―Hi Des, did you already know that Blackpink will hold a concert in

Indonesia next month?‖

Descha : ―Yes I already know and I'm very happy‖

Vasya : ―How about we go to the concert together. Will you go with me? We can

choose the concert date which is Saturday‖

APPENDIX 9

Transcript Text

82

Descha : ―I wish I could Vasya, but every Saturday I have to take care of my mom

at the hospital‖

Vasya : ―Oh, I‘m so sorry Descha‖

Descha : ―It‘s okay. It‘s just a regular medical check up‖

Vasya : ―How about Sunday? I just remembered that Blackpink will be having a

concert for 2 days. Can you come if it's Sunday?‖

Descha : ―Yes, obviously‖

83

Controlled Class

Name : Lesmana A. and M. Farel S.

Class : VIII.10

Pre-Test

(Invite your friend to come to your birthday party)

Lesmana : ―Hi bro, tomorrow is my birthday‖

Farel : ―Wow happy birthday bro. How old are you tomorrow?‖

Lesmana : ―I‘m 13 years old. Btw, I want to invite you to come to my house

because I will hold my birthday party tomorrow‖

Farel : ―Ok bro I‘ll be there‖

Lesmana : ―Ok see you tomorrow‖

Farel : ―See you‖

Post-Test

(Invite your friend to join a holiday trip)

Lesmana : ―Hi Farel! Next week our school will have a long holiday. How

about we‘re going to holiday together?‖

Farel : ―Wow sounds good. How about we‘re going to Warpat in

Puncak? We can invite other friends to join with us‖

Lesmana : ―Cool. When we going?‖

APPENDIX 10

Transcript Text

84

Farel : ―Next Sunday? Can you?‖

Lesmana : ―Hmm sorry, I‘d like to but I can‘t. I‘m going to visit my uncle

house next Sunday‖

Farel : ―How about next Tuesday or Wednesday? We‘ll not going on

weekend because I‘m afraid on weekend it will be very crowded‖

Lesmana : ―That‘s a good idea. I don‘t have any schedule at all on

weekdays‖

Farel : ―Ok see you soon bro‖

Lesmana : ―See you‖

85

APPENDIX 11

86

APPENDIX 12

87

APPENDIX 13

88

APPENDIX 14

89

APPENDIX 15

90

91

92

93

Pre-Test

Treatment

APPENDIX 16

94

Animation Video

Post-Test