Using 3-D Animation Movies as Media to Improve the Speaking Ability of the Students at YASPA English Training (YET) Course, Trenggalek
| Main Author: | Prilla Lukis Wediyantoro; Perpustakaan UM |
|---|---|
| Format: | PeerReviewed application/msword application/pdf |
| Bahasa: | ind |
| Terbitan: |
, 2009
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/4634 |
Daftar Isi:
- ABSTRACT Wediyantoro, Prilla Lukis. 2009. Using 3-D Animation Movies as Media to Improve the Speaking Ability of the Students at YASPA English Training (YET) Course, Trenggalek. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Drs. Murdibjono, M.A. Key Words: speaking skill, movie, 3-D (three-dimensional) movie. In Indonesia, English has been taught since the fourth grade of elementary school. Even in some schools in cities, English has been taught since kindergarten. Nevertheless, most Indonesian students still lack the ability to speak, and so do the students at YASPA English Training (YET) Course, Trenggalek. In speaking classes, the teachers of YET usually give a dialogue of a certain topic. Then the students are to practice and memorize the dialogue with their friends and finally present the dialogue in front of the class in turn. By using this technique, the mastery of vocabulary, for some students, increases, but the class is usually dominated only by some active students, while the others feel depressed either because they are not good at memorizing dialogues or because they feel shy if they have to make mistakes in front of the class. For the active and smart students, it seems that this kind of task is easy and they can follow the class well, but the weakness is that they are just able to speak up the sentences in the given dialogues. It is difficult for them to produce their own sentences. The activity was begun by the watching the 3-D animation movie which was appropriate for junior high school students who were imaginative and then followed by answering the researcher’s questions and describing pictures of the characters from the movie. The next activity was the watching of the continuation of the same movie and followed by retelling story: the students were to retell what happened in the movie. And the last activity was the watching of the continuation of the same movie again and followed by story completion activity: students were to create the ending of the story orally based on their own version. Those activities involved group work and whole class discussion, in which the students were given chances as much as possible to express their ideas based on the 3-D animation movie they watched. In both preliminary study and the implementation of the 3-D animation movie strategy, the students were assessed by using two assessments. Those were the assessment of the students’ attitude and the assessment of the students’ speaking ability. From the result of the research, it was found out that there was a significant progress between in terms of the students’ attitude and the students’ speaking ability. In the preliminary study, the total average scores of 13 out of 22 students (59.09%) were < 3. Therefore, the researcher decided that the success of this research would be gained if ≥ 70 % of the students (15 out of 22 students) got the total average scores ≥ 3. After the implementation of the 3-D animation movie strategy, it was proven that 18 out of 22 students got the total average scores ≥ 3. To conclude, the 3-D animation movie strategy is one of the appropriate strategies to solve the students’ problem in speaking because after the implementation of the 3-D animation movie strategy, the result is quite surprising. This strategy can stimulate the students to speak English well. The students who are usually active become more active and the students who are usually passive in speaking class become active and confident to express their ideas in English orally. It can happen because the strategy the researcher applies is interesting for them. The activities are fun and exciting. Based on the result of this research, it is suggested that the teachers of YASPA English Training (YET) Course apply this model as one of the alternative models to be used in teaching speaking and to introduce the 3-D animation movie strategy to formal English teachers in order to improve the speaking ability of the students in formal schools. It is also advisable for the future researchers that they conduct similar researches on speaking in other settings and in other learning institutions to figure out whether or not the strategy can be used in order to solve the students’ speaking ability problems.