Animating English Fluency: Empowering Senior High Students Through Speaking Activities with Animated Series
DOI:
https://doi.org/10.30605/jsgp.7.1.2024.3564Keywords:
Speaking Activities, Animated Series, Senior High Students’Abstract
Effective communication necessitates discussions about the topic at hand, highlighting the significance of speaking skills. Proficiency in speaking significantly impacts one's character, requiring consistent practice to refine sentence structure and pronunciation. Leveraging practice methods, such as utilizing media like animation series, contributes significantly to honing speaking abilities. While grammar is often overlooked in everyday conversation, the essence lies in mutual understanding during dialogues. Vocabulary acquisition, mainly through regular reading, notably aids language fluency, especially in foreign languages. A teacher's role extends beyond content delivery to understanding the learning context and methods, encouraging students to apply what they've learned. Fostering self-confidence in students, particularly during the transition from junior to senior high school, is pivotal in teaching language skills. Integrating reading and listening into speaking lessons enriches vocabulary and enhances comprehension skills indispensable for effective communication. This study demonstrates the importance of effective communication as individuals convey information or messages during conversations. The focus is on emphasizing the necessity for teachers to prioritize enhancing speaking skills among students in classrooms. Improving students' proficiency in foreign languages is crucial, and it is intertwined with the utilization of appropriate media.
Downloads
References
Adem, H., & Berkessa, M. (2022). A case study of EFL teachers' practice of teaching speaking skills vis-à-vis the principles of communicative language teaching (CLT). Cogent Education, 9(1), 2087458. https://doi.org/10.1080/2331186X.2022.2087458
Aini, Q., Zuliana, S. R., & Santoso, N. P. L. (2018). Management measurement scale as a reference to determine interval in a variable. Aptisi Transactions on Management, 2(1), 45-54. https://doi.org/10.33050/atm.v2i1.775
Allen-Lyall, B. (2020). Empowering students to make their own reading choices: A teaching framework. Reading Improvement, 57(1), 1-10.
Altun, M., & Hussein, K. O. (2022). The impact of watching movies on learners' speaking ability. Canadian Journal of Language and Literature Studies, 2(5), 14–31. https://doi.org/10.53103/cjlls.v2i5.52
Anggeraini, Y. (2018). Interactive teaching: Activities and the use of technology in EFL classroom. Language Circle: Journal of Language and Literature, 13(1). https://doi.org/10.15294/lc.v13i1.11131
Bahri, S., & Muzkiyah, N. (2021). Developing learners' descriptive writing ability by using animation movies. Soko Guru: Jurnal Ilmu Pendidikan, 1(2), 50–56. https://doi.org/10.55606/sokoguru.v1i2.156
Budach, G., Efremov, D., Loghin, D., & Sharoyan, G. (2021). Conversing with Humans and Objects: On Repetition and the Curative Power in Animation Making. The Canadian Modern Language Review, 77(4), 353-373. https://doi.org/10.3138/cmlr-2020-0114
Colligs, B. M. (2021). Empowering the Reader and the Viewer. Empowering Contemporary Fiction in English, 59.
Dewantara, J. A., Efriani, E., Sulistyarini, S., & Prasetiyo, W. H. (2020). Optimization of Character Education Through Community Participation Around The School Environment (Case Study in Lab School Junior High School Bandung). JED (Jurnal Etika Demokrasi), 5(1), 53-66. https://doi.org/10.26618/jed.v5i1.3017
Fhonna, R. (2023). The benefits of English-speaking group for speaking fluency: Acehnese EFL learners' perceptions. ACCENTIA: Journal of English Language and Education, 3(1), 20–26. https://doi.org/10.37598/accentia.v3i1.1735
Flynn, E. E., Hoy, S. L., Lea, J. L., & García, M. A. (2021). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy, 21(2), 283-309. https://doi.org/10.1177/1468798419838569
Khomaini, A. R., Daud, B., & Erdiana, N. (2018). Techniques Mostly Used by English Teachers of SMAN 4 Wira Bangsa Melaboh in Teaching Speaking. Research in English and Education Journal, 3(3), 210-216.
Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). The effectiveness of YouTube as learning media in improving learners’ speaking skills. The Art of Teaching English as a Foreign Language (TATEFL), 2(1), 7-11. https://doi.org/10.36663/tatefl.v2i1.97
Lorusso, M. L., Giorgetti, M., Travellini, S., Greci, L., Zangiacomi, A., Mondellini, M., ... & Reni, G. (2018). Giok the alien: an AR-based integrated system for the empowerment of problem-solving, pragmatic, and social skills in pre-school children. Sensors, 18(7), 2368. https://doi.org/10.3390/s18072368
Munawir, A., Inayah, N., Firmansyah, N. P., & Huda, N. (2022). Learners' vocabulary mastery by using animation videos on English language teaching. ETDC: Indonesian Journal of Research and Educational Review, 1(3), 354–362. https://doi.org/10.51574/ijrer.v1i3.391
Ningsi, W., & Tambusai, A. (2023). The effect of using animation video YouTube towards learners' English vocabulary mastery at SMA negeri 2 Tebing Tinggi academic year 2021/2022. Cybernetics: Journal Educational Research and Social Studies, 74–87. https://doi.org/10.51178/cjerss.v4i1.1109
Pandhiani, S. M. (2024). Toward Empowered Identities: An Exploration of Female ESL Learners’ Literacy Through Digital Storytelling. Journal of Asian and African Studies, 59(4), 1078-1100. https://doi.org/10.1177/00219096221125910
Pangaribuan, J. J., & Prayuda, M. S. (2021). To improve the students’ writing skill on narrative text through of the animation movies of junior high school. IJECA (International Journal of Education and Curriculum Application), 4(3), 221-232. https://doi.org/10.31764/ijeca.v4i3.5722
Phillips, R., Ali, N., & Chambers, C. (2020). Critical collaborative storying: making an animated film about halal dating. cultural geographies, 27(1), 37-54. https://doi.org/10.1177/1474474019858693
Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477-516.
Pratiwi, Z. F., & Ayu, M. (2020). The Use Of Describing Picture Strategy To Improve Secondary Students’ Speaking Skill. Journal of English Language Teaching and Learning, 1(2), 38-43. https://doi.org/10.33365/jeltl.v1i2.603
Roberts, D. (2017). Empowering Generation Z: How and why leadership opportunities can inspire your students. Hachette UK.
Tamimi, M. A. A., Sawalmeh, M. H. M., & Ramadan, J. A. (2024). Empowering Palestinian Students: Overcoming English Speaking Barriers throughSamr Model-Inspired Digital Storytelling Based on Gaza Children's Stories during the War. International Journal of Linguistics Studies, 4(2), 17-36. https://doi.org/10.32996/ijls.2024.4.2.3
Wahyuni, A., Utami, A. R., & Education, E. (2021). The use of YouTube video in encouraging speaking skill. Pustakailmu. id, 7(3), 1-9.
Wang, R., Do Dange, M., & Izadpanah, S. (2024). The effect of animated movies on speaking skills among motivated English foreign language learners: Elementary level. European Journal of Education, e12665. https://doi.org/10.1111/ejed.12665
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
