Ministry of higher and secondary special education of the republic of uzbekistan

1.2.The use of animation videos in developing students’ speaking skill
Speaking skill is one of the language skill that must be master by the students. Students interact more frequently in the classroom, so they have to be better at speaking skills. Maryam and Reza (2014, p. 9-13) defined that speaking is one of the students’ abilities that mostly will be assessed in the real-world context. Speaking skills should be taught and practice in the language class to enable students to speak or communicate in the target language. It means that speaking is one of the language skills that must be taught, it is important for students if they want to speak fluently. Furthermore, based on the Indonesia national curriculum 2013, junior high school students must be able to interact more active and creative in the classroom so, the teacher should be able to make the teaching and learning process to be better. According to core competence 3.4, students at second grade should be able to speak in five aspects of speaking about dialogue expression to invite someone. Unfortunately, the researchers found that most students still faced some problems in speaking skills. Based on a preliminary study conducted by the researcher on October 10^th, 15^th , 17^th, 22^nd, and 24^th 2019 at SMPN 16 Banda Aceh. The researchers gave the students a speaking test by used dialogue which include all aspect of speaking. From the result of the test, the researcher found that the students still had problem in speaking skills. Students were often made mistake is speaking because they need to fit the structures and vocabulary. Students spoke in incorrect pronunciation. Also, the students speak haltingly. Therefore, the researcher is interested in solving these problems.
Regarding the problems above, the researcher chose to use the animation videos to improve students speaking skills. According to Lowe (2004, p. 558), animation can help the process of receiving information of content easier to understand. By using this kind of technique it will encouraged students to improve their speaking ability and can engage the students to be more active, creative and motivated in learning process. Moreover, Harrison and Hummel (2010, p. 21-22) stated that animated video can enrich the experience and competence of the students in a variety of teaching materials. This technique can guide the students to be more active and motivated and to make teaching and learning process more interesting and enjoyable.
In addition, the result of this study has resembled the study conducted by Farizawati (2017) that stated using animation videos gave significantly different improvements on students’ speaking skill and it helped students’ to improve their speaking ability also will give better result on students’ speaking skill. Another study conducted by Yulianti (2017) the result showed that the mean score of pretest was 11.70 and the mean score of post-test was 13.60. it showed that there is an improvement in students’ speaking ability after being exposed to animation video. Based on the explanation above, the writers formulated the question as follow : Does the use of animation videos improve students’ speaking skills through dialogue to the second grade of junior high school 16 Banda Aceh?
Brown (2000, p. 9) speaking is not a single skill, rather speaking is an interactive process of contraction meaning that involves producing, receiving, and sharing information.In other words, speaking is an ability to make the students can convey and express their ideas orally. There are five aspects of speaking in language learning discussed in this study such as grammar, vocabulary, comprehension, fluency, and pronunciation⁴.
The first is grammar. Brown (2000, p. 36) stated that grammar is a system of rules governing the conventional arrangement and relationship of words in sentence. Making use of grammar making someone understand the term of the use of a sequence of tenses, agreement, and pronoun during speaking activity. The second is vocabulary. Vocabulary is a kind of word that has the meaning when it is used such as in speaking, listening, writing, and reading. According to Hornby (1989, p. 289) vocabulary is a total number of words that make up a language. The third is comprehension. Harmer (1998) said that if two people want to make communication wih each other, they have to speak because they might have different information. It means that comprehension is the understanding between speaker and listener to get information in communication in the same language. The fourth is fluency. Zulfiqar and Tahir (2011, p. 4) defined that fluency as the ability to converse with other much more than the ability to read, write or comprehend oral language. And finally the fifth is pronunciation. Nation and Newton (2009, p. 76) pronunciation includes the articulations of individual sounds and the distinctive features of sounds like voicing and aspiration, voice-setting and stress and intonation.
Heinich et al, (1982, p. 193) animation is a technique in which the film maker gives motion to otherwise inanimate objects. The researcher defines animation is a content that has an illustration image drawing and it put into a moving image. Animation is made by photographing a series of cartoons or animation pictures and then illustrated by a computer to create colour and sound.
An English teacher should have sufficient understanding about the approaches as well as teaching methodology in teaching speaking. The Technique should be used appropriately and in line with the approach and also the method that has been chosen (Khomaini, Daud, Erdiana (2018, p.212). Similarly, animation videos has also approach, steps and procedures. The Steps and procedures of implementing Animation videos technique is promoted by Harmer (2006). He offered the following steps:

1. 
   Fast Forward
   

The EFL teachers can present the video to the students by playing it for a few seconds and the fast it forward. Those activities should be repeated until the end of the video. Then, the researcher ask the students to share what information they got from the video. In this case, the students can guess what they’re talked about.

2. 
   Silent Viewing
   

In this step, the teacher can play the video without any sounds. The video is presented silently without any information. In this case, the students’ abilities to predict the information are required.

3. 
   Freeze Framing
   

Next step, the teacher stops the video several times. The students need to encourage to deliver their idea when the video is stopped. It will be more effective to guide the students in understanding the situation and also can predict what will happen next after seeing some parts of the video.

4.