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

Score	Frequency (i)
Percentage
17-20	20	67%
21-24	3	10%
25-28	2	7%
29-32	3	10%
33-36	2	7%
Total	30	100%

Based on the frequency distribution of pre-test above, the researcher shows the result of the students’ pre-test score in the following chart below:

Figure 4.1 Students’ Pre-Test Score

Figure 4.1 above describes that the highest sore in interval 33-36 was obtained only by two students, and the lowest score in interval 17-20 was obtained by twenty students.
The researcher gave post-test to the students in the last meeting on October 24^th, 2019 after applying animation videos technique. The researcher presented the frequency distribution of post-test score in the table below:
Table 4.2 The Frequency Distribution of Post-Test

Score	Frequency (i)	Percentage
17-25	6	20%
26-34	3	10%
35-43	9	30%
44-52	4	13%
53-61	5	17%
62-70	3	10%
Total	30	100%

Based on the frequency distribution of post-tet above, the researcher shows the result of the students’ post test score in the following chart:

Figure 4.2 Students’ Post-Test Score

The chart shows the lowest score in interval 17-25 was reached by six students, and the highest score in interval 62-70 was reached by three students. It means that the students have made improvements after practicing their speaking ability by applying animation videos technique.

Figure 4.3 The average score of students’ pre-test and post-test Mean score is an important part to measure the students’ pre-test and posttest scores. The result showed that the mean score of pre-test was 21 and the mean score of post-test was 41. The result showed that there is a difference in the students’ pre-test and post-test score. it can be seen from the chart below.

Figure 4.4 The Comparison of Mean Score of Pre-Test and Post-Test

From the result above, it can be concluded that the students’ score of pre-test increased after the researcher applying animation videos in teaching speaking ability.

Figure 4.5. The Mean Score in Aspect of Speaking

From the result above, the speaking skill achieved by students in pre-test and post-test scores on five aspects of speaking namely; grammar, fluency, pronunciation, vocabulary, and comprehension. The figure showed that the average score of the post-test in each aspect of speaking increase than the average score of the pre-test. The students improved their speaking skill after the researcher implementing animation videos as teaching media in teaching speaking.
This research examined the use of animation videos to improve students’ speaking skills. The findings of the research proved that there was statistically differences in students achievement in speaking skill before and after using animation videos as a media in teaching speaking. As expected, applying animation video as a medium could improve students’ ability in speaking skills that had been successful in the experimental class. This research also has successfully helped the students solving their speaking difficulties.
The use of animation videos was expected to help the students to improve their speaking ability. From the data analysis of this research, there is a positive effect of applying animation videos as a medium at the second-grade students of SMPN 16 Banda Aceh. Based on the data analysis, the researcher found that the mean score of the pre-test was 21 and the mean score of post-test was 41. Then, the t-score was 4.89 and the t-table was 2.045. Therefore, the alternative hypothesis (H_a) was accepted and the null hypothesis (H₀) was rejected.
In addition, the result of this study has resembled to the study conducted by Farizawati (2017) that stated using animation videos gave significantly different improvements on students’ speaking skills and it helped students’ to improve their speaking ability also will give better result on students’ speaking skills. According to Farizawati, the result of the studies showed that the score of the experimental class was 26.38 and the score in the control class was 11.38. it showed the difference score in the experimental class was higher than the control class. In other research, Hamdan (2019) stated that using animation videos as teaching medium that can make the students interested and enjoyable in the learning process and the students more correctly and clearly. Moreover, this thechnique also helped the teacher to solve the problems in the teaching and learning process.
Using animation videos as media also could improve students speaking ability by imitating how to produce the correct pronunciation, how to speak in appropriate intonation and the way to express the utterences. The students also could easily identify some expressions in the animation videos and understand the content of the video. They also could use the expression in the real context. Moreover, the students became more active in the classroom and doing any activities. The students were also confident in presenting their ideas orally. The students also enjoy, enthusiastic and excited learned by watching animation videos. It can be seen that the use of animation videos could give a positive impact on learning English especially in improving students ability⁶.
To conclude, the researcher found that the use of animation videos gave the students a useful media in learning speaking. They could watch and listen to some expressions shown in animation videos. Moreover, the use of animation videos could improve students ability in learning speaking. Also, the students could focus on learning the expressions by watching animation videos and made the classroom more enjoyable and excited when teaching and learning.
Regarding to this research, the researcher would like to propose some suggestions. For the teachers, it can develop teacher’s understanding by using this kind of media to make the process of teaching and learning especially in speaking better. Also, English teachers need to design various activities to be implemented after playing animation videos. The teachers also should be more creative in implementing this technique to make the teaching and learning process better. For students, it is expected to be a solution for those who are lack in speaking skills. Also, it can be an interesting medium for students to improve their speaking ability. The students also could feel the difference in learning.