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THE USE OF ANIMATION FILM TO IMPROVE STUDENTS’ ABILITY
IN WRITING NARRATIVE TEXT
(Pre-Experimental Research at the tenth grade students of SMA Harapan
Bhakti Makassar)
A THESIS
Submitted to the faculty of Teacher Training and Education
Makassar Muhammadiyah University in part Fulfillment of the Requirement
for the degree of education in English Department
IQBAL ADNAN ANUGRAH 10535 6302 15
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan AlauddinTelp. 866972 Kota Makassar
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : IQBAL ADNAN ANUGRAH
Stambuk : 10535 6302 15
Jurusan : Pendidikan Bahasa Inggris
Dengan Judul : “The Use of Animation Film to Improve Students’
Ability in Writing Narrative Text at the Tenth Grade Students of SMA Harapan Bhakti”
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Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020
Yang Membuat Pernyataan,
IQBAL ADNAN ANUGRAH NIM. 10535 6302 15
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin Telp. 866972 Kota Makassar
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : IQBAL ADNAN ANUGRAH
Stambuk : 10535 6302 15
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan Perjanjian sebagai berikut:
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menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).
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pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
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skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2,
dan 3, maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran
Makassar, Januari 2020
Yang Membuat Pernyataan,
IQBAL ADNAN ANUGRAH NIM. 10535 6302 15
Motto
“My success can only come from Allah” (Holy Qur’an 11:88 )
“Never Trouble about Trouble Until Trouble Troubles You.”
(Kana Di Negeri Kiwi, Rosemary Kesanly)
“You Can if You Think You Can and Think Different”
(The Researcher)
“Your Time is Limited So Don’t Waste it Living Someone Else’s Live.”
(Steve Jobs)
ABSTRACT IQBAL ADNAN ANUGRAH, 2019. The Use Of Animation Film To Improve Students’ Ability In Writing Narrative Text under the thesis of English Department the Faculty of Teachers Training and Education, Makassar Muhammadiyah University (guided by Hasnawati Latief and Farisha Andi Baso) This research aimed to find out whether or not the use of animation film can improve the ability of the tenth grade students in writing Narrative Text. The researcher used pre experimental research. The research had conducted with treatment, where each all consisted of six meetings. The location of this research was done at the Tenth grade students of SMA Harapan Bhakti, Makassar with 30 students. The research instrument was a test, students write a Narrative based on the film according to the teacher explanation and answer some questions based on the film. The findings indicated that the application of animation film were significant to improve the students’ writing narrative. The students’ writing achievement was
proved by the mean score in pretest and posttest. The students’ score in pre-test (37.66) which classified as a poor classification was different from the post-test (77.16) which classified as a good classification. It means that the mean score of the students’ post-test was higher than the mean score of the students’ pre-test. It also was improved significantly. From these findings, the researcher concluded that by using animation film as a media can improve the students’ ability in
writing narrative. Keyword : Animation Film, Narrative Text, Writing.
ABSTRACT IQBAL ADNAN ANUGRAH, 2019. The Use Of Animation Film To Improve Students’ Ability In Writing Narrative Text Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. (Dibimbing oleh Hasnawati Latief and Farisha Andi Baso) Penelitian ini bertujuan untuk mengetahui apakah penggunaan film animasi dapat meningkatkan kemampuan siswa kelas X dalam menulis Teks Naratif. Peneliti menggunakan penelitian pra eksperimental. Penelitian telah dilakukan dengan perlakuan, di mana masing-masing terdiri dari enam pertemuan. Lokasi penelitian ini dilakukan pada siswa kelas X SMA Harapan Bhakti Makassar dengan 30 siswa. Instrumen penelitian adalah tes, siswa menulis Narasi berdasarkan film sesuai dengan penjelasan guru dan menjawab beberapa pertanyaan berdasarkan film. Temuan menunjukkan bahwa pengaplikasian film animasi signifikan untuk meningkatkan narasi menulis siswa. Prestasi menulis siswa dibuktikan dengan skor rata-rata dalam pretest dan posttest. Skor siswa dalam pre-test (37,66) yang diklasifikasikan sebagai klasifikasi buruk berbeda dari post-test (77,16) yang diklasifikasikan sebagai klasifikasi yang baik. Ini berarti bahwa skor rata-rata post-tes siswa lebih tinggi daripada skor rata-rata pra-tes siswa. Itu juga ditingkatkan secara signifikan. Dari temuan ini, peneliti menyimpulkan bahwa dengan menggunakan film animasi sebagai media dapat meningkatkan kemampuan siswa dalam menulis narasi. Keyword : Film Animasi, Teks Narasi, Menulis.
ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Assalamu’alaikum Warahmatullahi Wabarokatuh.
Alhamdulillahi Rabbil’alamin, the writer expresses her sincere gratitude to
the Almighty God, Allah SWT, who has given guidance, mercy, and good health
so that she can finish writing this proposal. Salam and Sholawat are delivered to
the last chosen religious messenger our prophet Muhammad SAW.
The writer received advice and guidance from a number of people from
various participations in the process of preparation and completion of this thesis.
The writer wants to say the greatest thanks to her parents (Mr.Ando and
Mrs.Hasni Banbeng) who give the best support, prayers, and sacrifices during her
life. My greatest thanks to Dra. Hasnawati Latief M.Pd., as my first consultant
and Farisha Andi Baso, S.Pd.,M.Pd. as my second consultant who has guided me
patiently and gave valuable suggestion, encouragement, and correction for the
completeness of this paper. The writer realizes that many hands had given their
helps and useful suggestion for the completion of this paper. Without the
assistance of these people, this paper would never have existed. Therefore, the
writer would like to express her appreciation and sincere thanks to all of them
particularly:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the rector of
Muhammmadiyah University of Makassar.
2. Erwin Akib, S.Pd., M.Pd., Ph.D., dean of Teacher Training and Education
Faculty (FKIP).
3. Ummi Khaerati Syam, S.Pd., M.Pd., Head of English Education
Department of FKIP UNISMUH Makassar.
4. My heartful thank to all lectures of the FKIP UNISMUH especially to the
lectures of English Department and all staff of Muhammadiyah university
of Makassar.
5. Finally, for everyone that cannot be mentioned one by one and may
Almighty Allah blesses us now and forever.
Makassar, December 2019
Writer
TABLE OF CONTENTS
Page
TITLE OF PAGE ............................................................................................... i
APPROVAL SHEET ........................................................................................ ii
COUSELLING SHEET ................................................................................... iii
SURAT PERNYATAAN ................................................................................. iv
SURAT PERJANJIAN ..................................................................................... v
MOTTO AND DEDICATION ........................................................................ vi
ABSTRACT ..................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................... ix
TABLE OF CONTENTS ........................................................................... ….xi
LIST OF TABLE ........................................................................................... xiii
LIST OF FIGURES ....................................................................................... xiv
LIST OF APPENDICES ................................................................................ xv
CHAPTER I INTRODUCTION ..................................................................... 1
A. Background............................................................................. 1
B. Problem Statement .................................................................. 4
C. Objective Research ................................................................. 5
D. Significance of the Research .................................................. 5
E. Scope of the Research ............................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE ............................. 7
A. Previous related research findings .......................................... 7
B. Some Pertinent Ideas .............................................................. 9
C. Conceptual Framework ........................................................ 23
D. Hypothesis ........................................................................... 24
CHAPTER III RESEARCH METHOD ...................................................... 25
A. Research Design .............................................................. 25
B. Population and Sample .................................................... 26
C. Variable and Indicators .................................................... 27
D. Instrument of the Research .............................................. 27
E. Procedure of Collecting Data ........................................... 27
F. Technique of Data Analysis ............................................ 28
CHAPTER IV FINDINGS AND DISCUSSION .......................................... 32
A. Findings............................................................................ 32
B. Discussion ........................................................................ 35
CHAPTER V CONCLUSION AND SUGGESTION .................................. 38
A. Conclusion .......................................................................... 38
B. Suggestion .......................................................................... 38
BIBLIOGRAPHY ........................................................................................... 40
APPENDICES ................................................................................................. 43
CURRICULUM VITAE ................................................................................. 60
LIST OF TABLES
Page
Table 3.1 Research Design.................................................................................. 25
Table 3.2 Classification in Scoring Content ....................................................... 28
Table 3.3 Classification in Scoring Organization ............................................... 29
Table 3.4 Mean Score ......................................................................................... 30
Table 4.1 The Mean Score of Students’ Writing Narrative Text ........................ 32
Table 4.2 T-test of the Students’ Ability in Writing Narrative Text .................. 35
LIST OF FIGURES
Page
Figures 2.1 Conceptual Framework ...................................................................... 23
Figure 4.1 The Improvement of Students ‘ Writing in Content ............................ 33
Figure 4.1 The Improvement of Students ‘ Writing in Organization.................... 34
LIST OF APPENDICES
Page
APPENDIX 1 Lesson Plan ................................................................................. 44
APPENDIX 2 Pre-Test ....................................................................................... 48
APPENDIX 2 Post-Test ...................................................................................... 49
APPENDIX 3Animation Film ............................................................................ 50
APPENDIX 4 The Raw Score of Students in Pre-Test ...................................... 51
APPENDIX 5 The Raw Score of Students in Post-Test ..................................... 52
APPENDIX 6 The Result of Students’ ability to Write Narrative Text in
Pre-Test ....................................................................................... 53
APPENDIX 7 The Result of Students’ Ability to Write Narrative Text in Post-
Test .............................................................................................. 54
APPENDIX 8 The Data Analysis of the Research ............................................. 55
APPENDIX 9 Distribution of T-Table ............................................................... 58
APPENDIX 10 Documentation .......................................................................... 59
CHAPTER 1
INTRODUCTION
A. Background of the research
Writing is one of the activities done by the learners of language
(English) and one of the skills in language. Writing is not an easy language
skill it is even the most difficult skill of all language skills. When we write
something, we have to gather our abilities, knowledge, and experiences to
connect between the words and our thought for expressing ourselves into
written media. The students have many problems in their English. In this
study, the writer talks about the problem in the writing skill, because
writing skill is difficult to learn. Therefore the students feel difficult to
write something that they want to do. According to Heaton cited in
Puspitasari (2007), he said writing skill are more complex and difficult to
teaching, requiring, and mastery not only a grammatical and rhetorical
devices but also conceptual and judgment because of the difficult of
writing, some efforts have been done to solve te problem. Writing is
productive skills, this skill need a clearly complex process to develop the
students’ writing skills. In the writing skills, the students should express
their feeling, idea, experiences and of course they should learn actively.
Writing is clearly a complex process, and competent writing is
frequently accepted as being the last language skill to be acquired (Nunan,
2007:91). It means that the students need a guidance to practice their
written, because writing has some of elements (content,vocabularies,
grammar, organization, punctuation and spelling). It is one of the
difficulties in teaching writing skills, the students in Indonesia is non-native
language. The teacher must to motivate and give them the interesting
technique or media to make them easily to write. Indonesia has English
Standard Competence to teach English in Indonesia, especially for teaching
writing. English Standard Competence has some of forms that the teacher
must teach in teaching writing, there are narrative text, descriptive, spoof,
recount, procedure, report, news item, anecdote, exposition, explanation,
discussion, commentary, and review text (Depdiknas Indonesia, 2006) .
Based on this statement, the writer choose the narrative text to teach in the
classroom, because narrative text is the personal experience text, so the
students will be easy to write their own experience.
Narrative is a kind of texts that the purpose is to amuse or entertain and
to deal with actual/imaginative experiences in different ways (Sudarwati
and Grace in Merindriasari. et. al (2015)). According to Anderson and
Anderson cited in Akmala (2011) Narrative text is a piece of text which tell
a story and it aims to inform the reader and listener. There are several
examples of narrative text, such as foltake, myth, legend and etcetera. In
narrative text, the students can write by their own imagination but in
addition, the students felt difficult to write it. The students have no idea and
confused to start their write it Because, the teacher establish the topic and
sometimes the topic is strange for them, they have never imagine it earlier.
In this case, the teacher must help their students to improve their ideas in
writing. The teacher can use the appropriate, imaginative, fun, familiar, and
effective media to teach writing in the class in order to make the students
are not bored and confused.
The media will help the students easily to write and transfer their
ideas. The use of media in the classroom is important for the teacher to
make their class interesting. It will help them to explain their material to
their students. There are many suitable media for teaching writing narrative
text, and of the media is animated film, because animated films the
combination of moving picture and sound, so this media is not about the
audio or visual only. This media is about both of the audio and visual also
so the students will be easily and fun when they learn writing skill by this
media. According to Stempleski and tomalin cite in Susanti (2011) state
that children and adults feel interest quicken when language is experienced
in lively way through television and film. Based on this technique, the
students will not feel difficult to express their narrative text about the
animated film that they watched.
The animated film can help the students to understand the language
easily, it is a fun movie because the students watch about cartoon or
animated. The duration of this movie is not too long, it is about 10 until 15
minutes. It will help the teacher for managing the time when they teach in
the class, because it does not need to use a long time to watch the movie.
Animated film is expected to use as an effective media especially for
language teacher because animated film has an authentic and varied
language in it. It provide the students real conversation and expose the
expression in English. It can help the students to rise up their imaginative
skill in narrative text, this media will bring fun atmosphere in the class. The
teacher can search the animated film on the internet or maybe the teacher
can use the DVD then download and save it in the laptop then play it to the
students through the laptop, projector and speaker. The students need the
creative and innovative teacher.
Therefore, the writer would like to reduce the problem in the writing skill
by means of “The use of Animated Film to Improve Students Ability In
Writing Narrative Text to the Tenth Graders of SMA Harapan Bhakti”.
B. Research Problem
Based on the background above, this study is arranged to answer these
questions :
1. Does the use of animation film improve the students’ ability in writing
narrative text in term of content at the tenth grade of SMA Harapan
Bhakti?
2. Does the use of animation film improve the students’ ability in writing
narrative text in term organization at the tenth grade of SMA Harapan
Bhakti?
C. Objective of the Research
Based on the statement of the problem above, this study is arranged :
1. To find out the improvement of the students’ ability in writing
narrative text by use animation film in term of content.
2. To find out the improvement of the students’ ability in writing narrative
text by use animation film in term of Organization.
D. Significance of the Research
The writer hopes that this study can be useful in the education world,
particularly for the teachers, the students and the other researchers.
For the teachers, from this study the teacher can be more creative and
have many variations to teach writing skill. Thus, the students are not
bored, felt difficult and have no idea when they study in the writing class.
This study, it can use as an effective strategy and to develop technique for
teaching writing.
For the students, the writer hopes that the animated film can improve the
students’ writing ability. So, they will not feel bored and hard to learn English,
but rather will feel interested. This study will help the students to avoid their
lack and mastering their writing skill especially in writing narrative text.
For the other researchers, the writer hopes that his study will be useful
and get the feedback from the other researchers. The other researchers can
be conducted the similar study with the different forms, respond and place.
E. Scope of the Research
The researcher is emphasizes on learning and teaching English,
particularly in learning and teaching writing. The researcher concentrates on
the use of animation film in improving writing ability of the students in
narrative text. The researcher limited the component of writing such as content
and organization in writing narrative text.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Previous Related Research Finding
The writer has some relevant previous research, there are:
Thesis entitled, “The Effect Of Using Folktale Movie On Students’ Ability
In Writing Narrative Text” ( An Experimental Study in the Second Grade
Student of State Islamic Senior High School In Tembilahan Indragiri Hilir
2012/2013 ) by Faridl the students of English Department at University of
Sultan Syarif Kasim Riau. Found that using folktale movie is effective to
improve students’ writing skill. It can be proved by the pre-test to post-test
mean of the students’ writing skill of the class which are not teach by
folktale movie (69 to 71). The students’ writing skill of the class which is
teaching by folktale movie shows significant improvement (69-87). From
the test result, it can see that the class which is teaching by folktale movie
got high scored than not teaching by folktale movie.
Thesis entitled, “The Effectiveness Use of Using Animation Movies As
Medium To Improve The Students’ Writing Skill Of Narrative Text” ( A
case of the tenth grade students of SMA Negeri 1 Wanadadi in the
academic year 2012/2013) by Candra the students of English Department
at University of Semarang. Find that the student who are teach by using
animation movie get better score in writing narrative text than the students
who are teach by using conventional method. The post-test mean score of
the students who are teach by using animation movie was 62,65 while the
post-test mean score of the students who are teach using conventional
method was 53,15.From the research we can see that the class which is
teach by animation movie get high score than not teach by animation
movie.
Thesis entitled, “The Use of Animated Film to Improve Students’
Ability in Writing Narrative Text by Akmala (2011) the students of English
Departement at Walisongo State Institute For Islamic Studies Semarang.
This study was aimed for discussing about improving the students’ writing
ability through animated film at senior high school. The purpose of this
study to atrract and grow students’ motivation in learning and mastery
English and improve the students’ ability in writing narrative text because
the students can catch the idea of the film easily. This is classroom action
research and the method of the research is descriptive quantitative study
that involved in one class the recommendation by English teacher of MAN
Pemalang.
Based on the related research finding, there are similarities this research
writing narrative text is relevance with this research and using animation
film as media it is same with the method in the research. The differences of
this research are from the students’ creativity and using different teaching
material.
B. Some Pertinent Idea
1. Concept of Writing
a. Definition of writing
There are four skills in teaching learning English that should be
mastered by students. There are speaking, listening, reading and
writing. Writing is one of important skills that must to learn by the
students. Writing is productive skill, the students can express their
feeling or imagination in writing. Writing is indirectly skill that use
by people to communicate with the other people without physical
appearance. Writing is an activity that can usefully be prepared for by
work in the other skills of listening, speaking and reading (Nation,
2009:113). It means that the students will be mastered in writing if
they had strong knowledge in reading, listening and speaking.
Halliday (in Nunan, 1991:84) suggest that writing has evolved in
societies as a result of cultural changes creating communicative needs
which cannot be readily met by the spoken language. As we know
that we have a lot of kinds of student’s character in the class, there is
a student speak a lot, silent, hyperactive etc, and for the silent
students, they can express their imagination, ideas or their feeling in
the writing skill. They can create something new for their life by
written. Based on Halliday (in Nunan, 1991:84) in the modern world,
written language serves a range of functions in everyday life,
including the following :
1. Primary for action : public signs (on roads and stations), product
labels and instructions (on food, toys etc)
2. Primary for information : newspaper and current affair magazines
(news, hobby magazines, non-fiction books, public notices etc)
3. Primary for entertainment :comic, fiction books, poetry and drama,
film subtitles etc.
According to Nunan (1991:85), there are two different kinds
complexity between written and spoken language, written language is
complex at the level of the clause, while spoken language is complex
in the way clauses are linked together. Writing and speaking are
different, the student or someone who can speak well, do not write
well also. Because, speaking and writing have different structured and
complexity. According to Heaton (in Susanti, 2011:8) writing skills
are complex and difficult to teach, requiring mastery not only
grammatical and rethorical devices but also conceptual and judgment
elements. The teacher should bring the grammatical rule and the
concept of writing in teaching learning process. The young writers
need to be exposed to a range of different types of text. They need to
be shown how the different text types are characterized by different
generic structures (Nunan, 1991:90). It means that the writers or the
students expected to understand about the generic structure of the text
because every kind of text has different generic structure. Each of
student should be expected to use the grammar, punctuation and
spelling correctly in their writing.
Nunan (in Susanti, 2011:9) states that writing is the mental work
of inventing ideas, thinking of how to express them and organizing
them into statements and paragraphs until that is clearer to the
readers. Writing is a continue process of thinking and organizing,
rethinking and reorganizing (Boardman, 2002:11). Every writer has
an idea when they want to write something but not only the idea that
they had but they should have think how to express their ideas into
good composition so that the reader know about the idea clearly when
they read it. So, there is not going to happend misunderstanding
between the writer’s idea and the interpretation of the reader.
b. Writing process
Writing is commonly seen as a three-stage process, pre-writing,
writing and rewriting (Lyons and Heasley (in Nunan, 1991:91)).
According to Nunan (1991:92) suggested that writing is minimally a
three-stage process of pre-writing, writing and revision.
1. Pre-writing
The writer starts with select the word or phrase that is related to
the topic on his interest to write and not going to make confused.
2. Writing
The writer has to deal the ideas with detail that they have to
mention in pre-writing. In this stage, the writer makes a drafting to
develop the outline into a good and coherent paragraph. Grammatical,
punctuation and spelling will be focus in this stage.
3. Rewriting or Revision
Rewriting is a critical part of the writing process and consists
of two separate processes, revising and editing (Boardman,
2002:27). The writer revises and edit of their writing in this stage.
The writer must to connect it into good grammar, punctuation,
spelling and mechanics. The content and organization of the text
must be clear and complete.
c. Component of Writing
According to Jacob et.al in Fitriana (2018),suggest that the
components of writing there are 5. Such as :
1) Content
Content is unity. That means every sentence contributes one
principle, uniting the whole. Furthermore, unity is the first
effective sentence quality. The writing content is about the ability
to think creatively and develop through, except all irrelevant
information. It must be learned for the reader. Thus they can
understand what massage is saying and get information from it.
Also the contents of the writing must be good and complete
because of the characteristics of good writing.
The writing content must be clear to the reader so that the
reader can understand the massage being held and get the
information form. In order for the content of the writing to be
good, the context must be unified and complete. This term is
usually known as unity and completeness, which characterizes
good writing.
2) Organization
Organization in writing involves coherence, order or
importance, general to specific, specific to general, chronological
order and spatial pattern and express fluent expression: ideas
clearly state/support, succinct, well-organize, logical sequence and
cohesive. In form of the writing concern with the way through
researcher arranges and organizes the ideas order massage in the
writing. There are many ways use by researcher to organizes or
arrange the writing. This form is mainly recognizes as order.
a) Chronological Order
This type or form is commonly use the narration and
exposition; it deals the events with the process that is describe
from beginning to the end.
b) Order of Importance
This type of form is a way of organizing supporting details
according to their importance. When a researcher arranges detail
in this way, how star the least important ones. Or he may start it
with the least important ones and then process to the most ones.
c) General to Particular Order (Deductive)
This type of form is commonly use in the expository writing.
In this type, the main idea is state in the first sentence and then
moves the supporting sentence. This type is usually known as
educative order. The supporting sentences explain the general
idea of the topic sentence in the first sentence.
d) Particular to General Order (Inductive)
This type of form is usually as inductive order. Here, the
researcher will lead reader through various kinds of supporting
sentences concluding sentences. The topic sentences are place in
the end of writing.
e) General to Particular-General Order
This type of writing of form begins with a generalization and
then follows with particular statement to support that
generalization. In the final sentences, the main idea will be
restart in the topic sentences, but slightly in different words.
f) Question to Answer Order
This type of form with the question and the answer of it will
follow. The answer should be contains with enough fact and
order detail until they are acceptable to readers.
3) Grammar
Grammar has many patterns that depend on situation and
condition, generally call by tenses. Tenses are an important
material in learning English, because it help us to compose
sentence well, especially in using verb.
4) Vocabulary
Vocabulary is one of the language aspects dealing the process
of writing. Vocabulary as one of the requirements of good writing
is always dependent on the effective use of the word.
5) Mechanics
Mechanics include capitalization, punctuation, and spelling
appropriately. The reader means understanding and recognizing
what the author means of course. The use of mechanical writing
will guide the reader to easily understand the ideas or messages
conveyed. Based on the definition mentioned, the researcher
decided to analyze the indicators in writing in terms of content and
organization. As we know, there are five writing indicators but
researchers only choose content and organization.
2. Concept of Narrative Text
a. The mining of narrative text
According to Sudarwati & Grace (in Merindriasari et al, 2014:2)
said that narrative is a kind of texts that the purpose is to amuse or
entertain and to deal with actual/imaginative experiences in different
ways. Narrative texts usually tell about story that actually happened or
imaginary story. For example, novel, short story, folktale, legend,
fairytale, vacation and story of our unforgettable moment.
Narrative text is usually told by a story teller (Anderson and
Anderson in (Akmala, 2011: 17)). A narrative is a piece of text which
tells a story and, in doing so, entertains or informs the reader or
listener (Anderson and Anderson in (Susanti, 2011:11)). Based on the
definition, narrative text is the text that tell about some experience of
the writer and the purpose of the text is to amuse and entertaint to the
reader. The writer should convey their idea clearly to gain the readers’
perception and interest in a story. To be a good writer, we must to
understand about the component of the text, not only the definition
and the social function.
b. General structure of narrative text
The different text types are characterized by different generic
structures (Nunan, 1991:90). Narrative text has two components, the
first component is generic structure and the second component is
language features. According to Neo cited in (Akmala, 2011:18) said
that narrative text has a structure, a shape or a pattern.
There are orientation, rising action, climax, falling action and
resolution.
a) The orientation, it establishes the characters and situation.
b) Rising action, it refers to a series of complication leads to the climax.
c) The climax is the critical moment when problem/conflicts demand
something to be done about them.
d) Falling action is the moment away from the highest peak of
excitement.
e) The resolution consists of the result or outcome. According to Gerot and peter cited in (Akmala, 2011:19), states
that language features of narrative text are :
a) Focus on specific and usually individualized participant
e.g. : Aladdin, Shifu
b) Use of relational processes and mental processes
e.g. : everything was so so weird, tigress was unhappy c) Use of temporal conjunctions and temporal circumstances
e.g. : a few years ago, sometimes, once upon a time
d) Use of past tense
e.g. : lived, stayed, was e) Use of verbal processes
e.g. : said, told, promised
All of this knowledge must convey to the students by the teacher,
because it’s important for the students to be a good writer in the
narrative text. So that they can express their idea and feeling in good
composition. They can send their ideas to te reader easily and the
reader can receive their idea clearly.
c. Teaching Writing Narrative Text
One of the reasons that people can operate within socio cultural
rules is because they know about different styles and recognize
different written and spoken genres (Harmer, 2007:247). We know
that writing is complicated skill, because writing has a lot of
composition that to be mastered by the students. The spelling,
grammatical errors, vocabulary, punctuations, the generic structures
and the language features of the types of text are the big problems that
should be solved by the teacher. It is the project for the teacher to
solve their students’ problem. Giving the motivation, the interesting
media or may be giving the stimulation to the students so that it can
improve their writing skills.
According to Harmer ( 2007:261), the teacher needs to deploy
some or all of the usual roles when students are asking to write, the
ones that are especially important are as follows :
1) Motivation: One of our principal roles in writing task will be to
motivate the students, creating the right conditions for the
generation of ideas, persuading them of the usefulness of the
activity and encouraging them to make as much effort as possible
for maximum benefit. It’s mean that the teacher prompt their
students to be a creative student and encourege them by giving the
interesting media so that their students will not bored or it can be
help them when they learn writing skills.
2) Resource: Especially during more extended writing tasks, we should
be ready to supply information and language where necessary. As a
teacher giving the suggestion and supply for the students is
important. Writing class is different with the other skills, because in
this skill the teachers need a long time to make discussion with their
students. The students need more and detail explanation from the
teacher.
3) Feedback provide : Giving feedback on writing tasks demands
special care. The respond from the teacher is important, giving the
feedback for what the students have written is the last activity in
teaching writing. In this stage, teacher must be focus to give their
correction.
3. Definition of Media
A media is something we use when we want to communicate with
people indirectly, rather than in person or by face-to-face contact
(Buckingham, 2003:16). Media is important to use in teaching learning
process, it can transmit the information from the teacher to the students.
According to Heinich et al (2005:9) said that media are a means of
communication and source of information. The purpose of media is to
facilitate communication and learning. Teaching media is everything
that can use to deliver message from sender to receiver. Teacher can
create the new atmosphere and make the interesting class by using the
media. The students are not bored when teacher use the media to deliver
the material. The suitable media can stimulate the students’ ability,
interest and attention as well.
a. The Kind of Media
Media is a tool that make teacher easy to teach in the classroom.
There are many media that teacher can use in the new material to the
students. There are six basic types of media used in learning and
instruction (Heinich et al, 2005:9) :
1. Text
Text is the most commonly medium and alphanumeric
characters that may be displayed in any format like a book, poster,
chalkboard, computer screen etc.
2. Audio
Audio is anything you can hear, it may be live or recorder
such as person’s voice, music, mechanical sounds, noise etc.
3. Visuals
Visuals are regularly used to promote learning like diagram on
a poster, drawings on a chalkboard, photographs, graphics in a
book, cartoons etc.
4. Motion media is a media that show motion, one set material often not
considered media are real objects and models. This media has a real
picture and voice. Such as video, movie, television etc.
5. Manipulative are three dimensional and can be touched a handled by
the students.
6. People
The final category of media, these may be teachers, students,
or subject matter experts etc.
4.Concept of animated Film
Animated movie or film are distinguished from live-action ones by
the unusual kinds of work that are done at production stage. Animation
film or film do not do continously filming outdoor action in the real
time, but they create as series of images by shooting one frame at a time
(Brodwell and Thompson cited in Akmala, 2011:25). Animated film is
appropriate media to give to the students in the senior high school
because it is fun media. The students will interest to watch it, they did
not fell bored and they get stimulate to express or share their opinion in
their writing.
a. The Implementation of Animated Film in Teaching Writing Narrative
Text
The appropriate and effective media is important in teaching
learning process. The teacher must to think the media that she/he
wants to apply for the students. One of the media is film, film is
suitable media to use in teaching writing narrative text. Films/movies
and videotapes are so flexible and motivating, they are most effective
as springboards for language production and practice (Stoller,
1988:4). The main idea of film help the students express their idea in
writing narrative text easily. According to Stoller (1988:2), there are
some activities in learning writing through the film :
1. Pre-viewing Activity
In this activity, the students prepare to viewing the film. The
teacher giving the brainstorming to develop the students’
background knowledge about the narrative text.
2. Viewing Activity
Viewing activity is to facilitate the actual of a film. In this
activity, help the students to focus about the character, setting and
plot of the story. The film is show until the end and the teacher can
play the film twice at that time.
3. Post viewing Activity
In this activity, the students will write the narrative text based
the information that they got when they watch the film.
b. Criteria To Choose The Film That Can Use As Learning Media
The criteria as follow :
1) Can be capture by student reasoning. A good animated film give
students is simple, but have positive imagination to students.
2) Not very long and effective to telling stories
3) Use polite language.
4) Contains values that can be known by students. A good animated
film that is inside the telling can grow positive values and can
improve students love for their religion and own people. Love
towards homeland and be able to understand wisdom local
ownership of each region is one of the main factors can be display
on animated films.
C. Conceptual Framework
The conceptual of the research illustrate as follows :
1) Input : Before apply in the class, the researcher give observation and
give test to know the students’ prior knowledge in the classroom.
2) Process : Treatment is given using animation film. The research apply
animation film as media in one group class.
Writing
Teaching writing material narrative
text
Teaching and learning process by
using animation film
Improve the students’ writing
skill
Content Organization
Input
Process
Output
Figure 2.1
The animated film can help the students to understand the language easily, it is a fun movie because the students watch about cartoon or animated. The duration of this movie is not too long, it is about 10 until 15 minutes. It will help the teacher for managing the time when they teach in the class, because it does not need to use a long time to watch the film.
3) Output : The treatment that is given in he process of the research is
evaluate the students’ interest and how effective using animation film
in teaching writing o narrative text.
D. Hypothesis
The hypothesis of this research is :
1. H0 (Null Hypothesis ) = The use of animation film is not
effectiveness in writing narrative text.
2. H1 ( Alternative Hypothesis ) = there is an effectiveness of using
media animation film to improve students ability in writing
narrative text.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The type of the research was pre –experimental design. The kind of
pre-experimental design of this research is one group pre-test and post-
test. This design involved one group which is pre- test (O1), exposed to
a treatment (X), and post-test (O2). The design is present as follow:
Table 3.1 Research Design
PRE TEST TREATMENT POST TEST
O1 X O2
(Sugiyono, 2019:131)
Where :
O1 = Pre test
Before doing the treatment, the students were given pre-test to
know their achievement in writing. In this pre-test, the researcher asked
the students to write down all the ideas of the students without
animation film. The students used 2 x 5 minutes.
X = Treatment
After given the pre-test, the students were treated with different
treatment. The students treat by using animation film. The researcher
used animation film to teach writing narrative paragraphs. The steps in
teaching writing narrative paragraph are described as follows:
First : The researcher will present and introduce the material
to the class and explain what they have to do.
Second : The researcher will explain about narrative paragraph.
Third : The researcher will watched animation film.
Fourth : The researcher will order the students to write the
narrative paragraph based on the film that have watch.
Fifth : The researcher will administer comment to students
mistakes.
O2 = Post test
After the treatment, the post-test conducted to find out the
students’ writing achievement. It used to check the result of treatment
it was also be useful to know writing ability of the students. The test
was same with pre-test.
B. Population and sample
1. Population
The population was the students of the first year of SMA
Harapan Bhakti that consist 6 classes and each class consisted of 30
students so the total number of the population is 180 students.
2. Sample
Among the population, the researcher took 30 students in X
MIA 1 as a sample of this research by used random sampling
technique.
C. Variable and Indicators
1. Variables
There were 2 variables in this research, there are independent
variable and dependent variable. The variables were follows:
a. Independent variable was the use of animation film.
b. Dependent variable was students’ writing skill.
2. Indicators
The indicator of the research was known the use of animation film
to improve the students’ writing skill focused on organization and
content.
D. Instrument of the research
The researcher used writing test to asses and examine the students’
writing ability. The tests were pre-test and post-test. The pre-test is
given to asses and to examine the students’ writing ability without using
animation film in the previous treatment while post-test is given after
treatment of applying animation film as media to asses and examine the
students’ writing ability. Both pre-test and post-test was use to find out
the development of the students’ writing ability after the treatment by
using animation film.
E. Procedure of Collecting Data
Mujis (2004:56) stated that data collection was done by observing a
situation, setting or interaction using the constructed instrument.
Collecting data in this experiment research as follows:
1. Pre-test used at the first meeting to measure the students’ ability
before giving a treatment.
2. Treatment use to made students understand about material. There are
four times for treatment by using animation movies as a media in
teaching writing narrative text.
3. Post-text use after treatment to measure the students’ improvement
and understanding about the material through animation film thus,
the total meeting of this research was six times, it conclude pre-text,
treatment, and post-text.
F. Techniques of Data Analysis
The data collected through quantitative analysis. The researcher used
a procedure as follows:
1. Scoring the result of the students’ text classified as follows:
The researcher correct the students writing based on the analogies
scale for writing
a. Content
Table 3.2 Classification in Scoring Content
Score Criteria
5
1. Meaning is conveyed effectively. 2. Show a clear understanding of writing,
topic and main idea. 3. Contains some ideas and they are
coherence with each other.
4
1. Meaning is conveyed but breaks down at items.
2. Show a good understanding of writing, topic, and main idea development.
3. Contain some ideas and they are coherence with each other.
3 1. Meaning is frequently clear. 2. Show some understanding of writing,
topic, and main idea, less development.
2
1. Meaning is unclear. 2. Shows little evidence of discourse
understanding. 3. Contains some ideas and they not
coherence each other.
1 1. No complete sentences are written. 2. No evidence of concept writing.
( adapted from Harmer in wahyuni, 2015:35)
b. Organization
Table 3.3 Classification in Scoring Organization
Score Criteria
5
1. Organization is appropriate to write assignment and contains clear introduction, developments of idea, and conclusion.
2. Transition one idea to another is smooth and provides readers with clear understanding that topic is changing.
4 1. Events are organized logically, but some
of the sample may not be fully develop. 2. Some transition of ideas evidence.
3
1. Organization may be extremely simple of there may be evidence of disorganization.
2. There are few transitional markers or repetitive transitional markers.
2 1. Sample is compared if only a few disjoin
sentences. 2. No transitional markers.
1 1. No complete sentences are written 2. No evidence of concepts of writing.
( adapted from Harmer in wahyuni, 2015:36 )
2. To score the students’ answer of text, the researcher use formula.
Correct answer score Scoring = X 100
Maximum score ( Sudjana in Firtriana : 34 )
3. The mean score of the students classify into five levels as follows:
Table 3.4 Mean Score
No Classification Score 1 Excellent 85-100 2 Good 65-84 3 Fair 55-64 4 Poor 35-54 5 Very Poor 0-34
( Depdikbud, 2004 )
4. Calculating the mean score by using the following formula:
Ʃ x X =
N Where: X = Mean Score
Ʃ x = Total Score
N = The number of students
( Gay in Wahyuni, 2015 : 37 )
5. To calculate the improvement of percentage of the students’ pre-
test and post-test by using formula:
X 2-X 1 P = X 100
X 2
Notation: P :Rate Percentage
X1 :The mean score of pre-test
X2 : The mean score of post-test
(Gay, 2006 : 320 )
6. To finding the significance difference between the pre-test and
post-test by calculating the value of the test.
D T = (∑D2) ∑D2 - N N(N – 1)
Where :
T = Test of Significance
D = The Mean Score
∑D = The sum score of difference
∑D2 = The square of sum score of diference
N = The total number of students
(Gay, 2006 : 320 )
BAB IV
FINDINGS AND DISCUSSION
A. Findings
1. The Students’ Mean Score In Narrative Text
To answer the research question in the previous chapter, the
researcher administered a test, which was given twice to the students.
Firstly, pre-test was given before the treatment. Secondly, post-test was
given after the treatment. The result of the students’ ability to write
narrative text was presented in the table, below :
Table 4.1 The Mean Score Of The Students’ Writing Narrative Text
Writing Narrative
Text
Pre Test Post Test Improvement
% 37,66 77,16 51,19%
The data in the table 4.1 shows that the students’ ability in writing
narrative text as the result calculating of the students’ pre-test and post-
test after taught by using animation film as media. The students’ score
in pre- test (37,66) and post-test (77,66). It means that the mean score
of the students’ post-test was higher than the mean score of the
students’ pre-test.
2. The Improvement of Students’ Writing in Content
The improvement of the students’ ability to write content of the
topic were presented in the table, below :
Figure 4.1 The improvement of students’ writing in content
The data in figure 4.2 shows that the improvement in content score as
the result calculating the pre-test and post-test of the students’ ability in
writing narrative text by use animation film as media. Where the students’
score in pre-test (37.33) was different from the post-test (76,66). It means
that there were improvement (51,30%) of the students’ ability in writing
narrative after taught by using animation film as a media.
3. The Improvement of students’ writing in organization
The result of the students’ to write organization of the topic that
presented in the table, below :
0
10
20
30
40
50
60
70
80
Content
Pre-test 37.33
Post-test 76.66
Improvement51,30 %
Figure 4.2 The improvement of students’ writing in organization
The data in figure 4.3 shows that the students improvement in
organization score as the result of calculating the students’ pre-test and
post-test at the students’ ability in writing narrative text by using
animation film as a media. Where the students’ score in pretest (36) was
different from the post-test (78,33) it means that there was improvement
(54,04%) of the students’ ability in writing narrative text after taught by
using animation film as a media.
4. The significance of students’ ability in writing narrative text
To know the level of significance of the pre-test and post-test and post-
test, the researcher used t-test analysis on the level of significance (p) =
0,05 with the degree of freedom (df) = N-1, where N= number of subject
(30 students) then the value of t-table is 2.045. the t-test statistical,
0
10
20
30
40
50
60
70
80
Organization
Pre-test
Post-test
Improvement
analysis for independent sample was applied the following table shows the
result of t-test calculation :
Table 4.2 T-test of the students’ ability in writing narrative text
Writing Narrative
Text
T-Text T-Table Comparison Classification 11.99 2.045 T-Test> T-Table Significantly
Different
The table 4.4 shows that t-test value was greater that t-table (T-
Test>T-Table), the final result showed that t-test value for the final
score of students’ writing ablity was (11.99>2.045). It means that there
was significant difference between the students’ writing ability before
and after using animation film as a media. It was also said that the null
hypothesis (Ho) was rejected and the alternative hypothesis (H1) is
accepted.
B. Discussion
The description of previous section showed the students’ ability in
writing narrative text has improved, based on findings above in
applying the animation film as a media in the class, the data was
collected through test as explained in previous finding sections showed
that the students’ ability in writing narrative text was significantly
improve the students’ score after applying the animation film as a
media was better than before the treatment was given to the students’,
before giving treatment, the students’ ability in narrative text was
categorized as fair. After giving the treatment, their ability was
significantly improved.
1. The students’ Improvement in Writing Narrative Text
After calculating the score, the researcher found the students’ ability
in Narrative Text had improved 51,19% from the mean score 37,66 on
pre-test to be 77,16 on post-test. It was supported by the mean score
post-test of the students’ ability in writing narrative text was higher than
pre-test.
The score of the students post-test was higher than the mean score
of the students’ pre-test therefore, the use of the animation film as a
media can enrich the students’ ability in Narrative Text.
It was also support by the result of the data analysis on the table 6
showed that from the level of significance (p) = 0.05 with the degree of
freedom (df) = N-1, where N= number of subject (30 students’) then the
value of t-table was 2.045, the value t-test of the students’ writing in
repost text was higher than the t-table (11.99> 2.045). Then, the
students’ ability in writing narrative text could enrich by using the
animation film as a media.
2. The improvement of the students’ writing content
After calculating the score, the researcher found the students’ ability
to write content had improved 51,30% from the mean 37,33 on pretest
to be 76,66 on posttest, it was supported by the mean score of posttest
was higher than the mean score of pretest, therefore, the use of
animation film as a media could enrich the students’ ability to write
content in narrative text.
3. The improvement of the students’ writing organization
After calculating the score, the researcher found the students’ ability
to write organization had improved 54,04% from the mean score 36 on
pretest to be 78,33 on post-test . It was supported by the mean score of
protest was higher than the mean score of pretest, therefore, the use of
animation film as a media could enrich the students’ ability to write
organization in narrative text.
Based on the result above, hypothesis test showed that null
hypothesis (H0) was rejected and alternative hypothesis (H1) was
accepted, so, the researcher concluded that there was significant
improvement of the students’ ability in writing narrative text by using
the animation film as media in teaching writing narrative in SMA
Harapan Bhakti, Makassar.
This study found that the students’ writing ability in narrative text
by using the animation film as media was improved. It indicates similar
with previous study by Susanti (2011), Yulianingrum (2011), Fitriana
(2011), Akmala (2011), who done this research before considered that
by using this media could improve the students’ writing proficiency in
narrative text. They could be more motived, easier to understand, while
the teacher felt easy to teach the student’ how to write a narrative.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the discussion and explanation in the previous chapter and
looked at the result of this research, the researcher put of forward some
conclusion as follows:
The use of animation film was effective to be used as a media in
teaching writing narrative because there was a significance difference
between the progresses in writing of the students when they were taught
using animation film as a media and when they were not. By using the
media, the students can express their ideas and easy to understand. The
students’ attitude of the tenth grade students of SMA Harapan Bhakti
Makassar in learning English writing was positive and more interested
to learn by using the animation film as a media. It was proved that there
was significant difference between the result of students’ pre-test and
post-test by the value of t-test was greater than the value of t-table ( Ttest
value (11,99) > Ttable value (2,045).
B. Suggestion
In relation to the conclusion above, the researcher formulates some
suggestion in the following points :
1. The teacher and give explanation about the important of writing as
well as other language skills.
2. The teacher should be more creative to enrich their teaching material.
They can use animation film as a media to motivate the students in
learning English especially in writing.
3. The teacher should give more chance and guidance practice to
practice as the one way to developed the students’ writing ability in
the class.
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Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA Harapan Bhakti
Mata Pelajaran : Bahasa Inggris
Kelas : X/1
. A. Kompetensi Inti
• KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin,
santun, peduli (gotong royong, kerjasama, toleran, damai),
bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara
efektif sesuai dengan perkembangan anak di lingkungan, keluarga,
sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,
kawasan regional, dan kawasan internasional”.
• KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah
• KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, bertindak secara efektif dan kreatif, serta
mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
Mengungkapkan makna dan langkah retorika dalam essay
sederhana secara akurat, lancar dan di terima dalam konteks kehidupan
sehari-hari dalam teks berbentuk narrative.
C. Indicator
1. Menghasilkan teks berbentuk narrative.
D. Tujuan Pembelajaran
Pada akhir pembelajaran :
• Siswa mampu membuat teks narrative.
E. Materi Pembelajaran
Materi ajar writing :
1. Narrative teks
Narrative text tells a story from a particular point of view and can
be presented using words, images and sounds. Narrative explore
themes related to deeper human concerns, such us trust and honestly,
true love and friendship, good overcome evil, valuing people and
overcoming challenges. Narrative is the text that purpose to amuse or
entertain the reader and to tell a story and consist of orientation,
complication, and resolution.
F. Media Pembelajaran
• Animated film
• Laptop
• Infocus
• Papan tulis dan Spidol
G. Langkah-langkah kegiatan pembelajaran
1. Kegiatan awal :
a. Menyapa siswa
b. Menjelaskan materi yang akan di pelajari.
2. Kegiatan Inti :
a. Memberikan pengertian tentang narrative text.
b. Menjelaskan tentang generic structure narrative text.
c. Menginstruksikan siswa untuk menulis sebuah teks berbentuk
narrative.
3. Kegiatan akhir :
a. Guru menyampaikan kesulitan siswa selama proses belajar
mengajar.
b. Guru menyimpulkan materi pembelajaran.
J. Penilaian
Bentuk instrument : Pertanyaan tulisan
Rubric penilaian :
Menulis narrative text
No. Nama siswa
Aspek yang dinilai Nilai
Content Organization 1.
2.
3.
4.
5.
Makassar, 2019
Mahasiswa yang meneliti,
Iqbal Adnan Anugrah
Appendix 2
1. Make a narrative paragraph.!
Name : Class :
1. Make a narrative paragraph based on the film that have you watched and used
by your own word.!
Name : Class :
Appendix 3 Animation Film :
Appendix 4
THE RAW SCORE OF STUDENTS' IN PRETEST
STUDENT CONTENT ORGANIZATION
S1 3 2 S2 2 2 S3 2 1 $4 3 2 S5 2 3 S6 1 1 S7 2 2 S8 4 3 S9 2 3 S10 2 1 S11 3 1 S12 1 2 S13 1 1 S14 3 3 S15 1 1 S16 1 1 S17 1 1 S18 2 4 S19 1 1 S20 1 3 S21 2 1 S22 2 1 S23 1 4 S24 2 1 S25 2 2 S26 1 1 S27 2 1 S28 1 2 S29 2 2 S30 3 1
Appendix 5 THE RAW SCORE OF STUDENTS' IN POST-TEST
STUDENT CONTENT ORGANIZATION
S1 4 3 S2 3 3 S3 3 4 S4 4 4 S5 4 4 S6 3 5 S7 5 4 S8 4 4 S9 4 3 S10 5 4 S11 3 4 S12 4 5 S13 5 5 S14 4 4 S15 5 4 S16 3 5 S17 3 5 S18 4 4 S19 5 4 S20 5 4 S21 5 3 S22 3 5 S23 4 4 S24 4 5 S25 2 4 S26 2 3 S27 1 3 S28 4 5 S29 5 4 S30 5 4
To know the final score of the student was : Score Student score = X 100 Maximum score 3 Example = X 100 = 60 5
Appendix 6 THE RESULT OF STUDENTS' ABILITY TO WRITE NARRATIVE TEXT IN PRE-TEST
Code of
Content Organization Total Mean
Classification Sample score score
S 01 60 40 100 50 Fair S 02 40 40 80 40 Poor S 03 40 20 60 30 Poor S 04 60 40 100 50 Fair S 05 40 60 100 50 Poor S 06 20 20 100 50 Poor S 07 40 40 80 40 Poor S 08 80 60 140 70 Poor S 09 40 60 100 50 Poor S 10 40 20 60 30 Good S 11 60 20 80 40 Poor S 12 20 40 60 30 Fair S 13 20 20 40 20 Fair S 14 60 60 120 60 Poor S 15 20 20 40 20 Good S 16 20 20 40 20 Poor S 17 20 20 40 20 Poor S 18 40 80 120 60 Poor S 19 20 20 40 20 Good S 20 20 60 80 40 Fair S 21 40 20 60 30 Poor S 22 40 20 60 30 Poor S 23 20 80 100 50 Poor S 24 40 20 60 30 Fair S 25 40 40 80 40 Poor S 26 20 20 40 20 Poor S 27 40 20 60 30 Poor S 28 20 40 60 30 Poor S 29 40 40 80 40 Poor S 30 60 20 80 40 Poor
Total Score 1120 1080 2260 1130
(∑X) Mean
37.33 36 75.33 37.66 (X)
Appendix 7 THE RESULT OF STUDENTS' ABILITY TO WRITE NARRATIVE TEXT IN POST-TEST
Code of Content Organization
Total Mean Classification
Sample Score score S 01 80 60 140 70 very good S 02 60 60 120 60 Good S 03 60 80 140 70 Good S 04 80 80 160 80 very good S 05 80 80 160 80 Good S 06 60 100 160 80 Good S 07 100 80 180 90 Good S 08 80 80 160 80 Good S 09 80 60 140 70 Good S 10 100 80 180 90 very good S 11 60 80 140 70 Good S 12 80 100 180 90 Good S 13 100 100 200 100 very good S 14 80 80 160 80 Good S 15 100 80 160 80 Good S 16 60 100 160 80 Good S 17 60 100 160 80 Good S 18 80 80 160 80 Good S 19 100 80 180 90 Good S 20 100 80 180 90 Good S 21 100 60 160 80 Good S 22 60 100 160 80 Good S 23 80 80 160 80 Good S 24 80 10 90 45 Good S 25 40 80 120 60 Good S 26 40 60 100 50 Good S 27 20 60 80 40 Good S 28 80 100 180 90 Good S 29 100 80 180 90 Good S 30 100 80 180 90 Good
Total Score 2300 2350 4630 2315
Mean
76.66 78.33 154.33 77.16 (X)
Appendix 8
THE DATA ANALYSIS OF THE RESEARCH
Code of Score and Classification
Gain D2
pre-
Classification
post-
Classification Sample Test test (D)
(X2) (X2)
S 01 50 Good 70 Very good 20 400
S 02 40 Poor 60 Good 20 400
S 03 30 Poor 70 Good 40 1600
S 04 50 Good 80 Very good 30 900
S 05 50 Fair 80 Good 30 900
S 06 50 Poor 80 Good 30 900
S 07 40 Fair 90 Good 45 2025
S 08 70 Fair 80 Good 10 100
S 09 50 Fair 70 Very good 20 400
S 10 30 Good 90 Very good 60 3600
S 11 40 Poor 70 Good 30 900
S 12 30 Good 90 Very good 60 3600
S 13 20 Good 100 Very good 80 6400
S 14 60 Poor 80 Good 20 400
S 15 20 Good 80 Very good 60 3600
S 16 20 Poor 80 Good 60 3600
S 17 20 Poor 80 Good 60 3600
S 18 60 Poor 80 Good 20 400
S 19 20 Good 90 Good 70 4900
S 20 40 Fair 90 Good 50 2500
S 21 30 Fair 80 Good 50 2500
S 22 30 Fair 80 Good 50 2500
S 23 50 Poor 80 Very good 30 900
S 24 30 Fair 45 Good 15 2250
S 25 40 Poor 60 Good 20 400
S 26 20 Poor 50 Good 30 900
S 27 30 Poor 40 Good 10 100
S 28 30 Poor 90 Very good 60 3600
S 29 40 Poor 90 Very good 50 2500
S 30 40 Poor 90 Very good 50 2500
Total 11.30 2315 1180 55810
Total 37.66 77.16 39.33 1860.33
1. Mean score of pre-test and post test ∑x X = N 1130 X1 = = 37.66 30 2315 X2 = = 77.16 30 Where : X : Mean score ∑x : The sum of all scores
N : The number of students
2. To find out the mean score differences by using the formula : ∑D D = N
1180 D = = 39.33 30 Where : D : The mean of the differences score ∑D : The sum of the differences score N : The total number of students
3. To find out the significant differences between the score of pre-test and post-test by using the formula : D T = (∑D2) ∑D2 - N N(N – 1) 39.33 T = 1180 2
55810 - 30 30(30-1)
39.33 T = 1180
55810 - 30 30(29) 39.33
T = 55810 – 46413.33 870
39.33
T = 9396.66 870 39.33
T = 10.80 39.33
T = = 11.99 3.28 Where : T : Test of significance D : The mean score ∑D : The sum of total score of difference D : The square of the sum score of different N : The total number of students
Appendix 9
Distribution of t-table
df Level of Significance for Two-Tailed Test
.20 .10 .05 .02 .01 .001 1 3.078 6.314 12.706 31.821 63.657 636.619 2 1.886 2.910 4.303 6.965 9.925 31.589 3 1.638 2.353 3.182 4.541 5.841 12.941 4 1.533 2.132 2.776 3.747 4.604 8.610 5 1.476 2.015 2.571 3.365 4.032 6.859 6 1.440 1.943 2.447 3.143 3.707 5.959 7 1.415 1.895 2.365 2.998 3.499 5.405 8 1.397 1.860 2.306 2.896 3.355 5.041 9 1.383 1.833 2.262 2.821 3.250 4.781 10 1.372 1.812 2.228 2.764 3.169 4.587 11 1.363 1.796 2.201 2.718 3.106 4.437 12 1.356 1.782 2.179 2.681 3.055 4.318 13 1.350 1.771 2.160 2.650 3.012 4.221 14 1.345 1.761 2.145 2.624 2.977 4.140 15 1.341 1.753 2.131 2.602 2.947 4.073 16 1.337 1.746 2.120 2.583 2.921 4.015 17 1.333 1.740 2.110 2.567 2.898 3.965 18 1.330 1.734 2.101 2.552 2.878 3.922 19 1.328 1.729 2.093 2.539 2.861 3.883 20 1.325 1.725 2.086 2.528 2.845 3.850 21 1.323 1.721 2.080 2.518 2.831 3.819 22 1.321 1.717 2.074 2.508 2.819 3.792 23 1.319 1.714 2.069 2.500 2.807 3.767 24 1.318 1.711 2.064 2.492 2.797 3.745 25 1.316 1.708 2.060 2.485 2.787 3.725 26 1.315 1.706 2.056 2.479 2.779 3.707 27 1.314 1.703 2.052 2.473 2.771 3.690 28 1.313 1.701 2.048 2.567 2.763 3.674 29 1.311 1.699 2.045 2.462 2.756 3.659 30 1.310 1.697 2.042 2.457 2.750 3.646 40 1.303 1.684 2.021 2.423 2.704 3.551 60 1.296 1.671 2.000 2.390 2.660 3.460 120 1.289 1.658 1.980 2.358 2.617 3.373
DOCUMENTATION
CURRICULUM VITAE
Iqbal Adnan Anugrah was born on July 30th 1998 in
Wakuru, South East Sulawesi. He is the first son from
marriage of his parents Mr. Ando and Mrs. Hasni
Bambeng. He began his study at Elementary School at
SDN 9 Tongkuno, Muna regency and graduated in 2009.
In the same year, he continued his study at MTsN 1
Tongkuno and graduated in 2012. Then, he continued his study at SMAN 1
Tongkuno and graduated in 2015. In year 2015, he accepted as a student of
English Education Department, Faculty of Teachear Training and Education in
University of Muhammadiyah Makassar. To finish his study, he wrote a thesis
under title “The Use of Animation Film to Improve Students’ Ability in Writing
Narrative Text”.
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