WRITING TERM OF ICT

THE INFLUENCE OF TEACHING ENGLISH RECOUNT USING ANIMANION ON STUDENTS SPEAKING ACHIVEMENT AT THE TENTH GRADE OF SMAN 92 NORTH JAKARTA

Created by : Adi Stiawan NIM : 1208066044

POST GRADUATE ENGLISH PROGRAM STUDY THE SCHOOL OF TEACHER TRANING AND EDUCATION THE UNIVERSITY OF MUHAMMADIYAH PROF DR. HAMKA JAKARTA
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ABSTRACT

This study is proposed to find out the influence of teaching recount using animation on students achievement at tenth grade of SMA Negeri 92 North Jakarta in 2009/ 2010 academic year. In conducting this study the researcher used design of quantitative research. Moreover, this study was conducted at Public Senior High School (SMAN) 92 North Jakarta. By using random sampling technique, the sample of this study was the tenth grade of senior high school(SMAN) 92 North Jakarta. They are from class X-3.The researcher will give treatment to that class. It means that students of class X-3 were experiencing the teaching recount using animation. Instrument of speaking test was used to collect data from the sample. The calculation of t-test showed that the value of calculated t pointed at 8.58. this value was higher than the value of t in the table for level of confidence which is at 2.03. Hence, it can be conclude that there is positive influence of teaching recount using animation on students speaking achievement on the tenth grade of SMAN 92 North Jakarta.

INTRODUCTION

Technology has important thing in daily activities. Most of daily activities have been done by using technology. In communication, people can use their cellular phone to call other people both in near or long distance. Beside, people can also use their gadget or laptop in communication by using internet. In delivering information, people can use television in sharing information to others. They also can use internet as a media in delivering information. By this examples, Technology has influenced the style of life. According to Fisse ha Mikre, ICTs are making dynamic changes in society. They are influencing all aspects of life.1 It emphasizes that technology carries changes the style of life and it also has many influences in all parts of life. Because there are many changes in people life style, technology also brings changes in education. It changes the style of teaching and also makes many ways in transferring knowledge from teacher to students. Both teacher and students have chances in applying technology in their teaching learning activities because technology offers many facilities which can be used by them. By using technology, teacher and students can combine many ways in teaching learning activities so there will be varieties activities in class. Pedro Hepp K and his friend stated on their journal that ICT can and should play variety of roles inside a

Mikre, Fisseha. 2011. The Roles of Information Communication Technologies in Education Review Article with Emphasis to the Computer and Internet. The Role of Information Comunication Review Article July 28th 2011. p1

school.2 It shows that by using ICT teaching learning activities will have varieties of activities in the classroom. In teaching language, teacher should make new ways in teaching by using technology or ICT. By using technology and ICT, teaching learning activities will be more interactive and the activities will run well. As said by Scheinin,
Language teaching today utilizes varied ways of technology to enhance learning in instructional classroom setting as well as to enable learning actions to take place outside the classroom.3 It forces that teaching foreign language today needs technology to support teaching learning activities in teaching English as foreign language especially in speaking. Now days, there are many ways in teaching speaking. Teacher can use laptop, LCD projector, and audio system in class. He needs them to make easy both in teaching or learning processes and also in transferring knowledge to his students. It is very different with traditional ways which were used several years ago when an English teacher taught speaking to his students by repeating sentences and memorizing text book dialogues. Bailey stated, For many years people taught speaking by having students repeat sentences and recite memorized text book dialogues.4 It means that it is very difficult for students to remember all of sentences which they read

Hepp K, Pedro, Enrique Hinostrosa S, Ernesto Laval M, and Lucio Rehbein F. 2004. Tehnology in School: Education, ICT and Knowledge Society. Chile: Casilla 380. P2 3 Scheinin, Mina. 2004. Teaching Models: How is ICT used in foreign language teaching?. Observatory for new technology and education March 26th, 2010. http:// http://insight.eun.org/ww/en/pub/insight/school_innovation/teaching_models/language_t eaching.htm (Accessed: July 10, 2013). 4 Bailey, Kathleen M. 2005. Practical English Language Teaching. New York: McGraw-Hill ESL/ELT. p48
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What Bailey stated above, it also emphasized by Richard and Rodger in their book about teaching speaking. They said that dialogues are used to repetition and memorization. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various drill and pattern-practice exercises.5 It shows that to teach speaking students need memorization to learn it. However, learning English using repeating and memorizing has many weaknesses. Some of the weaknesses are students feel bored and unsatisfied because they just study the dialogues through repeating and memorizing. Richard and Rodger stated, Students were often found to be unable to transfer skills acquire through Audiolingualism to real communication outside the classroom, and many found experience of studying through audiolingual procedures to be boring and unsatisfying.6 It confirms that using memorizing and repeating is not suitable to teach speaking because its effect will make students unsatisfied and bored.

It happens in SMA Negeri 92 East Jakarta that English teachers there use those two ways of memorization and repetition to teach speaking. First, the teacher gives examples how to read the dialogues or texts in text book. Afterwards, students read aloud after teacher. Next, they are asked by their teacher to read their selves and remember those dialogues or texts. Then, some students will be asked to perform in front of the class. After finishing remembering and practicing, students are asked to make own dialogue or
Richard, Jack C and Theodore S. Rodgers. 1986. Approach and Methods in Language Teaching. New York: Cambridge University Press. p53 6 Ibid. p59
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story which will be performed or retold in front of the class one by one or in pairs. Certainly, the students do the same activities during learning speaking and those activities will make bad effects for students like unsatisfied and boredom.
To overcome the effects from the use of old ways in teaching speaking, a teacher has to use interesting materials in order that students learning motivation will increase. A teacher may use PowerPoint which is combined by some animations on his slides in teaching speaking because it can make the materials interesting for students. Tan said, It is necessary to use PowerPoint or similar software in classroom presentation.7 From this statement, it is suggested for teacher to use PowerPoint which can be combined by adding animations on the slides or using software that can be design by giving animation in teaching especially in teaching speaking. Considering the background above, the writer formulates the question of the problem as follow, Is there any influence of teaching English re count using animation on students speaking achievement at tenth grade students of SMA Negeri 92 North Jakarta ?

Teaching Speaking. Teaching speaking English to senior high school is a complex process. An English teacher of senior high school has to master the contents of English lesson that he wants to teach. It is not easy to select the topics and materials which will

Tan, Prof. Victor. 2007. Using ICT Tools in Teaching: IVLE, Webcast Lectures and PowerPoint. Centre for Department of Teaching and Learning Vol. 11 No. 3 p2
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be transferred to his students. He has to carefully to select the topics and he also has to prepare the suitable techniques, methods and approaches to teach his students. Brown stated, You cannot even begin to design techniques in the classroom without considered these two important backdrops that set the stage for classroom activity. The choices that you make about what to do in classroom are enlightened by these two major factors. Those choices are also enlightened by several other factors: the overall curriculum plan, objectives of particular lesson, and classroom management variable.8 From this statement, it states that an English teacher has to prepare all of the preparations before he comes into the class and begin his lesson. The important preparations that should be prepared by an English teacher before he starts his lesson is the overall curriculum plan, objective particular lesson, and classroom management in order that teaching learning activities will be effective. After an English teacher has to prepare all the technical preparations, he also has to prepare himself. He has to be able to speak English well and his voice is able to be heard by his students and he is also able to select the vocabulary that are mastered, understood and heard clearly by his students. Lado wrote, Keep the vocabulary to a minimum while the students are mastering the sound system and grammar patterns.9 It is important for an English teacher to prepare hIMself and develop his speaking skill because it is also vital to transfer knowledge to his students using language From the explanations above, the writer assumes that the objectives teaching speaking are making students bravely to communicate in English which can be understood and accepted by each other and students can express their
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Brown, H. Douglas. 2001. Teaching by Principles. New York: Longman, Inc. p28 Lado, Roberto. 1964. Language Teaching. New York: McGraw-Hill. p52

feeling, ideas, develop knowledge, technology, moreover culture by using spoken language which are uttered accurately and fluently. These emphasize an English teacher to prepare all of the preparations both of technical and self preparations before entering and starting class. The preparations both technical preparations and self preparations are helpful for English teacher to make communicative class.

Teaching Speaking Recount. Teaching speaking is an activity which involves teacher and students in transferring knowledge that he has to his students. It occurs decoding process which both of teacher and students can express their ideas, thoughts, or feeling. They can share their ideas, thought, feeling each other by speaking. As a teacher, he has prepared the materials which are going to deliver to his students. The topic is based on curriculum and syllabus. One of the topics which is written in curriculum and syllabus is recount. What has explained before, recount is one of topic talks about past event. The examples of recount is eyewitness account, newspaper reports, letters, conversations, television interviews, bibliography, speech and personal or someones experiences. In tenth grade of senior high school, the kind of recount that they discuss is personal or someones experiences. There are several steps or stages that an English teacher does to teach speaking in recount. He does that steps and stages in order that teaching and learning activities can run effectively. Harmer said, We will divide work on the productive skills into three major stages, introducing new language, practice,

and communicative activities.10 These steps (introducing new language, practice, and communicative activities) will help both of teacher and student in teaching learning activities because those will make easy for teacher in transferring the topic about recount and students also will be helped to know about recount and they will use their knowledge in practicing or communicative activities. From both explanations above, it is clear that to teach speaking on recount has steps. The steps are be used by teacher to help him transferring knowledge to his students which are described on lesson plan that he sets up before he enters classroom.

Teaching Speaking on Recount Using Animation. There are many techniques in teaching English as a foreign language. Techniques mean that the ways which are done by teacher to transfer knowledge he has to his students in order to be caught and understood by his students. According to Lavery, Techniques were the specific activities manifested in classroom that were consistent with a method and therefore were in harmony with an approach well.11 It means that techniques are the ways which are done by teacher and he makes specific activities in classroom in transferring knowledge for his students in order to be done, understood, and caught by them easily. Brown also emphasized that techniques is any of wide variety of exercises, activities, or tasks used in the language classroom for
10Harmer,

Jeremy. 1991. The Practical of English Language Teaching: New Edition. Cambridge: Longman. p46 11Lavery, Clare. 2001. Language Assistant. UK: The British Council. p91

realizing lesson objectives48 So, it is important for an English teacher to select suitable techniques in transferring knowledge in order that transferring knowledge can run effectively A long with development of technologies, many teachers have used modern technologies in teaching learning activities. Using technologies may have important role in teaching learning. Kubiatko explained, ICT integration is the topical requirement of everyday life and plays an important role in society globalization.12 It emphasizes that using technology in teaching is important for teacher to make easier in transferring knowledge to his students.

Teaching recount using animation will make easier for students because animations can show the details time which can be shown in a story and animation can show the action similarly with the true story. It can make students can understand easier than using explaining that teacher explain to his students. This statement shows that by using animation in teaching recount it will show to students the synopsis, stories series, background, characters, and idea of stories. It absolutely makes easier for students to understand recount. According to Kim, Yoon, Whang, Tversky, & Morrison 2007 on a scientific research journal said that Because, animations are more realis-tic for showing change; they can demonstrate in action the sys-tems to be taught and animations can show change in time, they are thought to be natural and effective for conveying change in

Kubiatko, Milan. 2006. How do Teacher Use Information and Communication Technology in Biology Teaching ?. Slovakia: Comenius University. p46
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time13 It clarifies that by using animation on teaching recount is needed by teacher to convey the information that teacher explains.

The Objective of This Research.

METHODE

Method. In this study, the writer uses pretest and posttest for the treatment class to get the differences between the class uses the animations and the class does not use animation in teaching learning activities.

Sample.
By using random sampling technique, sample this study was the tenth grade of public senior high school (SMAN) 92 North Jakarta. They are class X-3.

The Data Collection. It has been previously stated that this research employed two data collecting instruments; they are pre-test and post. This research was conducted under two

Aksoy, Gokhan. 2012. The Effect of Animation Technique on 7 th Grade: Science and Technology Course. Creative Education, Vol 3 No. 3 (July): 304-308
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environments, firstly the teaching of recount without the application of animation by which the students speaking achievement was measured afterward labeled as pre -test and secondly the teaching of recount with the application of recount that students speaking achievement was measured afterward labeled as post-test.

Data Analysis. The data analysis of this research, the writer uses three kinds of data analysis. First, the writer uses validity and reliability of instrument. The validity test in this research follows the content validity that the test instruments are adjusted to the learning syllabus. The validity of the instrument could be seen by matching the plan of learning program (RPP) and the learning syllabus. In addition, the reliability of pre-test and post-test is calculated by using Pearson product moment correlation. In this reliability test, the researcher correlates the speaking score which is achieved from his own collection and the score from the classroom teacher. Second, the writer uses the normality of research data. It is conducted by using normality test using Lilefors calculations. The calculation is done by firstly finding out the difference value between mean score of each data and their mean score. Next, writer uses t-test calculation. It has been stated that t-test was carried out to figure out the influence of teaching English recount using animation on students speaking achievement at tenth grade students of SMA Negeri 92 North Jakarta. The calculation of t-test was by comparing means of pre-test and post-test.

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RESULT AND DISSCUSSION

In this part of the paper, the writer tries to answer the question presented in introduction. The question is whether any influence of teaching recount using animation on students speaking achievement at tenth grade students of SMA Negeri 92 North Jakarta. To get the answer of this question, the writer attempts to look for some sources which supported the writers idea. The sources are taken from some books, printed journals, and online journals which are provided on internet. Besides, the writer also uses a series of calculations that have been explained in method of this paper. In method of this paper, the writer has mentioned how to use the method of this paper, how to get sample of the research, how to get the data collections, and the last the writer explains how to analyze the data from data collections. The result which can be taken from the explanations in introductions and a series of calculations in method, so the result is there is an influence teaching recount using animation on students speaking achievement on the tenth grade of 92 Senior High school.

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CONCLUTION AND SUGESSTION

Conclusion.
Based on the sources and a series of calculation, the writer is able to conclude some conclusions from the questions of this paper. The conclusions are:

1. Theoretically, many experts mention that use of multimedia equipment like

2. The calculation of t-test showed that the value of calculated t pointed at 8.58.
This value was higher than the value of t in the table for level of confident 0.05 which is at 2.03. Hence, it can be concluded that there is positive influence of teaching recount using animation on students speaking achievement.

Suggestion. Regarding to the above conclusion, some suggestions are offered as below: 1. For students, it is suggested that students shows the use of animation in teaching and learning recount as things to motivate them to learn. Animations are seen as students assisting tool that may be cued their speaking.

2. For teachers, it is suggested that teachers of English particularly teaching speaking skill in school classroom shall equip their teaching and learning with learning media especially multimedia, particular animation. The presence of

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visual and aural elements in animation by result of this study is regarded to help students in absorbing information during process of learning and may be cues for them to speak.

3. For the institution, it is suggested that they can provide all necessary things that assist the implementation or the practice of teaching recount in speaking with multimedia equipments like LCD projectors and computer that sustain the animation application.

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BIBLIOGRAPHY

Aksoy, Gokhan. 2012. The Effect of Animation Technique on 7th Grade: Science and Technology Course. Creative Education, Vol 3 No. 3 (July): 304-308 Brown, H. Douglas. 2001. Teaching by Principles. New York: Longman, Inc Harmer, Jeremy. 1991. The Practical of English Language Teaching: New Edition. Cambridge: Longman. Hepp K, Pedro, Enrique Hinostrosa S, Ernesto Laval M, and Lucio Rehbein F. 2004. Tehnology in School: Education, ICT and Knowledge Society . Chile: Casilla 380.

Richard, Jack C and Theodore S. Rodgers. 1986. Approach and Methods in Language Teaching. New York: Cambridge University Press. Bailey, Kathleen M. 2005. Practical English Language Teaching. New York: McGraw-Hill ESL/ELT. Lavery, Clare. 2001. Language Assistant. UK: The British Council. Mikre, Fisseha. 2011. The Roles of Information Communication Technologies in Education Review Article with Emphasis to the Computer and Internet. The Role of Information Comunication Review Article July 28 th 2011

Kubiatko, Milan. 2006. How do Teacher Use Information and Communication Technology in Biology Teaching ?. Slovakia: Comenius University. Tan, Prof. Victor. 2007. Using ICT Tools in Teaching: IVLE, Webcast Lectures and PowerPoint. Centre for Department of Teaching and Learning Vol. 11 No. 3. 16

Lado, Roberto. 1964. Language Teaching. New York: McGraw-Hill. Scheinin, Mina. 2004. Teaching Models: How is ICT used in foreign language teaching?. Observatory for new technology and education March 26th, 2010.http://insight.eun.org/ww/en/pub/insight/school_innovation/teaching _models/language_teaching.htm (Accessed: July 10, 2013).

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