IMPROVING THE PROCESS OF TEACHING AND LEARNING SPEAKING THROUGH MACROMEDIA FLASH ANIMATION AT THE EIGHTH GRADE OF SMP NEGERI 3 SLEMAN IN THE ACADEMIC YEAR OF 2011/2012

摘要

This research, which is action research, is aimed at improving the process of teaching and learning process of speaking through Macromedia Flash Animation movies at grade VIII of SMP N 3 Sleman, Yogyakarta in the academic year of 2011/2012. The implementation of Macromedia Flash animation movie was planned by integrating Computer Assisted Language Learning (CALL) in the classroom. udThis research consisted of two cycles. The procedures of the research were reconnaissance, planning, implementation and observation, and reflection. The researcher worked collaboratively with the English teacher and the students. The subjects of this research were 36 students of class VIIIA of SMP N 3 Sleman, Yogyakarta in the school year of 2011/2012. The data of this study were qualitative which were obtained through observations and interviews with the students and the collaborator. The data were in the forms of field notes, interview transcripts, and pictures. The instruments for collecting the data were observation sheets, questionnaire, interview guideline, digital camera, and a smart phone equipped with a camera and voice recorder. The data were analyzed in five stages: assembling the data, coding the data, comparing the data, building interpretation, and reporting the result. The Macromedia Flash animation movie was implemented to improve the process of teaching and learning speaking. In the first cycle, it was about telling past events. In the second cycle it was about describing things udAfter the implementation of this strategy, it can be concluded that strategy of using Macromedia Flash animation movies is one of the appropriate strategies to solve the students’ problem in speaking because it can stimulate the students to speak English. The active students become more active and confident in expressing their ideas in English orally while those who are usually passive become active and not shy of making mistakes. It can happen because these strategy was interesting for them. It was also fun and exciting. The students are asked to do the task in enjoyable atmosphere because they did it sincerely not because they had to do it. The indicators of the success of the implementation were that: (1) the students were more active in the speaking activities than the previous conditions; (2) the students were more enthusiastic in doing speaking activities; and (3) the students’ self-confidence and motivation to speak English increased.