CHAPTER I

INTRODUCTION

This chapter includes background of the study, problem statement, limitation

of the problem, objective of the research, research question and hypothesis,
benefits of the research.

1.1 Background of the Study

Language is an important part of how humans communicate with each other.

According to Crystal (2003) a language becomes global if it is accepted in every
country. According to him, there are two main ways by which a language can
become a global language. First, the status of the language, whether it is the first
or second language, should be decided. This implies that the language will be
used in all walks of life and in kinds of communication, including in academic,
technology, science, media and government administration. Second, a deliberate
attempt should be made to teach that language in academic institutions. This
implies that all the communities should learn that language. In short, a language
will be called a global language when it achieves the official status and education
priority in almost every nation.

In Indonesia, English is the first foreign language and it is taught formally to

students of elementary school up to the students of senior high school level.
Students should study the elements of the English language, those are phoneme,
morpheme, syntax, and lexicons. In addition, they should be familiar with the use
of English language. Therefore, they should mastered the four language skills,
those are: listening, speaking, reading and writing.

Reading is one of the basic communicative skills, but it has very complex
process. Reading is similar to listening in that it is a receptive skill. It involves
students interacting visual input of language, which they need to process and
understand.

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When the writer was teaching practice in senior high school, the writer has
found some problems. Many students can read a text but hardly can understand
what the writing was all about. This is because the reading was not providing any
information to the reader. This happened when the reader merely read the text
without understanding the content. So, it defeats the purpose of reading as a
means to gain information.

Considering some problems above, it is necessary for teachers to explore some

appropriate strategies in teaching reading. The use of animated video is expected
to improve students motivation to read, understand the concept and then improve
their learning score.

1.2 Problem Statement

There are many possible reasons why students think that reading English text
is difficult to learn. First, according to Nurkanto (2000), citied by Juhaendi
(2013), most school in Indonesia, use a method which makes students passive
learners. Second, the use of teaching media to deliver the material to the student
has not been to effective. Some of them still confused finding the appropriate
teaching method and media to be applied in the classroom.

1.3 Limitation of the Problem

In this study, the writer focuses on the using animation video in reading
comprehension and to find out the effectiveness of animation video in reading
comprehension. The writer will use video from YouTube.

1.4 Objectives of the Research

1. To find out the effectiveness using animated video to improve
students score in reading comprehension.
2. To find out the students responses toward the use of animation video
in reading comprehension
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1.5 Research Question and Hypothesis

1. Research Questions
a. Does animated video can improve the students score in reading
comprehension?
b. What are the students responses towards the use of animated video
in teaching reading?
2. Hypothesis
According to Muijs (2004: 8) Hypothesis is a tentative explanation that
accounts for a set of facts and can be tested by further investigation.
Based on the theory, in this study there are null hypothesis and
alternative hypothesis:
H0 Null hypothesis : The using animation video is not effective to
improve students reading comprehension.
H1 Alternative hypothesis : The using animation video is effective to
improve students reading comprehension.

1.6 Benefits of the Research

1. Theoritical Benefits
a. For Teacher, the result of this research can help the teacher to
choose appropriate instructional media.
b. For Students, the result of this research can improve students in
reading skill by using animation video as an instructional media.
c. For Future Research, this research can become a comparative and
references for developing this instructional media in teaching and
learning English.
2. Practical Benefits
a. For Teacher, this research can be a reference to motivate teacher.
b. For Students, this research can be an effective strategy in reading
skill.
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c. For Future Research, this research can be inspiration for other

reseach to do research with similar themes.
 CHAPTER II

ANIMATION VIDEO IN READING COMPREHENSION

In this chapter the writer describes some theories of reading, reading

comprehension, animation video and previous research.

2.1 Reading

According to Harmer (2003: 199) reading is one of receptive skills. It is the

way in which people extract meaning from the discourse they see. Meanwhile,
according to Pang (2009: 5) reading is about understanding written texts. It is a
complex activity that involves both perception and thought. Reading consists of
two related processes: word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to ones
spoken language. Comprehension is the process of making sense of words,
sentences and connected text. Readers typically make use of background
knowledge, vocabulary, grammatical knowledge, experience with text and other
strategies to help them understand written text.

2.2 Reading Comprehension

According to Wainwright (2007: 37) Reading comprehension is process in

which the reader has to decide linguistic symbol and reconstruct them up to
meaningful whole intended by the writer. Reading comprehension is only a term
referring to reading skill through the important thing is not on the pronouncing or
load reading, but it is the understanding taken into consideration. Comprehension
includes recognizing and understanding a main idea and related details. A good
recognized that many ideas are implied and he must read between the lines to get
the full meaning. Meanwhile, according to Klingner (2007: 2) Reading
comprehension is the process of constructing meaning by coordinating a number
of complex processes that include word reading, word and word knowledge, and
fluency.

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2.3 Animation Video

The use of videotapes has been a common feature in language teaching for
many years. To some people videotape is merely a glorified version of audiotape,
and the use of video in class is just listening with pictures (Harmer, 2003 p.282).

Animation is the process of displaying still images in a rapid sequence to

create the illusion of movement. The use of animation video is expected to
improve students motivation to read, understand the concept and then improve
their learning score.

2.3.1 The advantages using animation video in teaching

According to Sudirman, et al (citied in Khalidiyah: 2015, p.15) describe more

about the advantages of the use of animation video in the study :

a. Animated video is a common denominator of learning

b. Animated video can explain the process very well.
c. Animated video can display the things which had happened in the past.
d. Animated video can display a variety of events in different parts of the
world.
e. Animated video can present both the theory and practice of general to
specific or vice versa.
f. Animated video can use various techniques of colour, motion, and
animated to display these items.
g. Animated video can captivate the attention of students.
h. Animated video can be repeated or terminated as needed.
i. Animated video can make abstract things become concrete.
j. Animated video overcomes the limitations of visions, and
k. Animated video is able to stimulate and motivate students activities.
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2.3.2 The problem in using video in classroom

According to Harmer (2003), if we wish to use video successfully in classes,

we need to be aware of a number of potential problems :

a. The nothing new syndrome : just switching on the monitor in a

classroom is not especially exciting for a television (and Internet) viewing
population. Both in our choice of video material and in the way we exploit
it, we have to provide video activities that are unique learning experiences
and do not just replicate hove television viewing.
b. Poor quality tapes and disk : poorly filmed and woodenly acted material
will not engage students who are used to something better. When deciding
whether to use a videotape or disk, we have to judge whether the quality is
sufficiently good to attract our students interest.
c. Poor viewing conditions : we have to be sure that students can see and
hear the video.
d. Stop and start : some students become frustrated when teachers constantly
stop and start the video, only showing little bits at a time.

2.3.3 Criteria for selection

The last one is the structure of the video must be appropriate for instructional
use. The following guidelines are suggested when choosing or creating animated
video.

a. Length, as a short as possible to make point, edit unmercifully to a

maximum of three minutes unless the learning outcome requires a
lengthier extract.
b. Context, authentic everyday language use unless purpose relates to
language.
c. Action / visual cues, action should relate directly to purpose, eliminate
anything extraneous.
d. Number of characters, limit number to only those few needed to make the
point, too many can be confusing or distracting.
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2.3.4 The procedure of teaching with animated video

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

teacher, Brown et al (1983, p 244-245) in Nurmayasari (2011) suggested some
procedures in applying video or audio visual media in teaching English.

a. Preparing yourself
The first thing to do by the teacher before showing the video to students is
previewing the video and make some notes about the content of the video.
Teacher may invite some students to preview the video and see their point
of view about it.
b. Preparing the environment
After preparing the video, the next thing to do is arranging the classroom
to be as comfortable as possible. The technical equipment such as speaker
and laptop/computer should be located appropriately, so that students can
get good view while watching the video.
c. Preparing the students
When students watch the video, teacher should help them to understand
why they must watch the video and tell what they can get by watching it.
Teacher can also ask the students to discuss the content of video the relate
to what they know and they do not know.
d. Showing the video
While watching the video, make students comfortable and try to show the
video without interruption such as giving a question in the middle of
video.
e. Carrying out the follow up
After showing the video, teacher asks the students about the content of the
video to know their opinion about the video. They can discuss the video
with their classmate. The follow up is necessary to detect
misunderstanding they may have. Teacher give a repetition show if needed
to clear up any confusion.
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2.4 Previous Research

Related to this research, there are some previous study had been done, and
they are different problem and object with this study. Here the researcher present
one of the study, this is : The use of Animated Video in Improving Students
Reading Skill that written by Hanifah Khalidiyah (2015).
 CHAPTER III

RESEARCH METHOD

This chapter describes Research Approach, Method and Design. Techniques

and Instrument collecting data, Data Analysis, Population and Sample.

3.1 Research Approach and Method

1. Approach

Quantitative Approach is an inquiry approach useful for describing trends and

explaining the relationship among variables found in the literature (Creswell,
2012).

2. Method

Experimental Research Method research in which at least one independent

variable is manipulated, other relevant variables are controlled, and the effect on
one or more dependent variables is observed (Fraenkel, 2012).

3.2 Research Design

1. Quasi-Experimental Design

Quasi-Experimental Design are experimental situations in which the

researcher assign, but not randomly, participants to groups because the
experimenter cannot artificially create groups for the experiments (Creswell,
2012).

2. Chart/Figure
Pre- and Posttest Design
Select Control Group Pretest No Treatment Posttest
Select Experimental Experimental
Pretest Posttest
Group Treatment

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Posttest only Design

Select Control Group No Treatment Posttest
Select Experimental Experimental
Posttest
Group Treatment

3.3 Data Collection

1. Technique(s) of Collecting the data

In collecting the data, the writer will use achievement test and questionnaire.

2. Instrument of the Research

The writer will use instruments Test (Pretest & Posttest) to investigate
achievement in Reading and Questionnaire to investigate students responses.
Instrument is the whole process of preparing to collect data (Fraenkel, 2012, p
111).

- Pretest is a measure on some attribute or characteristic that you assess

for participants in an experiment before they receive a treatment.
- Posttest is a measure on some attribute or characteristic that is
assessed for participants in an experiment after a treatment (Creswell,
2012, p. 297)

Meanwhile, Questionnaire are any written instruments that present

respondents with a series of questions or statements to which they are to react
either by writing out their answer or selecting from among existing answer
(Brown, 2001, p.6)

Percentage of data obtained from the questionnaire will be calculated using

the following formula

T= x 100%

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Note:

T = percentage of attitudes toward each answer

J = the number of students who answered each group attitudes

N = the number of respondents

To determine the average score of the students answer to each statement

the formula used is as follows,

xS
r=

Note:

r = average score of the students answers to each questions

J = the number of students who answered each group attitude

S = total score of each statement

Smax = Ideal maximum score

The classification used is presented as follows

Student Response Category

Range Category
0% r < 25% Very not good
25% r < 50% Not good
r 50% Enough
505 < r < 75% Well
75% r 100% Very well
(Sugiyono, 2010, p.177)
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3. Validity and Reliability

Validity has been defined as referring to the appropriateness, correctness,

meaningfulness, and usefulness of the specific inferences researchers make based
on the data they collect (Fraenkel, 2012).

To detect validity test each items, use formula Pearson Product Moment to
Estimate the validity of the instrument. See figure 3.1 (Arikunto, 1998:176)

N xy x y
N x x N y y
rxy
2 2 2 2

Note:
X = sum the raw X scores
Y = sum of the raw Y scores
XY = sum of the products of each X multiplied by each Y
2
X = Sum of the squares of each X score
2
Y = Sum of the squares of each Y score
2
(X) = The square of the total sum of X scores
2
(Y) = The square of the total sum of Y scores

The correlation coefficient (significant) can be calculated by using t-

test, as follow:

2
= (Sudjana , 2005:380)
1 2

If tobtain> ttable, the classifier question can be called significant.

The result of the calculation was then interpreted based on the
criteria for the test validity formulated by Arikunto (2006:276) as
follow:
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Table 3.3
The Interpretation table of r Correlation
Correlation coefficient Interpretation
0,00< r 0,20 Very low
0,20< r 0,40 Low
0,40< r 0,06 Moderate
0,60< r 0,80 High
0,80< r 1,00 Very high

Reliability is the degree to which scores obtained with an instrument are

consistent measures of whatever the instrument measure (Fraenkel, 2012).

To calculate the reliability, we use Alpha formula:

k 2b (Arikunto,2006:196)
r11 1
(k 1) 2
Where : 1
r11 = Reliability of the instrument.
k = Number of item.
2 = number of variance item
2 = variance of the total score
The reliability coefficient will be interpreted using the following criteria:

Table 3.4

The criteria of instrument reliability test

Raw score Interpretation
r 11 0,20 Very low
0,20< r 11 0,40 Low
0,40< r 11 0,06 Moderate
0,60< r 11 0,80 High
0,80< r 11 1,00 Very high

3.4 Data Analysis

The phase includes the following steps : the calculating normality distribution,
homogeneity variance and t-test (Hatch and Farhady, 1982)
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3.5 Population and Sample

Population is a group of individual who have the same characteristic

(Creswell, 2012, p.142)

Sample is a subgroup of the target population that the researcher plans to

study for generalizing about the target population.

The sample of this research will use purposive sampling because a quasi-
experimental design does not contain random selection of subject (Creswell, 2012,
p. 309).

Purposive sampling is a nonrandom sample selected because prior knowledge

suggests it is representative, or because those selected have the needed
information (Fraenkel, 2012, p. 100)
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Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

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Creswell, J. W. (2012). Educational Research : planning, conducting, and

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Crystal, D. (2003). English as Global Language (2nd Ed.). Cambridge: Cambridge

University.

Fraenkel, J. R., Wallen, N. E. and Hyun, H. H. (2012). How to Design and

Evaluate Research in Education eighth edition . New York: McGraw-Hill.

Hatch, E. M. and Farhady, H. (1982). Research design and statistics for applied
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