Cut Rizka Fadhlina, 150203166, FTK, PBI, 081279895846

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THE USE OF ANIMATION MOVIE “BABY BOSS” TO

IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT


AT SMAN 1 INDRAPURI

THESIS

Submitted By

CUT RIZKA FADHLINA


NIM. 150203166

Student of Fakultas Tarbiyah dan Keguruan


Department of English Language Education

FAKULTAS TARBIYAH DAN KEGURUAN


UNIVERSITAS ISLAM NEGERI AR-RANIRY
BANDA ACEH
2020 M/ 1441
ACKNOWLEDGMENT

My deep gratitude goes first to Almighty Allah, who always gives me a

blissful life to live in this world, air to breathe, chance to try on, inspiration and

power to write and finish this thesis. Shalawat and salaam may always grant

to the noble prophet Muhammad SAW and his family and companions have

struggled wholeheartedly to guide his ummah to the right path.

On this occasion with great humility, I would like to thank all of those

who have given me help and guidance, so that this thesis can be finished in time.

Completion of writing this thesis, I would like to thank you, Mr. Dr. Luthfi

Aunie, MA and Dr. Safrul Muluk, M. Ed as my supervisors who have given me

direction as well as the encouragement that are very useful and helpful for the

preparation and writing this thesis. Also, my special thanks are directed to my

academic advisor Mrs.Yuni Setianingsih, M.Ag, as my academic supervisor who

has supervised me since I was in the first semester until now. Then, my thanks to

all of the lecturers and all staff of the English Department who helped and

guided me during my study in the English Education Department of UIN Ar-

Raniry. May Allah reward them with the most exalted reward for their good

deed and worthy knowledge? Amien.

Then, I would like to express my gratitude and high appreciation to my

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beloved mother Yuniati, and my lovely father Teuku Saifullah for their love,

also my brother and sister Teuku Zia Ulhaq and Cut Nailal Muna for their patience,

attention, support, and care. Moreover, a lot of thanks also addressed to the

headmaster, staffs of administration, English teachers and students of SMAN 1

Indrapuri Aceh Besar. Then, special thanks for second grade students who gave

much help for my research.

Afterward, I would like to thanks all my classmates and all of my friends

in the English Department academic year 2015, especially for Unit 05. My

appreciation is addressed to Putri Purwati, Ayu Nizra, also my amazing

second family “Santuy”, and all of those whom I cannot mention names, who

have been stayed with me in sadness and happiness during completing this thesis.

I also thank so much for my beloved friends, Eka Safrida and Nelly Irnanda Sari,

who have supported me to finish this struggle through and kindly help me in

doing my research.

Finally, I believed that this thesis still needs improvement and needs to be

criticized to be useful especially for the Department of English Language

Education of UIN Ar-Raniry.

Banda Aceh, 16th Desember 2019

Cut Rizka Fadhlina

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ABSTRACT

Name : Cut Rizka Fadhlina


NIM : 150203166
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Department of English Language Education
Thesis Working Title : The Implementation of Animation Movie “Baby Boss” to
Motivate Students in Teaching Speaking at SMAN 1
Indrapuri
Main Supervisor : Dr. Luthfi Aunie, MA
Co-Supervisor : Safrul Muluk, S. Ag., MA., M. Ed., Ph. D
Keywords : Animation Movie; Speaking Skill

This research is about the use of animation movie “baby boss” to improve
students’ speaking achievement at SMAN 1 Indrapuri. The aim of study was to
examine whether or not the use of the English animation movie can improve
student’s speaking achievement, and to know the effectiveness of using the
English animation movie in improving students’ speaking achievement. The
population of this study was students in the second grade of SMAN 1 Indrapuri.
The sample was the students of class XI IPA-2 as the experimental class. In
collecting the data, the writer used test and observation. The tests were used to
know whether or not the use of the English animation movie can improve
students’ speaking achievement. Meanwhile, the observation was used to know
the effectiveness of using the English animation movie in improving students’
speaking achievement. After analyzing the data, the results of both pre-test and
post-test were different. The result of the average student’s scores of the pre-test
was 45,95, while the result of the average student's scores of post-test was 78,07.
It can be concluded that using the English animation movie can improve students’
speaking achievement. It means that this research's alternative hypothesis (Ha)
was accepted and that the null hypothesis (Ho) was rejected and there is the
significant difference in the achievement between the students before and after
taught by using the English animation movie as media. Besides, the result of
observations also proved that using the English animation movie is effective in
improving students’ speaking achievement especially the second year students of
SMAN 1 Indrapuri.

iv
TABLE OF CONTENTS

DECLARATION OF ORIGINALITY ........................................................ i


ACKNOWLEDGEMENT ............................................................................. ii
ABSTRACT .................................................................................................... iv
TABLE OF CONTENTS............................................................................... v
LIST OF TABLES ......................................................................................... vii
LIST OF APPENDICES................................................................................ viii
CHAPTER 1 INTRODUCTION ............................................................... 1
A. Background of Study ........................................................ 1
B. Research Questions ........................................................... 5
C. Aims of Study ................................................................... 5
D. Hypothesis ......................................................................... 5
E. The Significance of Study ................................................. 5
F. Research Terminologies ..................................................... 7

CHAPTER 2 LITERATURE REVIEW ................................................... 9


A. Speaking ........................................................................... 9
1. Definition of Speaking .................................................. 9
2. Component of Speaking ................................................ 10
3. Definition of Teaching Speaking .................................. 12
4. Types of Classroom Speaking Performance ................. 14
B. Animation Movie ................................................................ 16
1. Definition of Animation Movie ..................................... 16
2. Animation Movie as Media .......................................... 18
3. Advantages of Using Animation Movie ........................ 20
4. The procedure of Teaching Speaking by using
Animation Movie Media .............................................. 21

CHAPTER 3 RESEARCH METHODOLOGY ....................................... 23


A. Research Design ................................................................ 23
B. Population and sample ....................................................... 24
C. Instruments of Study .......................................................... 25
D. The procedure of Data Collection...................................... 27
E. The technique of Data Analysis ......................................... 29

CHAPTER 4 DATA ANALYSIS AND DISCUSSION ........................... 32


A. The Analysis of Tests ........................................................ 32
1. Analysis of Pre-test ....................................................... 32
2. Analysis of Post-test ...................................................... 36

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B. Test of Hypotheses ............................................................ 41
C. Analysis of Observation Checklist and Observation List .. 42
1. The analysis of the observation checklist and
observation list In the Pre-test ...................................... 43
2. The analysis of the observation checklist and
observation list in the Post Test .................................... 45
D. Discussions ........................................................................ 46

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS ........................... 49


A. Conclusions........................................................................ 49
B. Suggestions ....................................................................... 50
REFERENCES .............................................................................................. 52
APPENDICES
AUTOBIOGRAPHY

vi
LIST OF TABLES

Table 3.1: Table of Speaking Scoring .............................................................. 28


Table 3.2: Table of Score Classification .......................................................... 29
Table 4.1: The Summary of the Pre-Test Result .............................................. 33
Table 4.2: The result of the Pre-Test................................................................ 34
Table 4.3: The Summary of each Component of Pre-Test............................... 34
Table 4.4: The Summary of the Post-Test Result ............................................ 36
Table 4.5: The Result of Post Test ................................................................... 37
Table 4.6: The Summary of Each Component of Post Test ............................. 37
Table 4.7: The comparison between post-test and pre-test scores of four
components of speaking ................................................................. 38
Table 4.8: The comparison between students' pre-test and post-test scores .... 39

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LIST OF APPENDICES

Appendix A Appointment Letter of Supervisors


Appendix B The recommendation Letter for Conducting Research from Dinas
Pendidikan
Appendix C The confirmation letter of conducting research from SMAN 1
Indrapuri Aceh Besar
Appendix D Lesson plan
Appendix E The instrument of Data Collection
Appendix F Instruments of Observations
Appendix G Student’s Code
Appendix H Students’ Pre Test Result
Appendix I Students’ Post Test Result
Appendix J Summary of each component results
Appendix K Observation Checklist 1
Appendix L Observation List 1
Appendix M Observation Checklist 2
Appendix N Observation List 2
Appendix O Autobiography

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CHAPTER I

INTRODUCTION

A. Background of Study

Communication is a social event that can occur anywhere without

knowing the place and time. Language as the tool of communication has an

important role to reveal the intention of someone else. People will be able to

express their thought and feeling through communication. English is an important

means of communication, which is used by many countries in this world. It plays

an important role as an international language. According to Curriculum 2013

applied in Indonesia recently, first-grade students of Senior High School have to

achieve speaking competency accurately, fluently, and well-accepted to interact

for daily life context. That is why teaching speaking is very important to enable

students to be able to communicate in English. Moreover English is a subject that

is essential to be learned, because most of the information and technology use

English, for example in education, commerce, and daily activities, news,

computer, and others.

Teaching English includes four language skills. They are listening,

speaking, reading and writing. Speaking is one of the skills that must be taught in

teaching English because it is the way of oral communication. According to Jim

(2004), speaking skill described as the skill to report acts or situation, or the skill

to converse, or the express sequence of ideas fluently. It meant that speaking skill

is the skill to report the act or situation by using spoken words to express the idea

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fluently. Speaking skills in English is a skill to convey ideas to anyone orally.

However, many students felt difficult to develop speaking skill, but if the students

practice continuously and do it with peers in the classroom, English teachers, or

other teachers who can speak English, those all can help the students to develop

their speaking ability. 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 (2005), one of the main criteria for decisive success or not

someone in learning English can be seen from how far someone’s ability in

speaking English. It meant that speaking is the most important skill in English

because speaking is one success factor than the other skill in language teaching.

To develop this skill, students are suggested to communicate with each other in

English, and speaking must be taught to learners since they are children. To

develop speaking skills, it is the teacher’s responsibility to provide a stimulating

environment and instruction that develops a student’s ability to communicate

effectively.

Pikkov (2010) said that animation essentially involves the presentation of

still images in a manner that creates an illusion of motion in viewers’ minds.

Animations were at one time created manually, a frame at a time and transferred

onto film. The computer has long been used to assist in the creation of individual

frames and is now being used for interactive display of animations. Computer

animations have become relatively common. Besides, Animation movie is one of

the media that can be used in teach speaking, it can stimulate and motivate
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students' interest. They could attract students' attention since they provide two

styles of learning which are audio and visual. This medium could help the

students interpret the message spoken by watching the visual performance of the

speakers and listening to the speaker's voices. Therefore, the students can adjust

the spoken language to the pictures that are animation. It will make them easy to

catch and remember the spoken language. Besides that, the students were more

attentive and involved in the learning process.

This research focuses on the second grade of SMAN 1 Indrapuri. Based on

the observation that was conducted, the researcher found the students have

difficulties and some problems in speaking. The problems are the students are less

confident in speaking English, felt difficult in remembering vocabulary, and felt

bore and less motivated in learning to speak because the English teachers only

explained the materials and then just gave exercises in written form. There was no

variation or other teaching media used by the teachers. The English teacher only

uses the textbook and blackboard as teaching media. To solve those problems, the

teacher needs to provide some media or methods in the teaching and learning

process. In teaching and learning English especially speaking media and methods

have a very important role. The teacher must be able to select and use effective

and suitable media or methods in the teaching and learning process. In the

education field, many media and methods can be used to help both teachers and

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

an animation movie. Using animation movies in teaching English is one of the

best ways to enhance lesson plans and give students additional ways to process
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subject information especially to support teaching speaking so that the students

develop their speaking ability.

To support this research, the writer also has read some related references

and research undertaken. One of them is the research by Kurniawati (2014)

entitled “The Influence of Using Animation Movie towards Students’ Vocabulary

Mastery”. Her research focused on improving students’ vocabulary mastery

especially verb in the form of action verbs as a part of vocabulary by using

animation movie and the result shows that the animation movie has an important

function that the teacher can use in the teaching-learning process. It can also allow

the students to expand their vocabulary mastery.

Another previous research was conducted by Khairunnisa (2012) entitled

“Teaching Pronunciation Using Animation Movie”. One of the results of her

survey shows that learners prefer action/entertainment films to language films or

documentaries in the classroom. It also can introduce the students to the

unfamiliar cultural aspect, and new vocabularies, learn how the way good

pronunciation, and amuse the students to learn happily in the classroom. From

those previous research, the researcher got information that Animation Movie had

been successful to increase students' language skills and components. It means

that this research has enriched the theory about animation movies.

All of the mentioned reasons above inspire the writer to investigate further

the use of animation movie strategy in teaching speaking. Hence, the researcher

conducted the experimental study entitled “The Use of Animation Movie “Baby

Boss” to Improve Students’ Speaking Achievement at SMAN 1 Indrapuri”


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B. Research Questions

Based on the background of the study above, the writer would like to answer the

following questions:

1. Can the use of the English animation movie improve students’

speaking achievement?

2. How effective is the English animation movie in improving

students speaking achievement?

C. Aims of the Study

Based on the research problems above, this study aims to know:

1. Whether or not the use of the English animation movie can

improve students’ speaking achievement.

2. The effectiveness of using the English animation movie in

improving students’ speaking achievement.

D. Hypothesis

The hypothesis of this study is that the use of Animation Movie “Baby Boss”

as media improve students’ speaking achievement.

E. The Significance of the Study

The result of this study is expected to bring benefits and advantages for the

teacher, students, and researcher.

1. Teacher

The teacher can motivate students to encourage their speaking ability

through the animation movie in the teaching-learning process especially in


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speaking. Teaching speaking by using the animation movie is attractive and

variously way, so, it can motivate student’s interest in speaking learning.

2. Students

The result of this study can be used to help students to be able to motivate

and develop their abilities in speaking English, because by using animation movie

the student will be more interested and enjoy in learning speaking, to be a good

English speaker. Students will be more attracted to learning English without under

pressure feeling and forced and students can be easier to understand.

3. Researcher

Through this research, the researcher will find an alternative way of

teaching English in a fun way and this is a good method for the researcher because

it is very interesting by using a movie as media.

F. Research Terminologies

This subchapter explains about some keywords that need further

explanation to prevent misunderstanding between the research and leader. They

are:

1. Animation movie

Animation Movie is a kind of movie that series of drawing and tells a story

or expresses a message both funny and serious and play in a television type

screen. Animation movie is included in audiovisual media. According to Bordwell

(Akmala;2011), animation movie is distinguished from live-action ones by the

unusual kinds of work that are done at the production stage. According to Laura

Moreno (2014), there are five types of the animation movie, those are traditional
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animation, 2D vector-based animation, 3D computer, motion graphics, and stop

motion.

A. Traditional animation

Traditional animation (also known as hand-drawn animation, cel

animation or classical animation) is an animation technique where all the frames

used to create the illusion of motion are first drawn on paper and, consequently,

done by hand.

B. 2D vector-based animation

2D animation is the term often used when referring to traditional hand-

drawn animation, but it can also refer to computer vector animations that adopt

the techniques of traditional animation.

C. 3D Computer

3D animation is at the heart of games and virtual reality, but it may also be

used in presentation graphics to add flair to the visuals. Animating objects that

appear in a three-dimensional space. They can be rotated and moved like real

objects.

D. Motion graphics

Motion graphics are pieces of animation or digital footage which create the

illusion of motion or rotation and are usually combined with audio for use in

multimedia projects.

E. Stop motion

Stop motion animation -or stop-frame animation- is a cinematic process or

technique used to make real-world objects appear as if they were moving. Those
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objects are physically manipulated and photographed every time after being

moved between frames.

Based on those explanations, this research is focused on 3D computer

animation which has the family genre.

2. Speaking

Speaking is the ability of someone to speak, to communicate, to express

their ideas and feelings in communication. According to Kirkgoz (2011), speaking

is an interactive process of constructing meaning that involves producing and

receiving and processing information. Speaking is an ability to talk to someone

(have a conversation) in a particular language and to express ideas and opinions.

Furthermore, Brown (2004, as cited in Susanti & Amri, 2013) says that “The

speaking skill consists of six components: grammar, vocabulary, fluency,

comprehension, pronunciation, and task."

Based to theories above, it can be concluded that the definition of speaking

in context of this research is student’s ability to be able to communicate well in

terms of conveying information, express the ideas, and with regard to social

relations, but still consider about some crucial components in speaking such as

grammar, vocabulary, fluency, comprehension, and pronunciation.


CHAPTER II

LITERATURE REVIEW

A. Speaking

1. Definition of Speaking

According to Thornburry (2005), speaking is interactive and requires the

ability to co-operative in the management of speaking turn. Speaking is a skill,

and as such needs to be developed and practiced independently of the grammar

curriculum. Speaking shows that the students able to use a language to express

what to inform. Students also expect the teachers to speak English with them and

to model how it used to express meaning. The teacher allows the students to speak

and to improve their speaking skills. Speaking is an important skill which is daily

life communication, information, its primary propose is to establish and maintain

social relationships.

Speaking is an effective way used in real interaction communication.

According to Brown (2003), speaking is an interactive process of conducting

meaning that involves producing, receiving, and processing in the information. It

means that speaking is the human activity that used to give and receive the

information. Besides speaking is one of four activities in English skills which

have an important role in daily life, even as the main ability in communication

among human beings. Cameron (2001) stated that speaking is the active use of

language to express meanings so that other people could make sense of them. It

means that speaking is related to communication in human life. Speaking can be

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stated as the skill to use the language accurately to express meanings to get

information and knowledge from others in the whole life situation.

Based on those previous definitions, it can be concluded that speaking is

the activity to give and receive the information by using language to express

meaning so other people can understand each other. Speaking is the mode in

which children acquire language, it constitutes the bulk of most people's daily

engagement with linguistic activity, and it is the prime motor of language change.

It means that speaking has a very important role in communication, all of the ages

always use speaking as the bridge to build communication include children.

Children are easy to communicate with another person by using speaking.

Based on the statements above it can be concluded that speaking is the

way to communicate which involves only to produce language correctly but also

to express the feeling, to describe the experience and to explain ideas through the

language used by people including children.

2. Component of Speaking

According to Brown (2004), there are at least five components of speaking

skills that should be mastered by students to increase their speaking ability. The

following five components are generally recognized in the analysis of the speech

process.

A. Comprehension

Comprehension is the ability to understand something. For oral

communication, comprehension certainly requires a subject to respond to the

speech as well as to initiate it. According to Brown (2004), comprehension is


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important to avoid misunderstanding between a speaker and a listener. Indeed,

communication can go well.

B. Grammar

The grammar of a language is the description of how words can change

their forms and can be combined into sentences in that language. If grammar rules

are too carelessly violated, communication may suffer. According to Marpudin,

(2008) grammar is one important aspect of speaking because if an utterance can

have a different meaning if the speaker uses incorrect grammar.

C. Vocabulary

Vocabulary is the total number of words that make up a language (Hornby,

2002). One cannot communicate effectively or express their ideas both oral and

written form if they do not have sufficient vocabulary. Without grammar, very

little can be conveyed, without vocabulary nothing can be conveyed.

D. Pronunciation

According to Sulfina (2012) claimed that pronunciation is the way for

students‟ to produce clear language when they speak. Pronunciation is an

essential aspect of learning to speak a foreign language. If a student does not

pronounce a word correctly, it can be very difficult to understand him/her. On the

other hand, if students make grammatical mistakes e.g. in verb tense, the listener

still has an idea of what is being said. So, it can be seen that good pronunciation is

vital if a student is to be understood.


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E. Fluency

According to Hughes (2002), fluency can be defined as the ability to speak

fluently and accurately. Fluency in speaking is the aim of many language learners.

Signs of fluency include a reasonably fast speed of speaking and only a small

number of pauses and “ums” or “ers”. These signs indicate that the speaker does

not have spent a lot of time searching for the language items needed to express the

message.

Based on the explanation above, it can be concluded that speaking ability

is verbal intelligence in producing language naturally to achieve the

communicative competence in which that competence can be measured by five

aspects; comprehension grammar, vocabulary, pronunciation, and fluency.

3. Definition of Teaching Speaking

Teaching speaking is one way that can be used so that the learners can

understand the meaning of communication in a real situation, and it needs a lot of

practice and guidance to master it.

Teaching is also an activity, which is integrated one to other. Teaching

gives support to learning activities. According to Brown (2001), teaching is

showing or helping someone to learn how to do something, giving instruction,

guiding in the study of something providing with knowledge, causing to know or

understand. It means that teaching is the process to help students learning how to

do something, giving instruction, guiding in the study of something, providing

with knowledge, causing to know or understand.


13

Teaching English especially speaking has a very important role in the

teaching and learning process. Thornburry (2005) stated that speaking activity is

needed to be maximally language productive to provide the best condition for

autonomous language use. It means that speaking is very important in language

use. Teaching speaking is about how to teach language for communication,

transferring ideas, thought or even feeling to other people. According to Harmer

(2009), students are using any language at their command to perform some kind

of oral task.

The purpose of teaching speaking is to train the teachers in the fluency of

using the target language and to understand the concept of teaching speaking and

the techniques of teaching it as well. It means that in teaching speaking teachers

should know the concept of speaking to make the students understand what

teachers explain. Teaching speaking is also the way for students to express their

emotions, communicative needs, interact with another person in any situation, and

influence the others.

When teaching young learners, we constantly have to keep in mind the fact

that what we have in front of us is a mixed class with various abilities,

expectations, motivation levels, knowledge and last but not least, different

learning styles. Thus, we need to vary our approaches and offer as much

opportunity as possible to make the whole class find a little something to hold on

to, expand and grow. Thus, the teachers should give variation in teaching speaking

process. It will make the learners pay attention to the material and also can keep

their minds to receive the material easier.


14

Based on those explanations, it can be concluded that teaching speaking is

about how to teach using language communication, for transferring ideas, though

or even feeling to other people. In teaching speaking, the teacher should know the

five concepts of speaking (pronunciation, grammar, vocabulary, fluency,

comprehension) to make students understand what the teacher explains by using

the interesting media to increase the student's motivation when the study English

especially speaking.

4. Types of Classroom Speaking Performance

Brown (2004, p.141) provided another type of classroom speaking

performance, there are six kinds of oral production that students are expected to

carry out in the classroom. They are:

A. Imitative

A very limited portion of classroom speaking time may legitimately be

spent generating human tape recorder speech, where, for example, learners

practice an intonation contour or try to pinpoint a certain vowel sound. Imitation

of this kind is carried out not for meaningful interaction, but for focusing on some

particular elements language forms.

B. Intensive

An intensive speaking performance is designed to practice some

phonological or grammatical aspects of language. Intensive speaking goes one

beyond imitative to conclude any speaking performance that is designed to

practice some phonological or grammatical aspect of language. Intensive speaking


15

can be self-initiated or it can even form part of some pair work activity, where

learners are "going over" a certain form of language.

C. Responsive

Responsive includes interaction and test comprehension but at a somewhat

limited level of a very short conversation, standard greeting and small talk, simple

request, and comments. It means the teacher teaches how to respond and comment

on a statement or a topic.

D. Transactional (dialogue)

Transactional language, carried out to convey or exchange specific

information, is an extended form of responsive language.

E. Interactive

Interactive speaking is similar to a responsive one, the differences between

them are the length and complexity of the interaction which sometimes includes

multiple exchanges or multiple participants. The interaction can take two forms of

transactional language which carried out to convey or exchange specific

information and interpersonal exchanges which carried out more to maintain a

social relationship than for the transmission of fact and information. For instance:

interviews, role plays, games, and discussion.

F. Extensive (monologue)

Extensive is oral production includes speech, oral presentation, and story-

telling, during which the opportunity from listeners is either highly limited or

ruled out all gather. In other words, this type needs more action and interaction

with listeners.
16

In this research, the researcher will choose transactional (dialogue) as

activities in speaking ability because transactional (dialogue) language is

primarily message-oriented. On the other hand, message-oriented conversations

will be more clearly structured, as evidence shows, pursuing their ultimate

objective to deliver a message.

B. Animation Movie

1. Definition of Animation Movie

Animation Movie is defined as films. Dirks (2010) stated that animation

movie is a part of types of movies; it is a motion picture that has sound in its

movie and creates the illusion of motion. In the animation movie, it can also teach

people about history, story, adventure, and any other subject. Besides some

animation movies combine entertainment with instruction, make the learning

process more enjoyable. It means that animation movie is a type of movie that

uses motion picture that can be used in the teaching process and it can make the

students entertain and enjoy in joins the class.

Another opinion about animation movie given by Kuchimanchi (2013), He

stated that animation movie is a rapid display of images to create an illusion of

movement. They have the power to gain the attention of a person for hours

together without boring them. And sometimes animations are extremely helpful.

They help us show and generate interest in something which we otherwise would

not entertain. It means that animation movie is a kind of movie that used

movement images to give entertainment to the audience.


17

Generally, people know animation movies only as entertainment which is

watched through some devices such as television, computer, portable computer,

DVD/VCD, etc. In this case, animation movie is media which uses a projector so

that motion pictures can be shown on screen where it combines two-part of the

body such as eyes and ears. Moreover, animation movie is considered as an audio-

visual media which combines sound and image in one unit, so, cartoon movie here

is as teaching aids. The researcher used the baby boss the Explorer Movie. This

movie is one of the famous animation movies. Baby boss is a 2017

American 3D computer-animated comedy and family movie loosely based on the

2010 picture book of the same name by Marla Frazee and produced by

DreamWorks Animation. This movie tells about a baby who has intelligence that

is not owned by any baby. The Boss Baby tells of a 7-year-old boy named Tim

who has a happy life because of the love of his parents. However, everything

changed after the arrival of a smart baby.

Besides, Asyhar (2011: 45) states, "Movie can interest students' attention

because contain interest picture and familiar story." It means that animation movie

is the use of audiovisual media types into an integrated application or presentation

to deliver the material in teaching and learning.

From the statements above, it can be concluded that animation movie is a

kind of movie which involves sound, recording a series of drawing or

manipulating in a motion picture, it can be used as teaching aids that give

education and entertain to the students and make the teaching and learning process

run well and enjoyable.


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2. Animation Movie as Media

The teacher can motivate students in teaching speaking by using some

media as tools of learning, such as a short movie, animation movie, and

blockbuster movie. However, this research uses animation movie as media to

motivate students in teaching speaking, this medium is interesting media to use by

the teacher to teach the students. According to Arsyad (2000), teaching media can

be classified into three categories. They are:

A. Visual Media

They are media that can be seen. It would captivate sense eyes mostly. It

can be formed of the picture, moving picture or animation and flashcard.

B. Audio Media

They are media that can be listened from audio media has a sound that is

listened to by us. And to mean as thinking that the message of the content in

audiotape forms such as vocal cord/tape recorder and movie compact disk which

can stimulus though the feeling, idea, and students it happens on teaching and

learning process.

C. Audio-Visual Media

They are media that have sound and pictures. The movie is an example

from audiovisual media in teaching and it has a sound because it is produced to

get to appear the real picture in the original form it describes science theory and

animated. In this study, the researcher used audiovisual media named movies as

the interaction media, because by using video it can motivate the students to learn

and pay attention to the material given.


19

Animation movie is included in audiovisual media. According to

Bordwell (Akmala; 2011), animated or animation movies are distinguished from

live-action ones by the unusual kinds of work that are done at the production

stage. Animation movie does not continuously film outdoor action in real-time,

but they create a series of images by shooting one frame at a time. Line with

Thompson (Akmala; 2011) stated that animation movie is a kind of film which

involves sound, recording a series of drawing of manipulating an inanimate

object, one frame is one time. Therefore, the students can adjust the spoken

language to the pictures that are animated. It will make them easy to catch and

remember the spoken language.

3. Advantages of Using Animation Movie

Most students' especially Senior High School students that are still at a

young age, like a media that is fun and colorful that can motivate them to study

actively in class. Then, animation movies as colorful and funny things can help

them to attract students’ attention by designing the material in colorful and

attractive ways for instance by combining animation, picture, and video with

sound. So, the students will be interested in learning. It could also make the

teacher easy to deliver and focus on the goal of teaching.

The benefits of the use of the animation movie in the classroom are many

and varied. The use of animation movies can motivate students’ interest in

learning speaking. It was fun watching a movie in the class, so the classroom

atmosphere was enjoyable and made them more ready to learn. According to

Merry (2011), a movie is one of the visual aids that can be used in the class, it
20

makes lessons more fun. It means that movie is a media in teaching that can make

the teaching and learning process more fun. Movies, also known as films, are a

type of visual communication which uses moving pictures and sound to tell stories

or inform (help people to learn). While students were watching the movie, directly

they got some experiences from the movie and it influenced their understanding

and thinking. English movie has a big contribution for the students in learning

English, as like how the native speakers pronounce the words, how they mimic

their face, and also they will see how the native speaker use body language when

they are speaking. Animation movie also introduces students to some English

vocabularies, how to pronounce, and how to spell, how to giving information.

Animation movie as the media can give students a way to speak.

4. The procedure of Teaching Speaking by using Animation Movie

Media

The researcher hopes by using the movie in the classroom, it can make

students more interested in learning English, especially in speaking ability. The

most common procedure for using a movies clip in teaching consists of the

following steps:

A. The teacher prepare the students to study, after gaining the student's

attention, the teacher tells them what they are going to do.

B. The teacher divides the class into some couples.

C. The teacher prepares laptop, LCD projector, loudspeaker, photograph,

Animation movie collection, materials, lesson plan, students‟

exercises, posttest, and everything related to the action.


21

D. The teacher explains to students some of the examples, expressions of

opinion.

E. The teacher plays animation movie and ask students to watch the

movie in the class together.

F. After the students watched the movie, the teacher asks the students to

make a conversation with their couple using the expression of opinion

about the movie by using theirs‟ own words and perform it in front of

the class.
CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a description of the research method used in this

study. It includes research design, population, and sample, instruments of the

study, the procedure of Collecting Data and the technique of Collecting Data.

A. Research Method/Design

This study deals with using animation movie “Baby Boss” to improve

students’ speaking achievement. The writer uses a kind of experimental research

in this study. According to Arikunto (1983, p. 257) “experimental research is a

study to know whether it is an effect or not to the subject, that is given a

treatment”. From the statement, it can be assumed that experimental research is a

procedure of quantitative research in which the researcher determines whether an

activity or material makes a different result for participants.

This research applied a mixed method. This method was focused on

combining between quantitative method and qualitative method. It is used because

the researcher wants to understand better, explain, or build the result of research

from another approach (Creswell, 2009: 205-206). The qualitative data were

gained from the observation, questionnaire, and documentation. As stated by

Anne Burns (2003:24):

“The major focus of action research is on concrete and practical issues of


immediate concern to particular social groups or communities. It is
conducted in naturally occurring settings, primarily using methods

23
24

common to qualitative research such as observing and recording events


and behaviors”.

The quantitative data were taken from the result of the pretest and post-test

that was used to prove the description. The results of all tests were exactly used to

support the qualitative data in describing the students’ achievement in speaking

after the animation movie in their learning processes. There was one class are

chosen, the class was given pre-test at the beginning and the post-test in the last

meeting.

B. Population and Sample

1. Population

The population is a collection of elements about which we wish to make

an inference. Arikunto (2010) pointed out that the population is the entire subject

of research. Therefore, the participants of the study are students in the second

grade of SMAN 1 Indrapuri. There were three classes for the second-grade

student, namely: class XI IPA-1, XI IPA-2, and XI IPS.

2. Sample

In this study, purposive sampling technique was applied. Purposive

sampling allows the researcher to take the sample by using their judgment to

choose the appropriate sample for collecting the data that needed and usually

based on the information. It was chosen because those samples have the purpose,

make the writer is easier to collect the data. Furthermore, the researcher also

interviewing some students of SMAN 1 Indrapuri, based on the result of the

interview, the researcher found the students have difficulties and some problems
25

in speaking. The students had difficulty in expressing their ideas, they were

confused to choose appropriate words and they had no confidence to speak.

Sometimes they were shy to express what they want to talk about to others. It led

to negative effects on their mindset to speak in public.

Therefore, the sample for this study was one class, and I chose the class XI

IPA-2 as a sample. Therefore, a student in class XI IPA-2 needed media to guide

and interest them in speaking. This research was conducted in three meetings. The

first meeting was for the pre-test. The second meeting was for treatment by using

the animation movie. After that, the last meeting was for the post-test.

A. Instruments of the study

In this study, the researcher used three kinds of the instrument to collect

the data. There were a test, observation list, and checklist which were explained as

follows:

1. Test

Based on Airasian and Russel (2008:9) test is a formal, systematic,

procedure used to gather information about students' achievement or other

cognitive skills. The test was used to measure the students' achievement and

students' improvement during the process. In collecting the data the researcher

used two kinds of tests. They were pre-test and post-test. The pre-test was given at

the beginning of the research to know students' ability and motivation in speaking

English before they got treatment. The post-test was the last test to know the

students’ improvement and motivation in teaching speaking after using the


26

animation movie as media in teaching. The result of this post-test was compared

with the pre-test to find out the result of the students’ achievement data.

2. Observation list and checklist

Observation is defined as the watching of behavioral patterns of people in

certain situations to obtain information about the phenomenon of interest

(Johnson, Burke, & Ehristensen, 2012, p. 206). It means that observation involves

watching or listening to students carry out a specific activity or responds in a

given situation. The observation in this research includes the observation checklist

and observation list. The observation list was the criteria of the students' behavior to

define the students' improvement and students' responses during the process of the

research. There were about the students' presence, the students' attention to the

teacher, the students' cooperation, the students' self-confidence, and the students'

understanding.

Then, the observation checklist was used to find out whether students are

working in groups correctly or not. A checklist was a written list of students'

performances in class to be observed. There were attending the class, paying

attention to the teacher, following teacher's instruction, working on own, sharing

information, listening to another waiting turn to speak, answering teacher

question, interacting with the teacher, and doing the task well.

B. The procedure for Collecting Data

In collecting the data, the researcher used the test to know the student

speaking ability. Collecting data means identifying and selecting individuals for a

study, obtaining their permission to study them, gathering information by asking


27

people questions or observing their behaviors of paramount concern in this

process is the need to obtain accurate data from individuals and places.

To collect the data, the researcher used the following technique:

1. Experimental Class

According to Creswell (2012), experimental research is the way to find a

causal relationship (relationship clause) in determining cause and effect. In this

research, there were two variables. So, the researcher used quasi experimental

class. The researcher used one class; they were experimental. Experimental class

was a class that was given treatment by using the animation movie “Baby Boss”.

Here, the stages of implementing an experimental class are mentioned in the

following:

The first test was Pre-test. It was given in the first meeting to know their

ability in speaking English before they got treatment. In the pre-test session, each

student was asking to introduce themselves and families in front of the class. The

introduction included name, age, address, when and where they were born.

In the second meeting, the researcher conducted the treatment by using the

animation movie in the class, and the researcher asked students to watch the

movie in the class together.

The last test was a post-test. It was given in the last meeting to know the

students’ improvement. In this session, the test was an oral test with using

dialogue in the expression of opinion. After the students watched the movie, the

students were asked to make a short conversation with their couple using the
28

expression of opinion about the movie by using theirs’ own words and perform it

in front of the class.

Besides, in this study, the researcher conducted the direct method during

the teaching speaking process. This method makes the learning of English

interesting and lively by establishing a direct bond between a word and its

meaning. Through this method, fluency of speech, good pronunciation, and power

of expression are properly developed.

2. Test

Besides using two techniques above, the researcher also gave the test in

order to get accurate result about students’ achievement in speaking skill by using

Animation Movie. According to Brown (2004, p. 3) “test is a method of

measuring someone’s knowledge, ability or performance in given specific field”.

Based on the statement above, test can be used to measure the students’ ability or

students’ learning achievement.

In this study, pre test and post test were given to students. Pre test was

given to the experimental class. It was conducted before the treatment, and the

purpose is to know that using animation movie can improve students’speaking

achievement. Meanwhile, post test was given after the treatment. It was given to

the experimental class. It was taken as measurement tool to measure students’

ability before and after the treatment. The result from students’ test would be

scored.
29

3. Observing

The researcher observed the students’ responses and also improvement by

using the observation list and checklist. Based on the criteria in the observation

checklist, the researcher gave a check (V) when the students did the criteria. The

results from the observation checklist were summarized into an observation list

and describe based on the criteria in the observation list.

C. The technique of Data Analysis

Data analysis is needed to know the result of research. In this research, the

researcher analyzed the data from tests and observations by using several

analyses.

1. Test

In assessing the test, the researcher used Brown criteria (2014) in scoring

the students speaking. The criteria’s are stated below:

Table 3.1
Table of Speaking Scoring

Score Grammar Vocabulary Comprehension Fluency Pronunciation Task

1 Errors in Speaking Could ask and (No specific Errors in Can understand
grammar vocabulary answer question description) pronunciation simple questions
are inadequate topic very are frequent and statements if
frequent to express familiar to him but could be delivered with
anything understood slow speech,
repetition, and
paraphrase
2 Accent Has Able to satisfy Could handle The accent is Can get the idea
usually the speaking routine social with intelligible of most
constructio vocabulary demands and confidence though often conversation of
n, but does sufficient work but not quite faulty no specialized
not to express requirements including knowledge
confident the idea casual
control of conservations
the
30

grammar
3 Control of Vocabulary Could Could discuss Errors never Comprehension
grammar is y is broad participate the particular interfere with is quite complete
good and enough that effectively in interest of understand ing at a normal rate
able to rarely has most formal competence of speech
speak with to grope for and informal with
sufficient a world conversations reasonable
structural words
accuracy

4 Errors in could Could handle Could Errors in Can understand


grammar understand informal participate in pronunciation any conversation
are quite and interpreting any are quite rare with the range of
rare and participate from and into conversation his experience
able to in any language within the
speak conversatio range of the
accurately n. experience
with a high
degree of
fluency
5 Equivalent Speech on Speaking Has complete Equivalent to Equivalent to
to that of all levels is proficiency fluency in the and fully that of an
an educated fully equivalent to language accepted by an educated native
native accepted by that of the educated speaker
speaker educated educated native native speaker
native speaker
speakers
The final score of each student's test calculated by the formula:

Then, the final score of each student was classified based on the table below:

Table 3.2
Table of Score Classification

Category Range Frequency Percentage


Poor 0-49

Fair 50-69
Good 70-84

Excellent 85-100

LOWEST
SCORE
HIGHEST
SCORE
31

From the table above, the result of the test was stated clearer whether the

Students speaking ability was good enough or not.

2. Observation checklist and observation list

The data from the observation checklist and observation list were used to

support the qualitative data. The researcher made a description of the students’

attitude and achievement in speaking after applying an animation movie in

teaching speaking.
CHAPTER IV

DATA ANALYSIS AND DISCUSSION

In this chapter, the writer focuses on the analysis of the data covering the

experimental teaching, the pre-test and post-test, the observation list and checklist

and the discussion of the findings.

A. The Analysis of Tests

In this study, the researcher conducted the pre-test and post-test to measure

the student's speaking skills. The test was in the form of speech. The students'

speech was scored based on the criteria namely; grammar, vocabulary, fluency,

pronunciation, comprehension, and task.

1. Analysis of Pre-test

The pre-test was carried out on July 29th, 2019 with 24 students of XI

SMAN 1 Indrapuri. It was the first session of the research. There should be 29

students in the class, but five students’ were absent on that day.

The result of the pre-test would be compared with the post-test result. The

comparison between the results could be used to determine the improvement of

the students' ability in speaking English.

In this session, the researcher played a role as the students’ teacher so

could call the researcher as the teacher. The teacher gave the example of

introducing oneself by introducing herself in English. Then, each student was

asked to do the same as the teacher did. Each student was asked to introduce

him/herself in front of the class. The introduction included name, age, address,

32
33

when and where they were born. The teacher recorded each students’ performance

to analyze every sound appeared along with the students' performance and gave

them a score based on the Brown Scoring System in Table 3.1 which measured

six components. They were grammar, vocabulary, pronunciation, fluency, task,

and comprehension. The teacher got the student’s final score of each student by

using the formula:

The student's final score then was categorized into poor, fair, good, or excellent

speaking skills based on Table 3.2.

The result of the pretest was not good enough. Most of the students were poor in

speaking English because none of them got a score of more than 70.00.

Furthermore, the mean of students’ pre-test was 45.95. This result was very low

when it was compared with Minimum Criteria Mastery of Learning of English

Subject of SMAN 1 Indrapuri that was 70.00. The data showed that the students'

English speaking skill was low in every component. It could be seen from the

mean of grammar (2.95), vocabulary (2.08), fluency (2.87), pronunciation (1.87),

comprehension (2.08), and task (2.00) respectively.

The pre-test score showed that the students were poor in pronunciation,

vocabulary, and task. In pronunciation, the students knew the meaning of every

word they said but some of them didn't know how to pronounce it correctly. Many

students did mispronounce [fifte:n] into [faifte:n], [neim] into [nIm] or the other

mispronounced words. It could be the main problem for the future if it was not is
34

corrected. It could make a misunderstanding between the speaker and the listener

if some words were pronounced incorrectly.

The pre-test result asserted that the students got a low mark in

comprehension and task category too. The lack of understanding of the task and

sharing the idea were also the main problems of the students in speaking English.

It was because they did not have enough vocabulary to speak up. They could not

explain their idea in a good sentence and correct pronunciation. Moreover, most

of the students felt nervous so they only used limited vocabulary items and it

influenced their speaking fluency. It showed in the data that some of the students

produced sounds like [ee...] or [emm..] when they tried to find an appropriate

word. The following table displays the summary of the pre-test result:

Table 4.1
The Summary of the Pre-Test Result
Category Range Frequency Percentage
Poor 0-49 19 79,17%

Fair 50-69 5 20,83%

Good 70-84 0 0%

Excellent 85-100 0 0%

LOWEST SCORE 40

HIGHEST SCORE 50

Besides, the average of the students’ score in pre-test can be seen below:
35

The results of the pre-test showed in the diagram below:

Table 4.2 The result of the Pre-Test

Then, the summary for each component can be seen in the following

diagram:

Table 4.3 The Summary of each Component of Pre-Test

The graphic above explains the score of speaking components before

conducting the treatment.

2. Analysis of Post-test
36

The post-test was carried out on August 3rd, 2019 with 27 students of XI

SMA 1 Indrapuri. It was the last session of the research. There should be 29

students in the class, but two students’ were absent on that day. In this session,

students were asked to make a conversation in front of the class using expression

opinion about the English movie by using their‟ own words. The teacher gave 20

minutes for them to prepare or ask something they didn't understand about the

test. For each couple, the teacher gave 1to 2 minutes to tell the opinion about the

English movie.

Each couple came in front of the class and did the post-test. The teacher

recorded every sound coming from the students. The next step was still the same

as the previous one. The teacher was analyzing every sound appeared along with

the students' performance and gave them score based on Brown Scoring System in

Table 3.1, find out the final score of each student, and the last categorizing the

final scores into poor, fair, good, or excellent speaking skill based on Table 3.2.

After conducting the treatment in the second meeting, there were no

students in a poor or fair category. All of the students were already good in

speaking English. The result was very satisfying. The students made a significant

improvement in grammar, vocabulary, comprehension, fluency, pronunciation,

and also the task. It can be seen from the data of each component result in the

post-test (see appendix J) such as the mean of grammar (3.62), vocabulary (4.00),

fluency (4.00), pronunciation (3.81), comprehension (4.00), and task (4.00)

respectively.
37

Moreover, the mean of the post-test was 78.07. It was higher than 70.00 as

the school’s Criteria Mastery of Learning. All students had passed the

standardized score of the Criteria Mastery of the Learning. The result of the post-

test showed that the students spoke better than the previous pre-test. It could be

said the students' speaking skills improved after the treatment by using the English

movie. The following table shows the result of post-test:

Table 4.4

The Summary of the Post-Test Result

Category Range Frequency Percentage


Poor 0-49 0 0%

Fair 50-69 0 0%

Good 70-84 29 100%

Excellent 85-100 0 0%

LOWEST SCORE 73,33

HIGHEST SCORE 80,00

The average of the students’ score in the post-test can be seen as follows:

The diagram below displays the percentage of post-test:


38

Table 4.5 The Result of Post Test

The summary of each component displays in the diagram below:

Table 4.6 The Summary of Each Component of Post Test

After conducting the treatment toward the students in the experimental

class, it was found that the range score of the speaking components have increased

and gets higher scores compares to the score in the pre-test. The improvement of

the score in the post-test is drawn in the diagram above.


39

From analyzing the speaking aspects score in the pre-test and post-test, the

writer compares the results of the tests to see the improvement of the speaking

components score of experimental class students before and after the treatment

conducted in the table below:

Table 4.7 The comparison between post-test and pre-test scores of four
components of speaking
In line with the graphic above, it can be observed that the score of every

speaking aspect has increased after the post-test conducted. The alteration of the

red and the blue bars in the graphic shows that the post-test score reaches the

higher points than the pre-test score. It indicates that the score of the speaking

aspects in the experimental class get a better enhancement after the treatment that

is the English animation movie as media implemented.

While the improvement of each student tests result is presented in the table

below:
40

Table 4.8

The comparison between students' pre-test and post-test scores

Pre-Test Post-Test
No Initials Score Score
1 AA 46 80
2 AU 46 80
3 AUS 46 80
4 CF 50 80
5 CNE 50 80
6 HN 46 76
7 KN 50 80
8 MFR 46 76
9 MFR 40 73
10 M 46 76
11 NM 46 80
12 NW 46 80
13 N 46 80
14 PM 46 76
15 RM 40 73
16 RW 50 80
17 RA 46 80
18 R 46 80
19 RJ 46 80
20 RM 43 80
21 SA 46 80
22 SH 46 76
23 S 40 73
24 Y 50 80

The table above explains the post-test score of every student has increased

and got higher scores compared to the score in the pre-test.


41

B. Test of Hypotheses
The researcher used the result of the t-score analysis in testing the

hypotheses. Based on the t-table at the level of significance a 0,05 (5%),

According to Bungin (2005, p.185), the research criterion used to assess the

result of the experiment is; if t-test > t-table, it means accepting the alternative

hypothesis (Ha) and denying the null hypothesis (Ho). Ha: There is a significant

difference of the students’ speaking achievement after they are taught by using the

English animation movie as media. Ho: There is no significant difference of the

students’ speaking achievement after they are taught by using the English

animation movie as media.

After t-score examined the hypothesis, the result of t-score in experimental

of the pre-test was 45.95 and t-score in experimental of the post-test was 78,07.

Therefore, the next step was to interpret the t-score in experiment class by

determining the degree of freedom (df). Df = N-1 = 24-1 = 23. As the result, the

researcher comparing t-score to significant t-table with df 23 with value tt.sv5%=

2,06 and tt.sv1%= 2,80 . So, t-score was bigger than t-table.

In addition, referring to the above criteria, because t-score was higher than t-

table, it could be concluded that this research's alternative hypothesis (Ha) was

accepted and that the null hypothesis (Ho) was rejected. Thus, it could be stated

that there was a significant difference between the mean values of pre-test and

post-test score. In the final analysis, it could be concluded that t-score indicate there

was a difference of students’ score before and after being taught by using the

English animation movie as media.


42

C. Analysis of Observation Checklist and Observation List

In this subchapter, the researcher presents the analysis of the observation

checklist and observation list that was noted along with the implementation of the

experimental class in SMAN 1 Indrapuri. The observation checklist consisted of

the indicators that should be observed to know the effectiveness of students’

attitudes towards the implementation of the animation movie in motivating

students in teaching speaking. They were: attending the class, paying attention to

the teacher, following teacher's instructions, working on their own, sharing

information, listening to others, waiting for a turn to speak, answering teacher's

questions, interacting with the teacher, and doing the task well. The indicators

then were categorized into five criteria as an observation list. They were: student's

presence, student's attention to the teacher, student’s cooperation, student’s self-

confidence, and the student understands. The analysis of the observation checklist

and observation list is presented in the next explanations.

1. The analysis of the observation checklist and observation list in the

Pretest.

During the pretest process, the researcher observed the attitude of each

student. By using the data from the observation checklist list (see Appendix K),

the researcher got the conclusion which is described in the observation list (see

Appendix L) as follows:

A. Students’ presence

There were only 24 students who attended the class from 29 students. Five

students’ were absent because of the sick. The name of the student was Ahmad H
43

with student’s code was 1, Hannan with student’s code was 7, Mukhlis with

student’s code was 13, Nurul A with student’s code was 17, and Wilda R with

student’s code was 28. So, the percentage of the students’ presence was 82,75%.

B. Students’ attention to the teacher

Only 18 of all the students gave attention to the teacher's explanation, and

yet somehow many students seemed doing other activities when the teacher was

explaining something. They seemed to have a personal conversation with their

chair mate. The teacher needed to repeat the explanation and instructions for

several times to get the students' attention. But, almost all students' did well in

executing the teacher's instruction.

C. Students’ cooperation

Because it was the first meeting, the students hadn't got any treatment yet

related to the material and the technique. It influenced their understanding of both

material and instruction. They weren't accustomed to getting the instruction in

English, so most of the students defended themselves on their friends. They also

gave little attention to the other students who got the turn to speak up. Some of the

students didn't want to wait until the teacher permitted them to speak up. But,

overall it could be handled. The students shared the information needed

cooperatively.

D. Students' self-confidence

Only 5 students who were always actively answering the teacher

questions. Most of the students kept passive and didn’t want to share their idea. It

could be influenced by their hesitancy to their speaking ability. Yet, the


44

interaction between the teacher and the students started to be built. About 13

students started to give a positive response to the teacher and interact with the

teacher.

E. Students’ understanding

All of the students who attended the class this day gave their participation

in the pretest. They did the pretest well.

2. The analysis of the observation checklist and observation list in the

Post Test.

From the result of the observation checklist list during post-test (see

appendix M), the researcher got the conclusion which was described in the

observation list (see appendix N) as follows:

A. Students’ presence

There were only 27 students who attended the class. Two students were

absent because of the sick. The name of the student was Ahmad H with student’s

code was 1 and Hannan with student’s code was 7. So, the percentage of the

students' presence was 93,10% .

B. Students’ attention to the teacher

Most students paid their attention to the teacher. Only 2 of all the students

didn’t attend to the teacher’s explanation with student’s code was 8 and 12.

C. Students’ cooperation

All of the students cooperated well.

D. Students' self-confidence
45

Most the students were actively participating in class. Only 2 students

remain passive in answering the teacher's question.

E. Students’ understanding

All of the students did the post-test well as the teacher's instruction.

D. Discussions

Based on previous data analysis, the writer would like to answer the

research questions. There are two research questions in this study, namely; 1) Can

the use of the English animation movie improve students' speaking achievement?

and 2) How effective is the English animation movie in improving students’

speaking achievement?

To answer the first question, the writer used the pre-test and post-test

data. After analyzing the result of tests, the writer found that the score of the

post-test in the experimental class is higher than that of the pre-test. The mean

score of the pre-test was 45.95, while the mean score of the post-test was 78.07.

Calculating of t-score showed that there was a significant improvement of

students’ speaking score after watching the English animation movie as media.

As it proved by the result of hypotheses testing; t-test>t-table which 78.07 > 2.04.

It means the result of this research also was higher than t-table that caused the Ho

was refused and Ha was accepted.

Based on the result of the research, it was found that after the treatment by

using the English animation movie in the title "Baby Boss”, the students got good

motivation. When the researcher asked them to perform related to the topic orally,

the students were able to talk better than before watching the movie without
46

thinking it too long. The students could also express their ideas in speaking very

well and they could be more enthusiastic and motivated to follow the learning

process. Therefore, the post-test showed that the experimental class student's score

has increase 32,12 points (from 45,95 to 78,07).

Besides, the result in the post-test showed that students' speaking skills

improved than that the pre-test. The criteria to assess the improvement were

grammar, vocabulary, comprehension, fluency, pronunciation, and task. The final

result of the test deals with the total score the students gained before and after

using the English animation movie. In the pre-test result, the students had

problems in every component of speaking skill. Besides, after conducting the

treatment, the result of the post-test increased in all components speaking. All

students got good scores in grammar, vocabulary, comprehension, fluency,

pronunciation, and task. Therefore, the writer concludes that using the English

animation movie can improve students’ speaking achievement.

Furthermore, the observations result during pre-test and post-test processes

showed self-improvement from each student not only in their speaking skills but

also in their positive responses. The information from observations answered the

second question to see the effectiveness of using the English animation movie in

improving students’ speaking achievement. Their motivation to learn English

increase and the students enjoyed during the process of learning speaking English.

Moreover, the student’s interaction was already built along the research process.

Such as working together and students learn how to work together (student’s

cooperation), students' attention to the teacher, interacting with others, having


47

good communication with others had already been applied. It from the result

above, it can be concluded that most students have been active in learning

speaking by using the animation movie. This medium is effective in motivating

students in teaching speaking especially the second year students of SMAN 1

Indrapuri.

In line with the results above, the English animation movie as one of the

media of learning speaking helps the learners to improve students’ speaking

achievement. Animation movie offers a lot of advantages as a media of learning

speaking. One of the main advantages of the movie is that students do not just

hear the language, they see it too. This greatly aids comprehension, since for

example; general meaning and moods are often conveyed thought expression,

gesture, and other visual clues. Thus we can observe how intonation can match

facial expression. Besides, the use of the animation movie could increase students'

motivation and interest in learning English, especially for speaking skills. By

using a fun treatment and not too formal, students will like the learning

atmosphere. Students will enjoy those conditions so that their interest in English

improves.
CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. CONCLUSIONS

Based on the result of the research discussed in the previous chapter, the

writer draws some conclusions of teaching speaking by using the English

animation movie as follow:

A. Teaching speaking by using the English animation movie as media can

motivate students speaking ability. It is proven by the average score of the

post-test of the experimental class which is higher than the pre-test score

(from 45,95 to 78,07). In other words, the score has increased to 32,12

points after the treatment conducted. Besides, after conducting the

treatment, the result of the post-test increased in all components speaking.

All students got good scores in grammar, vocabulary, comprehension,

fluency, pronunciation, and task. Therefore, the writer concludes that using

the English animation movie is motivating students in teaching speaking.

Moreover, it is also proven by the result of examining the hypothesis

which t-score was bigger than t-table. It means that there is the significant

difference in the speaking achievement between the students before and

after taught by using the English animation movie as media.

B. From the observations, students were interested and motivated in the

implemented of the English animation movie as a media in teaching-

learning English. It could be seen from the observations result during pre-

49
50

test and post-test processes showed the self-improvement from each

student not only in their speaking skills but also in their positive responses.

Such as working together and students learn how to work together

(student’s cooperation), most of the students paid their attention to the

teacher and the students were actively participating in class. Thus, The

English animation movie is effective in motivating students in teaching

speaking especially the second year students of SMAN 1 Indrapuri.

B. SUGGESTIONS

Based on the result of the study, the writer proposes some suggestions

concerning the research finding as follow:

A. For the English teacher

Animation movie media is a good media that can help the students to

master students speaking ability, where the students can be stimulated to

produce ideas themselves improve their ability in speaking. So, animation

movie media is a media to be used in the teaching process especially in

speaking. Besides, the teacher should not use monotonous media in the

teaching process. A teacher should choose appropriate media that can help

the students to be more active in the classroom.

B. For Students

For the students, they need to pay attention to the teacher’s instruction.

Although the English animation movie is easy to be applied in learning

English and already proved that it improved speaking skills, the success of

the method depends on the learners. The students are better to make them
51

enjoy the process of learning. Then, always practicing speaking in English

every day makes their speaking ability better from day today.
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Appendix D

LESSON PLAN

School : SMAN 1 Indrapuri Aceh Besar

Subject : English

Skill : Speaking

Class/Semester : XI/1

Time Allotment : 6 x 120

A. Standard Competence

Analyzing social function, the structure of the text, and linguistic elements
in the expression of expression and thought, according to the context of use.

B. Basic Competence

Develop oral and written texts to express and respond to an expression of


opinion and mind, with attention to social functions, the structure of the text, and
linguistic elements, correctly and in context.
C. Indicators
1. The students are able to improve reviews their speaking skills.
2. The students are able to speak by using correct pronunciation,
grammar, vocabulary, fluency, and comprehension.
D. Goal

At the end of the lesson, the students are expected to be able to improve
reviews their speaking skills by using correct pronunciation, grammar,
vocabulary, fluency, and comprehension.

E. Technique
 Animation movie
F. Media
 Laptop (to show the animation movie "Baby Boss")
 Projector

G. Class Activities

Meeting 1

Pre-activities

 Greeting
 Introducing self and stating the goal of the class
 Checking student attendance
 Asking student opinion about reviews their speaking skills and
activity
Main Activities
 Asking a brief explanation about speaking in generally
 Giving an additional explanation of speaking
 Asking the students to personally perform a speech entitle
"Introduce yourself" (as the pre-test). They can share the topic in
their way.
 Giving 10 minutes for the students to prepare the speaking
 Students perform their speech in front of the class one by one

Post-activity

 Complementing student’s performance


 Make sure the students understand about the activity
 Giving further information about the activity
 Greeting

Meeting II

 Greeting
 Checking the student's attendance
 Motivation: asking the students to experience related to the
animation movie

Main activities

 Giving a brief explanation about expression opinion in generally


 Giving opportunity for asking question
 After all, students understand expression opinion in general, the
student will be shown an animation movie (Baby Boss movie)
 After watching the movie, the students are asked to make a couple
and performing a conversation in front of the class with your
couple using the expression of opinion about the animation movie
by using their own words at next meeting

Post-activities

 Complementing student’s performance


 Greeting

Meeting III

Pre-activities

 Greeting
 Checking students attendance
 Apperception: asking a question about previous meetings

Main activities

 Explaining Animation rule and procedure


 Giving opportunity for asking question
 Giving five minutes for the students to prepare the speaking
 Students are asked to make a couple and performing a conversation
in front of the class with your couple using the expression of
opinion about the animation movie (as the post-test). Students can
share their opinion about the movie in their way.

Post-activities

 Complementing student’s performance


 Giving critic and comment to the students
 Greeting
H. Evaluation
Pre-test and Post-test Evaluation Form
No Scoring Scale
Scoring Criteria
1 2 3 4 5

1 Pronunciation
2 Grammar
3 Vocabulary
4 Fluency
5 Comprehensive
6 Task

Table of Score Classification

Category Range Frequency Percentage


Poor 0-49

Fair 50-69

Good 70-84

Excellent 85-100

LOWEST
SCORE
HIGHEST
SCORE

The final score of each student's test calculated by the formula:

The maximum score is 100


Appendix E Instrument of Data Collection

Activity for Pre-Test

Dear students
This test is designed for a specific research purpose. The result of it will not
affect your school scores. So you are requested to be examined orally.
Instructions:
1. Performing a speaking in front of the class entitle “Introduce yourself”
the information you have to share including :
 Your full name
 Your age
 Where you was born
 When you was born
 Where you live
2. You are allowed to talk within 1 to 2 minute
3. You may prepare and deliver your speaking in your own way

Activity Post-Test
Dear students
This test is designed for a specific research purpose. The result of it will not
affect your school scores. So you are requested to be examined orally.
Instructions:
1. Make a couple with your friends and performing a conversation in front
of the class with your couple using expression of opinion about the
movie by using theirs‟ own words.
2. You are allowed to talk within 1 to 2 minute.
3. You may prepare and deliver your speaking in your own way.
Appendix F Instrument of Observations

Observation Check List

I = Attending the class VI = Listening to other

II = Paying attention to the teacher VII = Waiting turn to speak

III = Following teacher’s instructions VIII = Answering teacher’s


questions

IV = Working on own IX = Interacting with teacher

V = Sharing information X = Doing the task well

Students Student’s Student’s self Student’s


presence attention to the Student’s cooperation confidence understanding
Student teacher
number

1 11 111 IV V VI VII VIII IX X

10

11

12

13

14

15
16

17

18

19

20

21

22

23

24

25

26

27

28

29

Observation List

1. Students’ presence

2. Students’ attention
to the teacher

3. Students’
cooperation

4. Students’ self
confidence

5. Students’
understanding
Appendix G Students’ Code

CODE STUDENTS’ NAME MALE/FEMALE


1 AHMAD HAYKAL MALE
2 ALIFAH ALYANA FEMALE
3 ANNISA ULGHINA FEMALE
4 ARINI ULFA SATIRA FEMALE
5 CUT FARHAH FEMALE
6 CUT NOVA ELIZA FEMALE
7 HANNAN MALE
8 HUSNUL MUNA MALE
9 KHAIRUN NISAK FEMALE
10 M. FITRA RIZKIKA MALE
11 MUHAMMAD FAJAR MALE
12 MUHAZZIR MALE
13 MUKHLIS MALE
14 NABILA MAILITA FEMALE
15 NORA WARDATI FEMALE
16 NURHAFIFAH FEMALE
17 NURUL AZMI FEMALE
18 PUTRI MAGHFIRAH FEMALE
19 RAFIQUL MUNA MALE
20 RAHMA WARDANI FEMALE
21 RAHMATUL AFRIANI FEMALE
22 RAISYAH FEMALE
23 RAUDHATUL JANNAH FEMALE
24 RISKIKA MAULIDA FEMALE
25 SARTIKA AYU FEMALE
26 SITI HUMAIRA FEMALE
27 SURITA FEMALE
28 WILDA RAHMI FEMALE
29 YUNADIA FEMALE

Appendix H Students’ Pre Test Result

No G V F P C T Score Final
Score
1 -
2 3 2 3 2 2 2 14 46,6667
3 3 2 3 2 2 2 14 46,6667
4 3 2 3 2 2 2 14 46,6667
5 3 2 3 2 3 2 15 50
6 3 3 3 2 2 2 15 50
7 -
8 3 2 3 2 2 2 14 46,6667
9 3 2 3 2 3 2 15 50
10 3 2 3 2 2 2 14 46,6667
11 2 2 3 1 2 2 12 40
12 3 2 3 2 2 2 14 46,6667
13 -
14 3 2 3 2 2 2 14 46,6667
15 3 2 3 2 2 2 14 46,6667
16 3 2 3 2 2 2 14 46,6667
17 -
18 3 2 3 2 2 2 14 46,6667
19 3 2 2 1 2 2 12 40
20 3 2 3 2 2 2 15 50
21 3 2 3 2 2 2 14 46,6667
22 3 2 3 2 2 2 14 46,6667
23 3 2 3 2 2 2 14 46,6667
24 3 2 2 2 2 2 13 43,3333
25 3 2 3 2 2 2 14 46,6667
26 3 2 3 2 2 2 14 46,6667
27 3 2 2 1 2 2 12 40
28 -
29 3 3 3 2 2 2 15 50
2,95 2,08 2,87 1,87 2,08 2
TOTAL SCORE 1103
AVERAGE 45,95
Appendix I Students’ Post Test Result

No G V F P C T Score Final
Score
1
2 4 4 4 4 4 4 24 80
3 4 4 4 4 4 4 24 80
4 4 4 4 4 4 4 24 80
5 4 4 4 4 4 4 24 80
6 4 4 4 4 4 4 24 80
7
8 3 4 4 4 4 4 23 76,6667
9 4 4 4 4 4 4 24 80
10 3 4 4 4 4 4 23 76,6667
11 3 4 4 3 4 4 22 73.3333
12 3 4 4 4 4 4 23 76,6667
13 3 4 4 3 4 4 22 73,3333
14 4 4 4 4 4 4 24 80
15 4 4 4 4 4 4 24 80
16 3 4 4 4 4 4 23 80
17 4 4 4 4 4 4 24 80
18 3 4 4 4 4 4 23 76,6667
19 3 4 4 3 4 4 22 73,3333
20 4 4 4 4 4 4 24 80
21 4 4 4 4 4 4 24 80
22 4 4 4 4 4 4 24 80
23 4 4 4 4 4 4 24 80
24 4 4 4 4 4 4 24 80
25 4 4 4 4 4 4 24 80
26 3 4 4 4 4 4 23 76,6667
27 3 4 4 3 4 4 22 73,3333
28 4 4 4 3 4 4 23 76,6667
29 4 4 4 4 4 4 24 80
3,62 4 4 3,81 4 4
TOTAL SCORE 2108
AVERAGE 78,07
Appendix J Summary of each component results

Category Pretest Post test


Grammar 2,95 3,62
Vocabulary 2,08 4
Fluency 2,87 4
Pronunciation 1,87 3,81
Comprehension 2,08 4
Task 2 4
Appendix K Observation Checklist 1

Observation Check List 1 (Pre-Test)

Date: July 29th, 2019

I = Attending the class VI = Listening to other

II = Paying attention to the teacher VII = Waiting turn to speak

III = Following teacher’s instructions VIII = Answering teacher’s


questions

IV = Working on own IX = Interacting with teacher

V = Sharing information X = Doing the task well

Student Student Student’ Student’s Student’s


numbe s s Student’s self- understandin
r presenc attention cooperation confidenc g
e to the e
teacher

1 11 111 I V V VI VIII IX X
V I I
1 -Absence-
2 V V V - V V V - V V
3 V V V - V V - - - V
4 V V V - V V - V V V
5 V V V - V V V - - V
6 V V V - V V V - - V
7 -Absence-
8 V - V - V - - - V V
9 V V V - V V V - - V
10 V V V - V V V - - V
11 V V V - V - V V V V
12 V V V - V V V V V V
13 -Absence-
14 V V V - V V V - - V
15 V - V _ V V V V V V
16 V - V - V - - - V V
17 -Absence-
18 V V V - V V - - - V
19 V V V - V - - - - V
20 V V V - V - V - V V
21 V - V - V V - V V V
22 V - V - V V V - - V
23 V V V - V V - - V V
24 V - V - V - V - - V
25 V V V - V V V - V V
26 V V V - V V V - V V
27 V V V - V - - - - V
28 -Absence-
29 V V V - V V V V V V
TOTA 24 18 24 0 2 17 15 5 13 24
L 4

Appendix L Observation List 1

Observation List (Pre-Test)

Date: July 29th, 2019

6. Students’ presence There were only 24 students who attended the class.
5 students were absent because of sickness. So, the
percentage of the students’ presence was 82,75%
7. Students’ attention Only 18 of all the students gave attention to the
to the teacher teacher’s explanation, and yet somehow many
students seemed doing another activities when the
teacher was explaining something. They seemed
have a personal conversation with their chair mate.
Teacher needed to repeat the explanation and
instructions for several times to get the students
attention. But, almost students’ did well in execute
the teacher’s instruction.
8. Students’ Because it was the first meeting, the students haven’t
cooperation got any treatment yet related to the material and the
technique. It influenced to their understanding in
both material and instruction. They weren’t
accustomed to get the instruction in English, so
almost of the students still reckoned on their friends.
They also gave little attention to the other students
who got the turn to speak up, some of the students
didn’t want to wait until the teacher permitted them
to speak up. But, overall it could be handled. The
students shared the information needed
cooperatively.
9. Students’ self- Only 5 students who were always actively answering
confidence the teacher questions. Most of the students kept
passive and didn’t want to share their idea. It could
be influenced by their hesitancy to their speaking
ability. Yet, the interaction between the teacher and
the students started to be built. About 13 students
started to give a positive response to the teacher and
interact with the teacher
10. Students’ Most of students who attended the class this day
understanding gave their participation in the pretest. They did the
pretest well.
Appendix M Observation Checklist 2

Observation Check List (Post-Test)

Date: August 3th 2019

I = Attending the class VI = Listening to other

II = Paying attention to the teacher VII = Waiting turn to speak

III = Following teacher’s instructions VIII = Answering teacher’s


questions

IV = Working on own IX = Interacting with teacher

V = Sharing information X = Doing the task well

Student Students Student’s Student’s Student’s


number presence attention Student’s self understanding
to the cooperation confidence
teacher

1 11 111 IV V VI VII VIII IX X


1 -Absence-
2 V V V V V V V V V V
3 V V V V V V V V V V
4 V V V V V V V V V V
5 V V V V V V V V V V
6 V V V V V V V V V V
7 -Absence-
8 V V - V V V V - V V
9 V V V V V V V V V V
10 V V V V V V V V V V
11 V V V V V V V V V V
12 V V - V V V V V V V
13 V V V V V V V - V V
14 V V V V V V V V V V
15 V V V V V V V V V V
16 V V V V V V V V V V
17 V V V V V V V V V V
18 V V V V V V V V V V
19 V V V V V V V - V V
20 V V V V V V V V V V
21 V V V V V V V V V V
22 V V V V V V V V V V
23 V V V V V V V V V V
24 V V V V V V V V V V
25 V V V V V V V V V V
26 V V V V V V V V V V
27 V V V V V V V V V V
28 V V V V V V V V V V
29 V V V V V V V V V V
TOTAL 27 27 25 27 27 27 27 25 27 27

Appendix N Observation List 2

Observation List (Post-Test)

Date: August 3th 2019

1. Students’ presence There were only 27 students who attended the class.
Two student was absent because of sick. So, the
percentage of the students’ presence was 93,10%
2. Students’ attention Most students paid their attention to the teacher.
to the teacher Only 2 of all the students didn’t attend to the
teacher’s explanation.
3. Students’ All of the students cooperated well.
cooperation

4. Students’ self- Most students were actively participating in class.


confidence Only 3 students remain passive in answering the
teacher's question.

5. Students’ All of the students did the post test well as the
understanding teacher’s instruction.
AUTOBIOGRAPHY

Name : Cut Rizka Fadhlina


Place / Date of Birth : Lam Leupung, 26 November 1996
Sex : Female
Religion : Islam
Nationality / Ethnicity : Indonesia / Acehnese
Marital Status : Single
Occupation : Student of English Education Department of
UIN Ar-Raniry
NIM : 150203166
Email : Riezkafadhlina@gmail.com
Address : Gampong LamLeupung, Kec. Kuta Cot Glie,
Kab. Aceh Besar
Parents Name
Father : Teuku Saifullah
Father Occupation : Civil Servant
Mother : Yuniati
Mother Occopation :-
Educational Background
Elementry School : SD Negeri 1 Keumire
Junior High School : MTs Teungku Chiek Oemar Diyan
Senior High School : MA Teungku Chiek Oemar Diyan

Banda Aceh, 16 December 2019

Cut Rizka Fadhlina

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