DEVELOPING AN ANIMATION VIDEO FOR TEACHING AND

LEARNING SPEAKING AT EIGHT GRADE IN SMP NEGERI 1

AMBARAWA

RESEARCH

THESIS

By:

FIA EKA SAFITRI

18050006

DEPARTMENT OF ENGLISH EDUCATION

UNIVERSITY OF MUHAMMADIYAH
PRINGSEWU
2021
 APPROVAL

Research Title : Developing an Animation Video For Teaching and

Learning Speaking at Eight Grade in SMP Negeri 1
Ambarawa

Name : Fia Eka Safitri

SRN : 18050006
Major : Language and Art Education
Study Program : English Educational Department

APPROVED BY
1. Advisor Commite

Advisor Co-Advisor

Fitri Wulandari, M.Pd Novita Eka Tristiana, M.Pd

NIDN: 0225078103 NIDN: 0213118602

2. Chairperson of English Education Study Program

Fitri Wulandari, M.Pd

NIDN: 0225078103
 ACKNOWLEGMENT

Praise to Allah SWT for his merciful and blessing that this thesis can be
finally completed entitled ― Developing an Animation Short Movie to Improve
Student’s Speaking Ability in Junior High School Level, Academic Year
2020/2021. This thesis was proposed as a partial fulfillment of requirements
for S1 degree of English Study Program, University of Muhammadiyah
Pringsewu Lampung. When finishing this thesis, the researcher has obtained
so many helps, assistance, or support and many valuable things form various
sides. Therefore, the researcher would sincerely thank to:
1. Drs. Wanawir AM,M.M.,M.Pd, as the chairperson of University of
Muhammadiyah Pringsewu Lampung with his personnel, who has given
the opportunities to the researcher when ongoing study until the
accomplishment of this thesis.
2. Fitri Wulandari, M.Pd as the chairman of English Study Program, the
writer‘s advisor, and also as the first advisor and expert judgment for my
product who had gave guidance and motivation to me in finishing this
thesis.
3. Novita Eka Tristiana, M.Pd as the second advisor and as expert judgment for my
product, who had also gave guidance and motivation to me in finishing this
thesis.
4. Lecturers of University of Muhammadiyah Pringsewu Lampung, thank
you for all knowledge that enlightens the writer about education of English
and literature
 TABLE OF CONTENT

COVER............................................................................................................ i
APPROVAL.................................................................................................... ii
ACKNOWLEDGEMENT............................................................................. iii
TABLE OF CONTENT................................................................................. iv

CHAPTER I. INTRODUCTION
A. Background of the Problem..................................................................`1
B. Identification of the Problem ............................................................... 5
C. Limitation of the Problem..................................................................... 6
D. Formulation of the Problem.................................................................. 7
E. Objective of the Research ................................................................... 7
F. Significance of the Study...................................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Previous Study......................................................................................9
B. Literature Review.................................................................................12
1. Theories of Speaking.....................................................................12
a. Definition of Speaking ........................................................... 14
b. Definition of Speaking Ability............................................... 15
c. How to Measures Speaking.................................................... 18
d. Definition of Teaching Speaking............................................ 20
2. Theories of Animation Video......................................................... 21
a. Definition of Animation......................................................... 21
b. Definition of Animation Video............................................... 21
3. Concept of Media.......................................................................... 22
a. Definition of Media..................................................................... 22
 b. Kinds of Media............................................................................ 23
4. Need analysis.................................................................................. 24
5. Theories of Video Based Instruction............................................. 26
6. Material Development.................................................................... 28
a. Definition of Material Development.................................. 28
b. The Process of Material Development............................... 28
7. Procedure of Teaching Speaking by Using
Animation Video............................................................................. 31
C. Conceptual of Framework.................................................................... 33

CHAPTER III RESEARCH METHOD

A. Research Design................................................................................... 37
B. Research Setting................................................................................... 38
C. Research Subject................................................................................... 39
D. Research Procedure.............................................................................. 39
E. Data Collection Technique................................................................... 41
F. Data Analysis Technique...................................................................... 43

REFERENCE
 CHAPTER I
INTRODUCTION

A. Background of Problem

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

students whose first language is not English. TEFL usually occurs in the student's
own country, either within the state school system, or in private institutions. TEFL
teachers may be native or non-native speakers of English. TEFL may also refer to
a particular methodology for teaching people whose first language is not English,
but who need to learn it for work or choose to learn it for leisure. These students
may be adults or children. They may be paying for the courses themselves, or their
employers or parents are paying for them. Many of them are highly motivated and
literate, and already have an aptitude for languages. However, many others are not
really motivated because they do not really like learning English. They learn
English because certain situations force them to learn. In this situation, English
teachers need to motivate them by engaging them in joyful learning environment.

TEFL methodology is highly developed and the most up-to-date training courses
turn out teachers who use a communicative approach and a student-centered style
of teaching. In these key respects, TEFL courses are different from the way
English is taught in most mainstream compulsory education. To understand TEFL
methodology, we should familiarize ourselves with some basic terms, such as,
first, second, and foreign language. First language is a language that is firstly
learned by children after they are born. First language is often called mother
tongue, native tongue or L1. The term ‘mother tongue’ is used to refer to the
language used by the mother of a child which is often firstly learned by the new-
born baby. ‘Native tongue’ is used to refer to the language used by people
surrounding by the child. It is assumed that the language that is firstly learned by
the baby is the language used by people around the baby. L1 means first language
that is the language firstly learned by the child.
Second language is the language learned by a child after the first language. The
Javanese child whose first language is Javanese might have Bahasa Indonesia as
his/her second language. Second language implies the use of the language in a
more formal occasion, such as, as the medium of instruction. In Singapore,
Malaysia, India, the Philippines, Kenya, and Nigeria, English is considered as a
second language. In those countries, English is used as a national language and
used widely in the countries. Foreign language is a language acquired and spoken
by a person after the first and second language. The language is not used in daily
life of the society where the person lives. For the Javanese child whose first
language is Javanese and who lives in Java, English is a foreign language. In Java
and Indonesia, in general, English is not spoken in daily life. (Fachrurrazy. 2011.)

The basic concepts of TEFL should be understood by teachers before they jump
into school and teach English to students in the classroom. In TEFL, teachers will
teach English which is divided into 4 skills, namely speaking, writing, listening,
and reading. In this case, researchers will focus more on teaching English in
speaking skill.

Burns & Joyce (1997) from Brown (1994) states that speaking is an interactive
process of constructing meaning that involves producing and receiving and
processing information . Its form and meaning are dependent on the context in
which it occurs, including the participants themselves, their collective
experiences, the physical environment, and the purposes for speaking. It is often
spontaneous, open-ended, and evolving. However, speech is not always
unpredictable. Language functions (or patterns) that tend to recur in certain
discourse situations (e.g., declining an invitation or requesting time off from
work), can be identified and charted. For example, when a salesperson asks "May
I help you?" the expected discourse sequence includes a statement of need,
response to the need, offer of appreciation, acknowledgement of the appreciation,
and a leave-taking exchange. Speaking requires that learners not only know how
to produce specific points of language such as grammar, pronunciation, or
vocabulary (linguistic competence), but also that they understand when, why, and
in what ways to produce language (sociolinguistic competence). Finally, speech
has its own skills, structures, and conventions different from written language.

Furthermore, based on the Indonesia national curriculum 2013, junior high school
students must be able to interact more active and creative in the classroom so, the
teacher should be able to make the teaching and learning process to be better.
According to the syllabus, core competence 4.4 said “Apply social functions, text
structure, and the language elements of oral and written interpersonal interaction
texts that involve the asking instruction, inviting, asking for permission, and
responding to them, in accordance with the context of their use..”

From the syllabus statements, the researcher thinks that it would be easier if the
students got a new learning media in the form of an animated video for asking and
giving materials. This animated video contains some dialogue or conversation
about how to ask an instructions, how to invite someone, how to asking for
permission, and respond to them. From the conversations, the researcher hoped
that this animation video would be useful and give students a better understanding
of the material.

Considering the statement above, researchers will do research on SMP N 1

ambarawa. Curriculum 2013 is the curriculum used by SMPN 1 Ambarawa.
According to the 2013 curriculum, the students are able to master all skills such as
writing, reading, speaking, and listening, all skills that are related to each other
but there are some issues faced by students speaking in SMP N 1 Ambarawa,
namely the students’ interests, the material, and the media, among others,
including the technique in teaching English.

Based on the observation in SMP N 1 Ambarawa, researchers collected data such

as syllabuses, learning books, learning media used when teaching, and made
observations of learning in the classroom. Then, the researchers also distributed
the questionnaire to students. Based on the distribution of the questionnaire, there
are some problems in students: The first problem was the students have less of
interesting in English especially in speaking. The second was students rarely
practice new vocabulary’s it would make them unable to speak English. Third, the
teacher does not use the media in the classroom; instead, the teacher discusses the
entire content on the whiteboard.

Based on interviews conducted together with one of the English teachers in the
school, researchers get data or information about teaching and learning English in
the classroom. First, teachers when teaching English in the classroom for speaking
materials using lecture methods and without using learning media. Teachers also
communicate directly with students when teaching speaking English. During the
interview, the teacher said that learning with preaching methods is easy to do but
students become passive and cause students to be less motivated to learn English,
especially for speaking materials.

Considering the problems above, the teachers have to motivate the students to
learn English, especially in speaking performance. Teaching speaking needs a
specific learning model or media to help the students improve their speaking
performance. According to this problem, using animation video in teaching
speaking performance is very interesting for students. Because an animation video
contains visual audio, it makes teaching and learning feel more interesting.

The result of the preliminary of research, based on the student’s need analysis
questionnaire in SMP N 1 Ambarawa, there is three points that I will analyze, that
are students need, lack, and want. There are 20 respondents of this questionnaire.

As many as 93,3% of students need media for learning Speaking English that
looks interesting and easy to understand, media that can help students improve
their speaking skills and build their imagination in order to speak English.

Then, student’s lack in learning speaking there are many as 80% of students find
it difficult to speaking and communicating with teachers using English. In
addition, they do not know the meaning of the vocabulary or sentences that are
being spoken by the teacher.

Based on student’s want , I can conclude that 86.7% of students want to learn
English through animation video. Learning through animation video also includes
the material that they learn about speaking. I hope this animation short movie will
make students interested and feel happy in learning speaking.

For designing and making the animation video, the researcher uses the Plotagon
Studio Application and animaker. Plotagon Studio is a professional tool for
creating animated videos for training, marketing, education, and outreach. This
program lets you create, collaborate, and update movies quickly, and then share
them with full commercial distribution rights. This program comes with a set of
3D models to quickly start editing. Over 150 virtual locations, including offices,
hospitals, schools, retail businesses, and a green screen is present. 35 different
characters are available for animation. Animation Video as audio visual aids is
beneficial for the teacher and students in English language teaching. Animation
video has several advantages such as :

1. Help the students to deliver story or speaking,

2. The students can see as well as hear what is being said,
3. The animation video that I have made is much closer to real life. It is also
much easier for students to understand about the material
4. The students were able to express ideas and content
In addition, researchers also use the kine master application and other supporting
applications to edit and combine animation videos that have been completed.

Based on the statement above, the researcher has a thought for making a new
learning medium in the form of an animated video. But before that, the researcher
needs to get some analysis from the students first. As a result of the preliminary
research, which was based on a student need analysis questionnaire at SMP
Negeri 1 Ambarawa, I will analyze three points: students' need, lack, and want. I
 will calculate percentages based on students' need, lack, and want for the product
I will create. The percentages in the diagram will be given as follows:

Based on the result of the need analysis above, animation video as a medium is
very helpful in the teaching and learning process and makes the students
motivated and actively involved in speaking activities. The students' use of
animation videos as media helped the students develop better activities.
Animation videos could minimize the students’ passiveness in the process of
teaching and learning to speak.

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

implementing this technique in teaching speaking, and the researcher choose the
title of this thesis is “Developing an Animation Video for Teaching Students
Speaking Ability in SMP N 1 Ambarawa, Academic Year 2021/2022”

B. Identification of the Problem

The researcher discovered several concerns of the students and the teacher at SMP
N 1 Ambarawa based on observation and questionnaires at the 8th grade on
December 29, 2021.
1. There are some issues faced by in students speaking namely the students’
interest, the material, and the media among others includes the technique in
teaching English.
2. The school need new learning media to deliver the speaking material such as
animation video for asking and giving information material to make students
more easily and interesting in the classroom.
3. Students have difficulty in speaking English and understand when the teacher
speaks in English
4. The students lack of interest in English and students’ passiveness in the process
of teaching and learning to speak.
5. When teaching in the classroom, the teacher does not use a learning media.
C. Limitation of The Problem
The researcher limited the problem of the research to make it more focus. In Junior
high school, there were many interesting aspects to be learnt, but the researcher
only focuses on the teaching and learning English material using animation video
towards students’ speaking ability especially in expression of “Asking and Giving
Instructions, Giving Invitations and Responding, and Asking for Permissions and
How to Responds” on 8th grade of Junior High School in academic year of
2021/2022. In this case, the researcher want to make a new learning media for
teacher and school with the purposes they could deliver the material more
interesting and could build a motivation in students.

D. Formulation of The Problem

Based on the limitation the problems of this study can be formulated as follows:
1. What are the target needs of 8th grade students of Junior High School?
2. What are the learning needs of the 8th grade students of Junior High School?
3. How to develop animation video as learning media in learning material for the
8th grade students?

E. Objective of the Research

1. To know what is student’s need, lack, and want for teaching and learning
speaking English in the classroom
2. To know what is the learning needs of the eighth grade students of Junior High
School?
3. To know how to develop animation video as learning media in learning
vocabulary for the 8th grade students

F. Significant of the Study

The result of this study is expected to provide useful information suggestion for
three people, there are; from the researcher hopefully can help in learning and
teaching for teacher, school and students.
1. For the researcher, as a prospective teacher, it is hoped that this research can be
applied in learning. In addition, this product that is animation video can be
used as a media for teaching English speaking skill of Junior High School
students.

2. For the students, this product is expected can be an interesting learning media
to deliver of the material and to develop their knowledge or understand in
speaking English

3. For the teacher, teachers are expected to be able to manage the class well with
animation video media. In addition, with this new learning media, teachers can
be helped to improve their students' about speaking skills.
 CHAPTER II

Review of Literature

A. Previous Study

There are some previous studies taken by some researcher around the
world related to this study. The first previous study was conducted by
Retno Dwi Julianingrum (2021). The researcher was conducted
research at Junior High School entitle “Developing an Animation
Video as Supplementary Media in Learning Engliash Vocabulary for
Young Learners”. The procedures of developing animation video as
supplementary media in learning English vocabulary for young
learners is designed using ADDIE model from Robert Maribe Branch.
The first phase was analyzing students’ need through observation and
questionnaire. The second phase was designing product, script, and
the storyboard creation. The third phase is development phase, media
creation and product revision.

The media was developed by using Animaker to create the character

and voiceover in order to sound like native speaker. Also was using
Wondershare Filmora to cut and merge the videos. After the video
had been made, it was validated by the experts. There were two
experts: material and media design experts. The phases were
terminated until the validation from those experts because due to the
limited of time. The product had been validated by material and media
experts. The video was eligible to be tested in the actual study but
with several suggestions for revision. The feedback consisted of both
experts’ opinion, the deficiencies of the product, and suggestions to
improve the product. This animation video can be used for the
teachers and students as a guide in the learning process in the class or
outside the class if students want to do individual learning for
vocabulary 2 subject.

Then, the second previous study was conducted by Megawati N.M.S

(2020). The researcher conducted research on fifth grade students of SD
N 3 Banjar Jawa entitle “English Learning with Powtoon Animation
Video”. In discussion the problem which is faced by the researcher
explained. This research focuses on developing PowToon Animation
Video for 5th grade students in SD N 3 Banjar Jawa. Therefore, in the
process to achieve the purpose, the researcher faced many problems.
There are some points that can be discussed in the discussion. Based on
the preliminary observation. The researcher found that the students in
grade 5th more enjoyable when learning by involving the media rather
than hearing the explanation from the teacher. This is supported by
Harmer (2007) which states that young learners like to learn by see,
hear, touch and also interact directly with something rather than just
hearing much explanation. It is still related with the first discussion. It
is about the students’ questionnaire. The students feel more motivated
in learning by using the media. This is supported Sudjana & Rivai
(2013) the media in teaching can make the teaching and learning
process more attractive, it also helps the students to understand the
material that have been taught by the teacher. Afach, Kiwan and
Semaan (2018) also support in this point. The usage of technology in
education, video presentation tool in particular, made the students easier
to understand the concept in learning. And make a good situation in the
classroom.

The third previous study was conducted by Laily Sholihatin, M.Pd.

(2020). The researcher was conducted research at tenth grade of MA
NU Petung Panceng Gresik, with the title “Developing of Arabic
Learning Media Plotagon Application Based on MA NU Students
Petung Panceng Gresik”. From this research it was concluded that,
Arabic language learning media based on Plotagon application in MA
NU Petung Panceng Gresik has a positive influence due to the increase
in student learning outcomes. Quality calculation for animated video
learning media speaking Arabic based on student response is Excellent
(SB), with a score of 29 from the ideal maximum score is 36, and the
percentage of ideality is 81%. Likewise, the results of a broad group
trial in students of class X MA NU, seen that the average score on the
post-test (8.3) is greater than the pre-test average (7.2). Based on the
results of the trial and student response, the animation video learning
media Arabic is worth using.

Therefore, based on the successful implementation of designing

materials that appropriate with their major. in the previous study, their
research discussed about the English materials with four skills there are;
speaking, reading, listening and writing in the worksheet that has their
made, with the design of worksheet in many unit, but in this study the
researcher would designing animation video focused on speaking
materials “Asking and Giving Instructions, Giving Invitations and
Responding, and Asking for Permissions and How to Responds” ..
Because, the researcher believed that students will feel more interested
and feel persuaded to learn speaking English, so the researcher decided
to “Developing an Animation Video For Teaching and Learning
Speaking in UPT SMP N 1 Ambarawa Academic Year 2021/2022“
B. Literature Review
1. Theories of Speaking
a. Definition of Speaking
Scott Thornburry (2005:126), states that speaking is an interactive
and requires the ability to cooperative in the management of
speaking turn. Speaking is a skill, and as such needs to be
developed and practiced independently of the grammar
curriculum.

Speaking shows that the students able to use a language to

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

Speaking is an effective way used in real interaction

communication. H.D Brown Theory, states that speaking is an
interactive process of conducting meaning that involves
producing, receiving, and processing in information. It means that
speaking is the human activities that used to give and receive the
information. Besides speaking is one of four activities in English
skill which have an important role in daily life, even as a main
ability in communication among human beings.

Speaking can be stated as the skill to use the language accurately

to express meanings in order to get information and knowledge
from others in the whole life situation. Based on those previous
 definitions, it can be concluded that speaking is the activity to
give and receive the information by using language to express
meaning so the other people can understand each other. Speaking
is the mode in which children acquire language, it constitutes the
bulk of most people’s daily engagement with linguistic activity,
and it is the prime motor of language change. It means that
speaking has very important role in communication, all of the age
always use speaking as the bridge to build communication include
children. Children are easy to communicate with another person
by using speaking.

Based on the statements above it can be concluded that speaking

is the way to communicate which involves only to produce
language correctly but also to express feeling, to describe
experience and to explain ideas through language used by people
include children.

b. Definition of Speaking Ability

Speaking ability is an important aspect and beneficial skill in
learning language. It is a part of the goal or skill in learning
English in the curriculum besides writing, reading and listening.
Brown (2000, p. 9) says that “Speaking is not a single skill, rather
speaking is an interactive process of contraction meaning that
involves producing, receiving, and sharing information.” In other
words, speaking is an ability to make the students can convey and
express their ideas orally. There are five aspects of speaking in
language learning discussed in this study such as grammar,
vocabulary, comprehension, fluency, and pronunciation.

David Nunan, (1991: 23) states that speaking ability is described

as the ability to report acts or situation, or the ability to converse,
or the express sequence of ideas fluently. It means that speaking
ability is the ability to report the act or situation by using spoken
words to express the idea fluently.

Speaking ability is the speaker skill to deliver massage to the

reader. Someone capability to speak English is very influenced by
message, grammar, and pronunciation understanding The
information or message will be achieved and interpreted by
listeners correctly if the speakers are able to express the
information or message in the correct sentences based on
grammatical and cultural correctness. It means that to know
someone speaking ability can be seen from his or her message,
grammar, and pronunciation understanding.

Speaking ability is not only based on the time but also it is based
on their habitation to speak English. They must practice in their
daily activities because speaking ability is verbal intelligence.
This is supported by Broughton, et.al who state that it is important
a student should be able to produce naturally the language which
has been presented to him and which he has practiced in various
more or less controlled situations. It means that speaking ability is
a form of productive skill verbally which the students can practice
the speaking English naturally based on the context.

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

precious, because speaking is a complex skill to be acquired.
Brown (2000:9), points out there are at least five components of
speaking skill that should be mastered by students to increase
their speaking ability. The following five components are
generally recognized in analysis of speech process.
a) Comprehension
Comprehension is the ability to understand something. For
oral communication, comprehension certainly requires a
subject to respond to the speech as well as to initiate it.

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

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

d) Pronunciation
Pronunciation is the way for students‟ to produce clearer
language when they speak. Pronunciation is an essential
aspect of learning to speak a foreign language. If a student
does not pronounce a word correctly, it can be very difficult to
understand him/her. On the other hand, if students make
grammatical mistakes e.g. in a verb tense, the listener still has
an idea of what is being said. So, it can be seen that good
pronunciation is vital if a student is to be understood.
 e) Fluency
Fluency can be defined as the ability to speak fluently and
accurately. Fluency in speaking is the aim of many language
learners. Signs of fluency include a reasonably fast speed of
speaking and only a small number of pauses and “ums” or
“ers”. These signs indicate that the speaker does not have spent
a lot of time searching for the language items needed to
express the message.

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

ability is verbal intelligence in producing language naturally to
achieve the communicate competence which that competence can
be measured by five aspects; comprehension grammar,
vocabulary, pronunciation, and fluency.

c. How to Measured Speaking

Speaking is not easy subject many students faced difficulties in
learning English especially in learning speaking. As Dunkel,
Richards, and Ur state in Brown (2000:10), many people regard
that speaking is difficult. The following eight characteristics of
spoken language are adapted from several sources.
1. Clustering.
Fluent speech is phrasal not word by word. Learners can
organize their output both cognitively and physically through
clustering.
2. Redundancy.
The speaker has an opportunity to make meaning clearer
through the redundancy of language.
3. Reduced forms.
 Contractions, elisions, reduced vowels etc are special problems
in teaching spoken English. Learners who never learn
colloquial contractions sometimes speak too formal in casual
context. They become bookish and stilted.
4. Performance variables.
In spoken language there is a process called thinking time.
During this thinking time, learners can employ a certain
number of performance hesitations, pauses, backtracking, and
correction. Some examples of thinking time in English such as
inserting fillers like uh, um, well, you know, I mean etc.
Hesitation phenomena are the most salient difference between
native and nonnative speakers of language.
5. Colloquial language.
Students should be familiar with words, idioms, and phrases and
they practice to produce these forms.
6. Rate of delivery.
It is one of the characteristics of fluency. Teachers should help
learners achieve an acceptable speed along with other attributes
of fluency.
7. Stress, rhythm, and intonation.
The stress-timed rhythm of spoken language and its intonation
patterns convey important message in any communication
forms.
8. Interaction.
Having no interlocutor will rob the speaking skill components;
one of them is the creativity of conversational negotiation.
Based on those explanations it can be concluded that there are
eight difficulties in speaking including clustering, redundancy,
reduced forms, performance variables, colloquial language, rate
of delivery, stress, rhythm, and intonation, and interaction.
d. Concept of Teaching Speaking
Teaching speaking is one way that can be used in order that the
learners can understand about the meaning of communication in
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.

Brown (2000:41) states that 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. Teaching English
especially speaking has very important role in the teaching and
learning process. Thornburry (2005:9) also states that speaking
activity is needed to be maximally language productive in order 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, students are using any and all the
languages at their command to perform some kind of oral task.

The purpose of teaching speaking is to train the teachers 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 about what teachers
 explain about. Teaching speaking is also the way for students to
express their emotions, communicative needs, interact to other
person in any situation, and influence the others.

Based on those explanations, it can be concluded that teaching

speaking is about how to teach using language communication, for
transferring idea, though or even feeling to other people. In teaching
speaking, teacher should know the five concepts of speaking
(pronunciation, grammar, vocabulary, fluency, comprehension) to
make students understand about what teacher explain by using the
interesting media to increase the students motivation when the study
English especially speaking.

2. Theories of Animation Video

a. Definition of Animation
Animaton Heinich et al, (1982, p. 193) points out animation is a
technique in which the film maker gives motion to otherwise
inanimate objects. The researcher defines animation is a content
that has an illustration image drawing and it put into a moving
image. Animation is made by photographing a series of cartoons
or animation pictures and then illustrated by a computer to create
colour and sound.

b. Definition of Animation Video

Animated videos are videos created with original designs,
drawings, illustrations or computer-generated effects that have
been made to move in an eye-catching way using any number of
artistic styles. Although they may integrate live action video, they
don’t require any live action recording to convey an idea or story.
(Gregg Rosenzweig, February 11, 2021; “What is an Animated
 Video?”

Different types of animated videos include

1. Cartoons
2. 2D animation
3. 3D animation
4. CGI
5. Whiteboard animations
6. Motion graphics
7. Stop-motion animation (a la “claymation”)
8. Kinetic typography
9. Flipbook or stick-figure animation

3. Concept of Media
a. Definition of Media
The use of media is needed to ensure an effective
communication in order to improve the quality of instruction.
However, media offer some positive contributions toward the
teaching and learning process. According to Heinich in Arsyad
states that media act as mediator that transmits information from
resource to receiver. It is supported by Asyhar, he states that the
function of media as a strategy and assist equipment in teaching
and learning process. It can be concluded that media is an
equipment in teaching and learning process that used as
mediator to transfer the information from sender to receiver.
According to Brinton, Media have undoubtedly always
facilitated the tasks of language learning both instructed and
none instructed learners as a tool for language learning or
teaching. It means that media can be defined as the aids or
equipments that can help the learning process run well.
 Based on those explanations above it can be concluded that
media is part of communication. Wherever communication is
held, media is always used. The use of media is needed to ensure
effective communication in order to improve the effect of
instruction. In the teaching and learning process, media is the
way of teacher to communicate with the students. It is not only
helping the teacher to communicate and send a message to the
students but also giving some responses so the students can carry
meaningful learning experiences.

b. Kinds of Media
According to Arsyad teaching media can be classified into three
categories. They are:
1. Visual Media
They are media that can be seen. It would captivate sense
eyes mostly. It can be formed of picture, moving picture or
animation and flashcard.

2. Audio Media
They are media that can be listened from audio media has
sound which is listened by us. And to mean as thinking that
the contents message in audiotape form such as vocal
cord/tape recorder and movie compact disk which can
stimulus though feeling, idea and students it happens on
teaching and learning process.

3. Audio Visual Media

They are media that have sound and picture. Movie is an
example from audio visual media in teaching and it has a
 sound because it is produced to get to appear the reality
picture in the original form it describes science theory and
animated. In this study, the researcher used audio visual
media named movie as the interaction media, because by
using video it can motivate the students to learn and pay
attention to the material given.

According to the statements above, it can be concluded that there

are many kinds of media which can be used in the teaching and
learning process including visual media, audio media, and audio
visual media.

4. Need Analysis
Before designing the learning media, the researcher needs an analysis
as the first step that should we do. It helps the materials developer to
create an appropriate materials based on the students' need so that it
helps the students comprehending the English materials based on their
expertise.

Some theory about need analysis according Chambers (1980) in

Basturkmen (2010 17) states that needs analysis should be concerned
with the establishment of communicative needs resulting from an
analysis of the communication in the target situation. Richards (2001:
52) lists a number of reasons for conducting needs analysis before
starting a course for a group of learners as follows:
1) To find out what languages skills a learner needs in order to
perform a particular role
2) To help determine if an existing course adequately addresses the
needs of potentials students
3) To determine which students from a group are most in need of
 training in particular language skills
4) To identify a change of direction that people in a reference group
feel is important
5) To identify a gap between what students are able to do and what
they need to be able to do
6) Collect information about a particular problem learners are
experiencing.

The researcher do need analysis to found information about what are

the students need in their language skills. Some experte defined about
Need analysis according to Hutchinson and Waters (1987: 54) define
needs as the ability to comprehend and to produce the linguistic
features into two categories: target needs and learning needs.
The target needs are what knowledge and abilities the learner will
require in order to be able to perform appropriately in the target
situation. The analysis of the target needs is divided into three points
which are necessities, lacks, and wants.
1) Necessities is defined as the type of needs determined by the
demands of the target situation.
2) Lacks is the gap between what the learners know already and what
the learners do not know.
3) Wants is what the learners expect about language area that they
want to master.

5. Theories of Video Based Instruction (VBI)

According from John Torrington, a teacher and Stage 2 coordinator
at Broughton Anglican College in Menangle Park. He said in his
research article, Video-based instruction, in the context I use in my
classroom, refers to the creation of videos that a teacher makes
outside of class contact hours that specifically teach a concept or
content. It differs from flipped or blended learning in that the video
is viewed in the classroom during the lesson time, rather than at
home. This means that the teacher is in control of the exact content
to be presented in the videos, and different videos can be made at
various levels, catering precisely to student needs. It also changes the
teacher’s role to that of facilitator or coach, able to roam around the
classroom overseeing the various videos being used as students
complete their work. Over the past 18 months, students have
responded positively to the fact that it is my voice they hear on the
videos and this promotes continuity moving from a traditional lesson
to an ICT facilitated one. 

General advantages of VBI such as an individual learning focus, the

ability for students to work at their own pace, increased engagement,
more focused behaviour of students and the ease of creating videos
using mobile technologies, have been identified. (Friel, 2000; Kuiper
et. al, 2015; Pei-Lin, 2014; Plavnick et. al, 2013). Using VBI as a
pedagogical approach can have limitations in terms of the ICT
accessibility, competence and time required by teachers to
successfully record, edit and upload videos for students. It is also a
one-sided communication method, which could be potentially
limiting if used as the sole method to teach a KLA such as
Mathematics (Goos, 2013; Kellinger, 2012; Pei-Lin, 2014). Recent
research in mathematical pedagogy however, advocates using
technology in an integrated manner, including as a teaching method
to impart content (Atweh & Goos, 2011; Goos, 2013).

Teacher-made or custom-made videos allow specifically chosen

content to be presented to individuals or groups of students as
needed, they also ensure the teacher is both planning and delivering
 appropriate content for the range of needs found in a
classroom. Using video-based instruction allows students to have
autonomy over their learning as they are able to pause, re-watch or
review until mastery of the content is achieved. It means that
students ‘can dramatically impact the pace of the course’ as it
enables learners to proceed at their own rate. This has enormous
implications for special needs students, who can view the video as
many times as needed to ensure success Conversely, gifted students
are not restricted as to the pace of their learning.

6. Material Development
a) Definition Material Development
Material development refers to a process of producing and using
the materials for language learning including materials evaluation
adaptation, design, production, exploitation and research
(Tomlinson, 2012: 143). Moreover, Graves (2000: 149) describes
materials development as the planning process by which a teacher
can put the objectives and goals of the course into units and tasks.
Developing materials for a language course or language program
has some advantages compared with using the commercial course
books. Richards (2001: 261) points four advantages of developing
materials which are presented as follows.

1) Relevance
The materials will tend to be more relevant for students and
institutional needs and reflect the local content, issues, and
concerns.
2) Develop expertise
Developing materials benefit the other staffs language course
to improve their expertise, giving them a greater
 understanding of the characteristic of effective materials.
3) Reputation
It will show the commitment to the language teaching
because of providing relevant, specialized, and contextualized
materials for the students.
4) Flexibility
The produced materials can be revised or adapted as needed,
giving them greater flexibility than a commercial course
book. Furthermore, Shulman (1987) in Richards (2001:202)
cites that materials development lies at the intersection of
content and pedagogy. It shows the capacity of the teachers
or material developers to transform the content knowledge
into pedagogical form which is relevant to the students' needs
and background. From definition of material development
above it is about the process of producing and using materials
in learning and teaching, the teacher developing materials
appropriate to students' needs.

b) The Process of Materials Development

Borg and Gall model consists of ten major steps. They are as
follows:

Step 1 involves research and information collecting or need

analysis. It includes review of literature, classroom
observations, and preparation of report of state of the art. Step
2 and 3 consists of planning and develop preliminary form of
product. Planning includes defining skills, stating objectives
determining course sequence, and small scale feasibility
testing.
 Develop preliminary form of product includes preparation of
instructional materials, handbooks, and evaluating devises.
Then step 4 involves first validation product. It concludes
interview, questionnaire data collected and analyzed from the
school. For step 5 and 6 conduct main product revision and
main field testing. Main product revision uses quantitative
data on subjects’ course as evaluation. Operational product
revision is happened in step 7, revision of product as
suggested by main field test result. Next, for step 8 and 9
involve operational field testing and final product revision.
And the last step or step 10 involves dissemination and
implementation. It is a report on product at professional
meeting and journals. Work with publisher who assumes
commercial distribution. Monitor distribution to provide
quality control.

7. Procedure of Teaching Speaking by Using Animation Video

An English teacher should have sufficient understanding about the
approaches as well as teaching methodology in teaching speaking.
The Technique should be used appropriately and in line with the
approach and also the method that has been chosen (Khomaini, Daud,
Erdiana (2018, p.212). Similarly, animation videos has also approach,
steps and procedures. The Steps and procedures of implementing
Animation videos technique is promoted by Harmer (2006). He
offered the following steps:

1) Fast Forward
The EFL teachers can present the video to the students by playing
it for a few seconds and the fast it forward. Those activities
 should be repeated until the end of the video. Then, the researcher
ask the students to share what information they got from the
video. In this case, the students can guess what they’re talked
about.
2) Silent Viewing
In this step, the teacher can play the video without any sounds.
The video is presented silently without any information. In this
case, the students’ abilities to predict the information are required.
3) Freeze Framing
Next step, the teacher stops the video several times. The students
need to encourage to deliver their idea when the video is stopped.
It will be more effective to guide the students in understanding
the situation and also can predict what will happen next after
seeing some parts of the video.
4) Partial Viewing
Last step, it is also a way to encourage the students’ curiosity
because it let the students see a part of the video and asked them
to predict what kind of information they will gather.

Next, it is the procedure of teaching speaking in the classroom using

an animation video from the preparing until giving a student
practice:

1. Prepare the students to study. After gaining the students' attention,

the teacher tells them what they are going to do.
2. Prepare a laptop, an LCD projector, a loudspeaker, material,
video animation, a lesson plan,
3. The teacher gives an explanation to the students about the
description of the material. The material is an expression of
“Asking and Giving Instructions, Giving Invitations and
Responding, and Asking for Permissions and How to Responds”
 Then, the researchers played an animation video that had been
made before to be tested with students, after which the researcher
asked students to watch the video in the class together.
4. After the students watched the video, the researcher divided the
students into groups. One group consists of two members. Then,
the researcher asks the students to make a conversation with their
couple using the expression “Asking and Giving Instructions,
Giving Invitations and Responding, and Asking for Permissions
and How to Responds” based on the explanation and examples.

C. Conceptual Framework

In the teaching-learning process, English is very important to master,

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

In accordance to the contents of the materials. Video-Based Instruction

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

Based on the result of the research, using observation and a questionnaire

for students, the researcher found there were some problems related to
the speaking learning process in the 8th grade of SMP Negeri 1
Ambarawa. They were uninterested in English, particularly speaking,
tended to be passive in the learning process, they feel difficult to
communicate with the teacher using English. , and they were unsure how
to express themselves.The problems in the classroom occurred because
the students were not enthusiastic about speaking. They did not have the
confidence to speak. Sometimes they were shy about expressing what
they wanted to talk about with others. It will cause a negative effect on
their mindset in order to speak in public.
Therefore, they need fun and effective media in teaching and learning
English, especially in acquiring speaking skills. They need a media that
can help them to gain their confidence and help them to relax while
learning the material. The media that can be used in teaching and
learning speaking is animation video. In this case, by using animation
video as media in the teaching-learning process, the students would be
more interested in learning to speak. In this research, animation video is
aimed at helping the students in order to make them more enthusiastic
and confident in expressing their ideas in spoken language and to
increase their interest in English, especially in speaking.

Spoken language is typically more dependent on its context than written

language is. By using animation videos during the teaching and learning
process, the teacher would be able to make the students interested in
learning and pay attention to the material presented.

.
 CHAPTER III
RESEARCH METHOD

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

Research and Development is a process used to develop and validate

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

Research and Development (R&D) is using both qualitative and

quantitative approach to draw the research and collect the data. Research
and development (R&D) as a process that used to developed product in
educational. Beside, borg and Gall (1989) stated that educational
researcher and Development (R&D) is a process to develop and validate
educational product. The result of the research and development not only
to develop the product was provide, but also to found new knowledge in
developing materials.
B. Research Setting
SMP Negeri 1 Ambarawa is one of the public high schools located in the
Ambarawa district of Pringsewu district. Ambarawa itself has 2 high
schools that have state status, namely UPT SMP Negeri 1 Ambarawa and
UPT SMP N 2 Ambarawa. Researchers will, however, conduct research
at UPT SMP N 1 Ambarawa.UPT SMP N 1 Ambarawa, also known as
SPENSAMBA, is one of the state junior high schools in Pringsewu
Regency. Curriculum 2013 is the curriculum used by this school. Then,
this school has a library, a school yard, a futsal field, a laboratory for
science, a laboratory for computers, a student health unit (UKS), and a
library.

C. Research Subject
The subjects of this research are at 8.E grade in SMP Negeri 1 Ambarawa.
It consists of 36 students in one classroom. A researcher will distribute
the questionnaire to 36 students. The questionnaire will be distributed
online using Google Formulir.

D. Research Procedure
The procedure of this research to the system approach model proposed by
Borg, Gall and Gall (2003: 571). Therefore, in designing the model, the
researcher uses Research and Development approach by adapting Borg &
Gall (1983: 775) developed 10 deep stages developing models. The
procedures of the research are described as follows:
Figure 3.1
Bog & Gall Steps Scheme

Step 3
Step 1 Step 2
Designing the
Needs Planning
materials
Analysis

Step 6 Step 5 Step 4

Revising 1 Expert First validation
Judgment product

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

Educational research and development (R & D) is a process used to

develop and validate educational products. The steps of this process are
usually referred to as the R & D cycle , which consists of studying
research findings pertinent to the product to be developed, developing the
product based on the finding, field testing it in the setting where it will be
used eventually, and revising it to correct the deficiencies found in the
field testing stage. In indicate that product meets its behaviorally defined
objectives.

Borg and Gall model consists of ten major steps. They are as follows:
Step 1 involves research and information collecting or need analysis. It
includes review of literature, classroom observations, and preparation of
report of state of the art. Step 2 and 3 consists of planning and develop
preliminary form of product. Planning includes defining skills, stating
objectives determining course sequence, and small scale feasibility testing.
 Develop preliminary form of product includes preparation of instructional
materials, handbooks, and evaluating devises. Then step 4 involves first
validation product. It concludes interview, questionnaire data collected and
analyzed from the school. For step 5 and 6 conduct main product revision
and main field testing. Main product revision uses quantitative data on
subjects’ course as evaluation. Operational product revision is happened in
step 7, revision of product as suggested by main field test result. Next, for
step 8 and 9 involve operational field testing and final product revision.
And the last step or step 10 involves dissemination and implementation. It
is a report on product at professional meeting and journals. Work with
publisher who assumes commercial distribution. Monitor distribution to
provide quality control.

However, to ease and make shorter the process of designing the product,
the researcher limits the development just to nine steps. Besides, the
researcher also adapts the process with the needs of development. The
chart explain about the procedure of development is based on Borg and
Gall development model. This model includes ten steps, but the researcher
just took nine steps and the researcher did researcher this is only nine
steps, because in this research based on limited time and money.

E. Data Collection Techniques

The data collection technique employed in this research was the use data
triangulation. Data triangulation is the use of more than one method of
data collection in a single case. Data collection methods are generally
conducted in qualitative research, namely interviews, observations,
documentation, and so forth. The data of the research is the forms of
qualitative and quantitative data, the qualitative data is gained by giving
description of the situation during implementing the product in learning
and teaching, process, while the quantitative data is take from the score of
students when they used the product. The researcher used some data
collection techniques as follows:
1. Observation
The researcher has observe the teaching and learning process in the
classroom, after that the researcher observe the guiden book that used
in teaching and learning process. The purpose, to know what is the
difficulties and target need of the school.
2. Questionnaire
In this study, the data were collected through questionnaires.
a. Closed- Ended Questionnaire
The researcher was using closed-ended questions in the need
analysis questionnaire. Close ended questions are defined as
question types that ask respondents to choose from a distinct set of
pre-defined responses, such as “yes/no” or among set multiple
choice questions. In a typical scenario, closed-ended questions are
used to gather quantitative data from respondents. Closed-ended
questions come in a multitude of forms but are defined by their
need to have explicit options using multiplied choice for a
respondent to select from. The type of multiple choice question
that I choose is Likert Scale Multiple Choice Questions. These
closed-ended questions typically are 5 pointer or above-scale
questions where the respondent is required to complete the
questionnaire that needs them to indicate the extent to which they
agree or disagree.

Then needs analysis that use closed ended questioner was used to
gather the data the target and learning needs in English. The
learners were asked to answer several questions related to their
characteristics and needs in learning English by choosing one or
more options from several options provided. In developing need
 analysis questioner from Hutchison and water (1987: 55).

Table 3.1
The Organization Need Analysis Questionnaire
Target Needs
No Aspect Purpose of the question
1. Necessities To find out the students’ in terms of target
situation
2. Lack To find out the gap between student’s existing
knowledge and the required knowledge level
3. Want To find the students’ wants related to the
material

F. Data Analysis Techniques

Here, researcher is using closed ended questionnairee, The data of need
analysis questionnaire will analyzed using frequencies and percentages.
The highest percentages of the answers of each question will considered
representing the students’ needs. The percentage is calculating by
dividing the frequency by the total of the respondents and then the results
is multiplied by 100%.

The percentage is calculating by dividing the frequency by the total of the

respondents and then the results is multiplied by 100%.

Persentase (100) ¿ ( f x 100

N
%
)
Where :

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