The use of flash animation media in teaching English tenses: an experimental research at class VI-A and VI-B Student's of SDN Karapiak I Rancaekek Bandung

Meilani, Siti Sarah (2010) The use of flash animation media in teaching English tenses: an experimental research at class VI-A and VI-B Student's of SDN Karapiak I Rancaekek Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Tenses are one of the most important English grammars that have to be learned. It is used to express an activity based on the needs of time, whether in present, past or future time. The teaching in elementary school stage should be designed to capture students’ immediate interest. Therefore, the writer applies the technique that can make the students have great interests in learning English tenses by using Flash Animation Media. A Flash animation is an animated film which is created using Adobe Flash or similar animation software. It can be designed as English tenses learning media because it can present something real and interesting in the form of animated film. It is a good media for elementary school students because it can capture their immediate interest so that they can think that English tenses are easy to understand. The research is aimed at achieving the following objectives: (1) to identify the students’ ability in English tenses through the use of flash animation media,; (2) to identify the students’ ability in English Tenses through the use of conventional method,; and (3) to know whether or not the use of flash animation media affects their ability in English tenses. The hypothesis of this research is “the students’ ability in English tenses are taught using Flash Animation Media is higher than the students’ ability in English tenses taught using Conventional Technique�. To carry out this research, the experimental method was employed. In this case, two classes of students at sixth grade of SDN Karapiak I Rancaekek Bandung had been chosen as the sample of population. Furthermore, one class was treated as the experimental class, that was the students who were taught using Flash Animation Media, and the other was treated as control class, that was the students who were taught using Conventional Technique. To compare the results of the students’ ability in English tenses between the students who were taught using Flash Animation Media and the students who were taught using Conventional Technique, the writer used hypothesis testing. The result of pre-test in Experimental group and control group has no significant difference. Furthermore, there is significant difference of the result after applying post-test in both groups. It was shown that the mean score of the experimental class is 84.50, while the mean score of control class is 73.10. Then from the testing of hypothesis, it was known that = 11.75 is greater than = 2.42. It means that is rejected and is accepted. In other words, it can be said that the hypothesis is significant and reliable. In conclusion, Flash Animation Media has an influence 99% in students’ ability in English tenses.

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