BAB I
INTRODUCTION
1.1 Background
Language development is one of the most important activities in which individuals
interact to communicate. There are four types of English language skills: listening,
writing, speaking, and reading. (Newton & Nguyen, 2018) Language skills are built on
students' confidence to talk effectively, honestly, naturally, and ethically. We must
practice public speaking throughout our lives. Listening skills impact the development of
speaking skills in students as they absorb language from their parents and surroundings.
Students learn to comprehend each other in their surroundings via engaging, one of which
is through communication. Teaching a language, especially English, is very complicated.
In the classroom, teachers will face dozens of techniques applied to students in the hope
of understanding the lesson. Students lose motivation and enthusiasm in carrying out the
learning process, especially in speaking. They lack speaking skills because of limited
listening proficiency. It emphasised that the students kept silent when the teacher
requested student speaking practice. As a result, it took work for the students to begin
speaking. Then, the students cannot improve their ideas in speaking. Teaching is directing
and facilitating picking up, empowering the student to learn, and setting the conditions for
learning. It shows that students have a unique and diverse strategy.
Speaking is a kind of communication that students might use. Students can express
their thoughts and emotions under particular conditions when they communicate. The
ability to communicate verbally with others is referred to as speaking. They can foster
their speaking ability. The aim of speaking capacity is intonation, mastering vocabulary,
developing grammar, and correct pronunciation. Students have difficulty learning
English. First, students hesitate to speak in front of the class and have difficulty
conveying their ideas. The reason is that students' vocabulary is still lacking. As a result,
students are confused about how to communicate their thoughts in their heads, and they
are less active in speaking class. Students' pronunciation is also inaccurate. Some students
still have difficulty reading the text. Third, students don't like learning English in class.
(Joyce Corpuz, L. R,2020) Believes that watching animated cartoon films in English may
be easier to obtain and can increase students' English comprehension. This procedure is
related to listening and speaking abilities. Students must learn the vocabulary to interpret
what they hear through audio/visual media such as films and videos. Several media can
be used to educate and learn to listen to English. In this research, animated videos are
used as the medium. (Sah & Shah, 2020). Students must be able to listen, respond and
interact appropriately. Likewise, to respond successfully, students must digest the
information and signals provided while listening. Both contribute to the development of
effective communication skills.
Teachers should use various media to overcome these challenges, including speaking
in English. Cartoon Animation Videos effectively enhance teaching methods and provide
students with additional methods to learn subject material by enhancing their speaking
skills. Teachers should adapt to learners' characteristics and lead fascinating instructing
and learning measures so the understudies stay energised and maintain their consideration
in the class. Given the perception, the educator would generally utilise less intelligent
showing procedures and media. The teacher normally clarified the material and gave
errands for the understudies. This is done consistently as the outcome understudies less
focus when educating and learning was going on. Watching videos, especially cartoon
animation, makes it easier to understand a foreign language. Visual media that is
completed can make it easy for the understanding level of students in their English
listening. Cartoon animation videos are a form of media using animation; characters are
shown with simplified features but still maintain an ability to recognise them. Using
cartoon animation videos to show English is one of the most outstanding approaches to
upgrade example plans and give understudies extra approaches to deal with subject data,
mainly to help show talking. Hence, the understudies fostered their speaking capacity too.
1.2 Identification of Problem
1. Limited listening proficiency affects students' speaking skill
2. The impact of incorporating cartoon animation into listening instruction on
speaking skills
1.3 Limitation of Problem
The researcher limited the study to teaching English concerning The impact of
incorporating cartoon animation into listening instruction on speaking skills by using
English Cartoon Animation Videos at SMA NEGERI 3 MAGELANG
1.4 Formulation in Problem
1. Are there differences in speaking proficiency among students exposed to cartoon
animation-based listening instruction and those who receive conventional teaching
methods?
2. How does incorporating cartoon animation into listening instruction affect
language learners' speaking skills compared to traditional methods?
1.5 Objectives of Research
1. To assess and compare the speaking proficiency of language learners exposed to
cartoon animation-based listening instruction and those who receive conventional
teaching methods.
2. To investigate the impact of incorporating cartoon animation into listening
instruction on language learners' speaking skills compared to traditional methods.
1.6 Significance of Study
1. Expected to solve the problems of teachers in using media to teach students by
incorporating Cartoon Animation into listening instruction on the speaking skills
of language learners
2. Cartoons help students with the media impact speaking skills by teaching listening
instruction
3. the future research that can be explored to find speaking proficiency among
students exposed
