THE USE OF ANIMATED FILM TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE...

THE USE OF ANIMATED FILM TO IMPROVE

STUDENTS’ ABILITY

IN WRITING NARRATIVE TEXT A Classroom Action Research at the 10

th Grade of

Madrasah Aliyah Negeri Pemalang in the Academic Year of 2010/2011

THESIS

Submitted in Partial Fulfillment of the Requirement for Gaining

the Degree of Bachelor in English Language Education

By:

TATUM ARIESYA AKMALA

Student’s Number: 063411047

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011

v

ABSTRACT

Title : The Use of Animated Film to Improve Students’ Ability in

Writing Narrative Text(A Classroom Action Research at the

10th Grade of Madrasah Aliyah Negeri Pemalang in the

Academic Year of 2010/2011)

Writer : Tatum Ariesya Akmala

Student Number : 063411047

The background of the research was based on the phenomenon that

many teachers still use conventional way to teach students. So, it will be

difficult for students to achieve teaching and learning target. The use of

animated film can be used as a teaching medium to help teacher in teaching

learning, especially in teaching learning writing narrative text. The study is

aimed at responding the following questions: (1) How is the implementation of

animated film in teaching narrative text at class X.5 of MAN Pemalang?, (2)

How is the ability of X.5 students at MAN Pemalang in writing narrative text

before and after using animated film?, (3) How can animated film improve

students’ ability of class X.5 at MAN Pemalang in writing narrative text?

The research was Classroom Action Research. The method of the

research was descriptive quantitative. Data were obtained by giving test to the

students of X.5 before and after the teacher using animated film. The

instruments that were used to collect the data were test as a main instrument

and observation checklist as second instrument. The test was used to know

students’ ability in writing narrative text before and after the teacher

implementing animated film namely Kung Fu Panda Holiday, Kung Fu

Panda: The Secret of Furious Five Warrior, and Kung Fu Panda. Observation

checklist was used to know the students’ activities during teaching and learning

process.

Based on the result of research: (1) The implementation of animated

film in teaching learning narrative text was started when the researcher

explained to the students about the purpose, the generic structure and the

language features of narrative text. The researcher then introduced animated

film to the students and presented the way, how to write narrative text based on

the animated film. The researcher gave several questions which are related to

the film. The next step is playing the animated film and the students tried to

answer the questions on the paper. (2) The ability of students X.5 at MAN

Pemalang here is ability to write narrative text. The mean of pre cycle test was

46.2. The result of the test from cycle 1 the mean was 50.8, 63.3 for cycle 2,

and 70.7 for the cycle 3. (3) Animated film can improve students’ ability in

writing narrative text. The students can catch the idea because they watch and

know the plot. Using animated film can be a new atmosphere for the students

who have not been taught using film before. After the students motivate

themselves to learn about material, it will raise their spirit to write something

using their answer from the questions of film as guidance in learning writing

process so that their writing ability improved.

vi

ACKNOWLEDGEMENT

بسم اهللا الرمحن الرحيم

Alhamdulillah, I would like to express my deepest gratitude by saying

thank to Allah SWT for the blessing and mercy given to me, so that I could

compose and finish this final project.

Peace and salutation are always sent to the Prophet Muhammad SAW

who has brought us from the Jahilliyah era to the Islamic era.

I realize that this final project would not have come to its final form

without generous help, support, advice, and prayers of others. Many people

have helped and contributed their ideas and time in completing this final

project and it would be impossible to mention all of them. However, I would

like to express my sincerest gratitude and appreciation to:

1. Dr. Suja’i, M. Ag as the Dean of Tarbiyah Faculty.

2. Siti Tarwiyah, M. Hum as the Head of English Department.

3. Dra. Hj. Siti Mariam, M. Pd as the first advisor for the patience in

providing careful guidance, helpful corrections, very good advice as

suggestion and encouragement during the consultation.

4. H.Ahmad Ismail, M.A, M.Hum as the second advisor for his suggestions,

guidance, comments, and patience during the consultation period until the

completion of this final project.

5. Lectures in English Department of Tarbiyah Faculty for valuable

knowledge, guidance and advices during the years of my study.

6. Drs. H. Lutfil Hakim, M. Pd as the headmaster of MAN Pemalang who had

allowed me to carry out the research in his school. Untung Sultoni, S.Pd. as

the English teacher of grade X.5 who helps me in conducting the research,

X.5 students of 10th grade, thanks for the cooperation.

7. My beloved father and mother (Abah Naswari and Umi Syafa’ah) who

always support emotionally and materially with prayer, love, and patience.

vii

8. My beloved sisters Nadia and Denise who always gives support and

motivation to finish this study.

9. My beloved brother Maftuhin Farhi who always give support, attention to

the researcher.

10. All of my friends of TBI 2006 especially TBI B who support and help

finishing this final project.

11. All of Tarbiyah library staff who serve the writer very well.

12. Last but not least, those who cannot be mentioned one by one, who have

supported the writer to finish this final project.

Hopefully, Allah SWT always blesses them all and writes their

kindness as worship. Amin.

Semarang, 1st of June 2011

The Writer,

Tatum Ariesya Akmala

063411047

viii

TABLE OF CONTENT

PAGE OF TITLE ............................................................................................ i

FINAL PROJECT STATEMENT ..................................................................... ii

RATIFICATION ............................................................................................ iii

ABSTRACT ............................................................................................ iv

ADVISOR NOTE ............................................................................................ v

ACKNOWLEDGEMENT ................................................................................. vi

TABLE OF CONTENTS ................................................................................... viii

Chapter I : INTRODUCTION

A. Research Background........................................................... 1

B. Research Questions .............................................................. 4

C. Objectives and Benefit of the Study..................................... 5

Chapter II : THE USE ANIMATED FILM TO IMPROVE STUDENTS’

ABILITY IN WRITING NARRATIVE TEXT

A. Previous Research. ............................................................... 6

B. Theoretical Framework ........................................................ 7

1. Writing in Language Learning ....................................... 7

2. Genre in Language Learning .......................................... 15

2. Medium in Teaching-Learning Language ...................... 22

3. Film in Teaching-Learning Language ............................ 24

C. Action Hypothesis ................................................................ 30

Chapter III: METHODS OF INVESTIGATION

A. Research Design ................................................................... 31

B. Research Subject and Setting ............................................... 33

C. Research Procedure .............................................................. 34

D. Data Collection Technique ................................................... 39

E. Data Analysis Technique. .................................................... 40

F. Achievement Indicator ......................................................... 45

Chapter IV: RESEARCH FINDING AND DISCUSSION

ix

A. Research Findings ................................................................ 46

B. Research Discussion……..................................................... 57

C. Limitation of the study…. .................................................... 62

Chapter V : CONCLUSION

A. Conclusion ........................................................................... 63

B. Suggestions .......................................................................... 64

References

Lesson Plan

List of Table

List of Figures

Appendices

Curriculum Vitae

1

CHAPTER I

INTRODUCTION

A. Background of The Study

Man is a social being, who always need company in his life. In order to

facilitate their effort to provide themselves with the necessities of life, human

beings have to cooperate with another, which can only be carried out in a

community. It is for the purpose of this cooperation that member of social

group need a means of communication which is called ‘Language’.

Language is important part in human life. People communicate each

other using language, which always need company in their life. “Language is

communicative; it allows us to communicate with others who share the same

language.”1 It can also be used in interpersonal communication made by human

being.

English is one of the international language is used in countries

throughout the world, including Indonesia. As the first language, English is

taught as a compulsory subject from the junior high school up to senior high

school in today’s Indonesian educational system.

English in Indonesia is known as the first foreign language with a very

limited usage including the place, time, and environment. This foreign

language is important to be taught with the aims to improve the ability to

absorb information and to transfer knowledge and technology, art, culture and

to develop the relation among nations in the world.

English as a foreign language considered to be one of the most difficult

lessons. In our country, “students are usually afraid of joining foreign language

classes”.2 They say that they feel unable to studying English. Many factors can

make the students bored and unmotivated to learn English. Their environment

where they live, their family, their friends, or may be their teacher can be

1 Timoty B Jay, The Psychology of Language, (New Jersey: Pearson Education, 2003), p.2

2 Tarwiyah, Siti, Modul Game and Songs, Practical Ideas to Teach Language, (Semarang:

Unpublisher, 2008), p.4.

2

negative factors to students personal. These factors became the obstacle in

achieving a better result of students’ language skill. In this case, teachers are

supposed to be creative peoples to teach English, so their students will get a

good motivation and more interested in learning English.

Based on the English Teaching Guideline in the KTSP the general

objective of the language teaching is to develop the communicative

competence of the students in four language skills. The specific objective of

the language teaching-learning process is to make students active in the

language class both in oral and written, and to apply the four language skills.

Writing is one of the four language skills that are very important to

learn. Writing, as one of the language skills, has given an important

contribution to human work. There are so many records of recent activities that

can be read today, which can also be read in the future. Recently, there are

many new information which is transferred by using discourse or article from

the newspaper, magazine, or internet. This means that writing plays very

important role in a modern society. Writing is one of language skills that can

be a measurement of literacy development in a country. Through writing, many

people can communicate one another over long distances and periods of time.

Allah decrees in the holy Qur’an:

úχ 4 ÉΟn=s)ø9 $#uρ $tΒ uρ tβρã� äÜ ó¡o„ ∩⊇∪

“Nun [These letters (Nun, etc.) are one of the miracles of the Qur'an, and none

but Allah (Alone) knows their meanings]. By the Pen and by that which the

writers are writing” (Q.S. al-Qalam/68: 1)3

From the verse above, the researcher can conclude that writing has an

important role in human life. People must know how to write by using pen.

Because writing is important, human being needs to learn how to write

correctly. They can learn writing in school or other educational institution.

Writing as a process to get product is influenced by some elements

such as vocabularies, grammar, organization, spelling, and punctuation. In the

3 Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1

st Ed., p.457.

3

first year of Senior High School, the basic competency that should be achieved

in the writing English subject is the students have ability to develop and

produce written simple functional text in the recount text, narrative text, news

items, procedures, and descriptive text. They can use right diction, grammar,

punctuation, spelling, and organization.

Each genre is characterized by a distinctive schematic structure, that is,

by a distinctive beginning, middle, and end structure through the social

function of the genre is realized. While some purposes for speaking and

writing remains constant across culture, the way in which these purpose

realized vary. Thus, it is likely that there will be considerable variation of

genre between cultures.4

From this fact, students are not only expected to speak English

fluently but also have to be able to fulfill four language skills; they are

listening, speaking, reading and writing. Writing as a part of the language skills

besides listening, speaking and reading, must be taught maximally by the

teacher to the student. Learning how to write in English is important for many

language learners. Writing will help students mastering the other skills and of

course in mastery English completely. In Indonesia, writing is the one of four

skills as productive skill considered to be one of the difficult lessons especially

for students in Madrasah Aliyah Negeri Pemalang. Madrasah Aliyah Negeri

Pemalang is purposively chosen as a research setting because the writer had

observed that the students’ ability in writing English in this school were low

especially for class X.5. So, the writer chose them as a research subject. The

second reason was the teacher of English subject in this class still taught his

students with text book style without any media. The writer also thought that

learning writing in senior high school was more complex and difficult than

junior high school, so the writer chose 10th grade. This grade was the first basic

of learning English writing in senior high school. If teaching English writing

run effectively and enjoyable, they will understand about the lesson that they

have been learned.

4 Jenny Hammond and Friends, English for Social Purpose, (Sydney: Macquarie University,

1992), p.2

4

Indonesian students who learned English as a foreign language usually

find some difficulties when they are learning about genre and its writing. They

often quite and look in the blank paper and said there are no idea. Sometimes

they can not sit down quietly and talk with their neighbor friend about the

writing assignment. In this case, the teacher has to use appropriate, fun, and

effective media in teaching and learning writing. One of media that can be used

in teaching and learning writing is film. Based on this phenomenon, the writer

wants to apply animated film to improve students’ ability in writing narrative

text. The writer hoped that this study will be successful and can give positive

contribution for the process of English language teaching and learning.

To know the implementation of animated film in improving students’

writing ability in narrative text, the researcher conducted a classroom action

research with under title” THE USE OF ANIMATED FILM TO IMPROVE

STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT( A Classroom

Action Research at 10th Grade of Madrasah Aliyah Negeri Pemalang in the

Academic Year of 2010/2011)”.

B. Research Questions

a. How is the implementation of animated film in teaching narrative text at

class X.5 of MAN Pemalang?

b. How is the ability of X.5 students at MAN Pemalang in writing narrative

text before and after using animated film?

c. How can animated film improve students’ ability at class X.5 of MAN

Pemalang in writing narrative text?

C. Objectives and Benefit of the Study

a. To describe the implementation of animated film in teaching narrative text

at class X.5 of MAN Pemalang.

b. To describe the ability of students X.5 at MAN Pemalang in writing

narrative text before and after using animated film.

5

c. To identify the improvement of students’ ability at class X.5 of MAN

Pemalang in writing narrative text.

The writer hopes that after this study has been completed, it will give

some positive significance values. The significance values are:

1. The process of the action research will be very useful for the researcher to

improve my teaching performance in class. The researcher will be involved

in the students’ problems. The researcher will be aware of my students’

problem in learning English and, therefore, the researcher will do some

efforts to find some ways to solve them. Besides that, the researcher will be

aware of her own weaknesses.

2. The process of the research will be useful for the students, as the aim of the

research is to improve their ability in writing narrative text. The students

will be treated better in the learning process. This study may motivate

students who have problems in writing, especially in writing narrative texts.

3. The result of the study will be useful for other teachers of English subject or

schools. Other teachers who would like to learn from the research result are

hoped to learn something from it. This study also can be a new way to

develop the teaching medium which applies in the school.

6

CHAPTER II

THE USE ANIMATED FILM TO IMPROVE

STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT

A. Previous Research

There are some researches conducted in English writing. One of

them is a study by Wiwin Supriyanti (053411264), English Department of

Tarbiyah Faculty of Walisongo State Institute for Islamic Studies Semarang.

Her thesis is The Effectiveness of Fairytale Movie as a Medium in Teaching

Narrative Writing (an Experimental Research a Study with VIIIG and VIIIH

students of 8th grade students of SMP 18 Semarang in the Academic Year of

2009/2010).1 She did this study because she wants to know effective or not

of using fairy tale movie to help in teaching narrative writing. The result of

the study shows that after the treatment, there is a difference in the students’

achievement in writing narrative text between students of experimental class

and control class. The two groups are at the same level. Meanwhile, the

research shows there were different improvement between two classes. The

average score for the experimental class was 71.5 and 65.5 for the control

class. This research was successful because there was improvement of

students’ achievement in writing narrative text.

The similarities between her research and the writer’s are on the

object of study that is writing, and the data analysis that uses writing test,

and calculates the achievement of study. The difference is on media that

used in the research of collecting data whereas the writer uses animation

film and the previous researcher uses fairy tale movie. The use of research

approach is also different, while the writer uses classroom action research

and the previous researcher used experimental research.

1Wiwin Supriyanti, “The Effectiveness of Fairytale Movie as a Medium in the

Teaching Narrative Writing: an Experimental Research( a Study with VIIIG and VIIIH Students of 8th Grade Students of SMP 18 Semarang 2009/2010 Academic Year) 053411264” , (Faculty of Tarbiyah, Walisongo State Institute For Islamic Studies Semarang, 2009), p. 20-21.

7

Beside that, thesis entitled “The Effectiveness of Using Pictures in

Teaching of Narrative Text Writing to Improve Students’ Achievement” by

Abdul Mufid (3104217). The researcher conducted the research based on

the problem that was faced by the students in writing, where they were low

in writing skill. The result of the research showed there was a significant

difference in their writing skill after teaching by using pictures as a medium

in teaches narrative text.2 Both the previous researcher and the researcher

focused on the teaching of writing narrative text. But they were different in

the teaching media. Abdul Mufid focused on the use of picture, while the

researcher focused on the use of animated film. Although they were

different in teaching media, but both of them gave contribution in teaching

writing.

B. Theoretical Framework

1. Writing in Language Learning

a. Definition of Writing

Writing as one of four language skills is considered a difficult

skill because the researcher should fulfill some aspects in writing

such as content, organization, purpose, vocabulary, punctuation,

and spelling in a balance way.

“Writing is functional communication; making learners

possible to create imagine worlds of their own design”.3 It means

that through writing, learners can express thought, feeling, ideas,

experiences, etc to convey a specific purpose. Harmer states that

“writing is a way to produce language and express idea, feeling and

2Abdul Mufid, “The Effectiveness of Using Pictures in Teaching of Narrative Text Writing

to Improve Students’ Achievement( An Experimental Study at Eight Grade Students of MTs Nurul Huda Banyuputih Batang in Academic Year 2008/2009)3104217”,(Tarbiyah Faculty of State Institute for Islamic Studies,2009) p.58

3Richard Kern, Literacy and Language Teaching, (New York: Oxford University Press, 2000), p.172.

8

opinion”.4 It means that writing is one speaking representative

through media. “Writing is a process that what we write is often

heavily influenced by the constraints of genres, then these elements

have to be presented in learning activities”.5

“Writing is speaking to others on paper or on computer

screen”.6 Writing is one way to represent speaking through media.

Writing is partly a talent, but it is mostly a skill, and like any skill,

it improves with practice. Writing is also an action, a process of

discovering and organizing your ideas, putting them on paper, and

reshaping and revising them.

From the definitions above the writer can conclude that

writing is a way to produce language that comes from our thought.

By using writing, we can share our idea, feeling or anything that

exist in our mind. It is written on a paper or a computer screen. It is

influenced both by the personal attitudes and social experiences

that the writer brings to write and the impacts of the particular

political and institutional contexts. It is also a process that what we

write is influenced by the constraints of genre and has to be

presented in learning activities. Writing will be read whenever the

author is absent. Writing is also an ability to make a form of words

that has a higher value.

b. Process of Writing

Writing as one of productive skill needs a process. Harmer

states that “writing process is the stages that a writer goes through

in order to produce something in its final written form”.7There are

four steps of writing processes:

4 Jeremy Harmer, How to Teach Writing. (Longman: Pearson Education Limited, 2004),

p.31. 5 Jeremy Harmer, How to Teach Writing, p.86. 6 Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and

Essays, (New York: Pearson Education, Inc, 2005), p, 2. 7 Jeremy Harmer, How to Teach Writing, p.4.

9

1) Planning

When planning, the writer has to think about three main

issues. In the first place, they have to think about purpose of

their writing since this will influence not only the type of text

they wish to product, but also the language they use and the

information they choose to include. Secondly, they have to think

about the audience they are writing for, since this will influence

not only the shape of the writing, but also the choice of

language. Thirdly, writer has to consider the content of structure

of the piece that is how best to sequence the facts, ideas or

argument which they have decided to include.

This stage called by pre-writing process. Prewriting is

the thinking, talking, reading and writing you do about your

topic before you write a first draft. “Prewriting is a way of

warming up your brain before you write, just as you warm up

your body before you exercise”.8 In prewriting step, we gather

ideas to write about. Taking notes in one of way to gather ideas.

There are several ways to warm up before we write.

a) Brainstorming

“Brainstorming is one way to capture thoughts”.9

The purpose of brainstorming is to make a list of as many

ideas as possible without worrying about how writer will

use them. Writers’ list can include words, phrases,

sentences, or even questions.

8Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education,

Inc, 2003), 3rd Ed., p. 41. 9 Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and

Essays, (New York: Pearson Education, Inc, 2005), p. 6.

10

b) Clustering

Clustering is another prewriting technique. It is a

visual way of showing how our ideas are connected using

circles and lines. The steps are:

1) Write the topic in the center of a blank piece of paper

and draw a circle around it.

2) Write any ideas that come into our mind about the topic

in circles around the main circle.

3) Connect those ideas to the center word with a line.

4) Think about each of your new ideas, and then connect

them.

5) “Repeat this process until we run out of ideas”.10

2) Drafting

The first version of writing is called draft. The writer

must use the idea that he generated in the planning as a guide.

This stage needs an editing for checking the text.

3) Editing

It is almost impossible to write a perfect paragraph on

the first try. The first try is called first draft. Perhaps the order of

information is not clear enough or the discourse marker is

wrong. The way to revise and improve the first draft is called

editing.

Editing is essential part of preparing a piece of writing

for public reading or publication. Richards and Willy stated that

“in editing, writers check grammar, spelling, punctuation,

diction, sentence structure, and accuracy of supportive textual

material such as quotations, examples and the like”.11

10Karen Blanchard and Christine Root, Ready to Write, p. 42. 11 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching,( US of

America: Cambridge University Press, 2000), p. 318

11

4) Final draft

Once writers have edited their draft, making the changes

they consider to be necessary, they produce their final version.

This may look considerably different from both the original plan

and the first draft, because things have changed in the editing

process. But the writer is now ready to send the written text to

its intended audience.

Writing is not easy. It takes study and practice to develop

this skill. For new learners English, it is important to note that

writing is a process, not a product. If you follow four main

stages in writing process, and practice by writing often, you will

find it easier to write paragraphs and to improve your writing.

c. Requirements of Good Writing

Good writing in any languages involves knowledge the

convention of written discourse in culture as well as the ability to

choose the precise words that convey one’s meaning. To write an

interesting text and good paragraph, we should know what a paragraph

is. “A paragraph is a group of sentences that discuss a smaller idea.

Furthermore, paragraph like an essay, it generally contains an

introduction, a body, and a conclusion”.12

A good paragraph normally focuses only on one idea that is

expressed in the topic sentence. Topic sentence is important to express

an idea. Function of the idea is to control the content of paragraph.

In writing a good paragraph, we should concern to two things.

They are:

12Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and

Essays, p, 13.

12

1) Unity / Cohesion

The unity is synonymous with oneness. It means that a

paragraph discusses only one and only main idea from beginning to

end and every supporting sentence must directly explain or prove

the main idea. All sentences in a paragraph should state on the one

thing in the topic sentence: all of the sentences stick together.

2) Coherence

The Latin cohere means “hold together”. It also plays an

important role in writing. It plays crucial role in making a

paragraph read well. The movement from one sentence to the next

must be logical and smooth. “To achieve coherence, the researcher

needs to use some transitions, such as however, although, finally,

and nevertheless”.13

3) Completeness

“A good paragraph contains enough detail information to

explain and prove statements of a topic sentence”.14

Writing skill is complex and difficult to be taught since in this

case writing does not only mean putting down graphic form on a piece

of paper. It involves at least five components. They are:15

1) Content : the substance of writing, the ideas expressed.

2) Form : the organization of the content.

3) Grammar : the employment of grammatical form and syntactic

patterns.

4) Vocabulary : the choice of structure and lexical items to give a

particular tone or flavor to the writing. It is also called style.

5) Mechanic : the use of graphic conventions of the language.

13Sanggam Siahaan, The English Paragraph, p. 20-21. 14Otong Setiawan Djuharie, Paragraph Writing, (Bandung: Yrama Widya, 2009), p. 69. 15 Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra, (Yogyakarta.

PPFE Yogyakarta, 2001), p. 306.

13

d. Writing ability

The writing ability are complex and difficult to teach, requiring

mastery not only of grammatical and rhetorical devices but also of

conceptual and judgment elements. According to Heaton, the following

analysis attempts to group the many and varied skills necessary for

writing good prose into four main areas:16

1) Grammatical skills : the ability to write correct sentences.

2) Stylistic skills : the ability to manipulate sentences and use

language effectively.

3) Mechanical skills : the ability to use correctly those

conventions particular to the written language, e.g. punctuation,

spelling.

4) Judgment skills : the ability to write in an appropriate

manner for a particular purpose with a particular audience in mind,

together with an ability to organize and order relevant information.

In this study, the writing ability that will be improved is students

ability in writing narrative text especially students class X.5 at MAN

Pemalang.

e. Teaching Writing for Senior High School Students

“Writing as one of the four skills has always formed part of the

syllabus in the teaching of English. Writing has always been used as a

means of reinforcing language that has been taught”.17 In other words,

writing is a good way for students who learn English. They can put

their idea on paper by paying attention on grammar rule and

vocabulary.

Teaching writing is not simple as teaching other language skills

since it has conventional rules. By knowing the stages of writing

16Heaton, Writing English Language Test, (Longman: Longman Group Limited,

1975), p.138. 17Jeremy Harmer, How to Teach Writing, p. 31-32.

14

process, the students are demanded to get the knowledge of how to

write well.

When writing, Indonesian students who learned English as a

foreign language need more time to think. Teacher asks students to

focus on accurate language used and what ideas they will write.

Moreover the students only have limited words or vocabulary. It can

provoke their language development.

Teaching writing for Senior High School is not an easy job, there

is another factor that makes writing is the most difficult subject. The

other reason is that there are a lot of many kinds of texts in English,

such as narrative, descriptive, recount, spoof and many more.

Each text has different characteristics. There are social functions,

generic structures and language features. Usually the student can

differentiate each text from another and they mix all kinds of texts. This

will be a challenge for the teacher to find out how the student can

distinguish each kind of text from another.

In teaching writing, the teachers are faced on difficulties related to

make their students can transfer their ideas. And one of the difficulties

in teaching writing is about the low of exciting students in learning

writing.

For this reason, it is very important for the teacher to know how

to teach writing English enjoyable and can make the students excite and

more interest in learn writing, actually writing narrative text. And the

alternative ways to teach writing narrative text, in this study the writer

offers one of media that used in writing class. It is teaching writing

using animated film.

15

2. Genre in Language Learning

a. Definition of Genre

“Genre is used to refer to particular text-types, not to traditional

varieties of literature. It is a type or kind of text, defined in terms of its

social purposes; also the level of context dealing with social purpose”.18

Another definition, genre is a category used to classify discourse

and literary works, usually by form, technique, or content. In other

hand, genre can be defined as a culturally specific text type which

results from using language (written or spoken) to (help) accomplish

something.19

The meaning of the genres intended is that students are able to

understand the concept and they would be able to identify a kind of

texts that students will have to write.

b. Kinds of Genre

According to Gerrot and Wignell, there are many kinds of genres

(text type). They are:20

1) Spoof

It is kind of genre that has social function to retell an event a

humorous twist.

2) Recount

It is a kind of genre that social function to retell event for the

purpose of informing or entertaining.

3) Report

It is a kind of genre that has function to describe the way things

are with reference to range of natural, man-made and social

phenomena in our environment.

18Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 4. 19L. Gerrot and P. Wignell, Making Sense of Functional Grammar, (Sidney: Antepodean

Educational Enterprises, 1995), p.17. 20 L. Gerrot and P. Wignell, Making Sense of Functional Grammar, p.192-217.

16

4) Analytical Exposition

It is a kind of genre that social function to persuade the reader or

listener that something in the case.

5) Hortatory Exposition

It is a kind of genre that social function to persuade the reader or

listener that something should not be the case.

6) Anecdote

It is a kind of genre that social function to share with others or

listener an account of an unusual or amusing incident.

7) Description

It is a kind of genre that social function to describe a particular

person, place, or thing.

8) Explanation

It is a kind of genre that social function to explain the process

involved in the formation or working of natural or socio cultural

phenomena.

9) Review

It is a kind of genre that social function to critique an art work or

event for a public audience.

10) Discussion

It is a kind of genre that social function to present (at least) two

points of view about an issue.

11) Procedure

It is a kind of genre that social function “to describe how

something is accomplished through a sequence of actions or

steps”.21

12) News Item

It is a kind of genre that social function to inform reader,

events of the day which are considered newsworthy or important.

21 Rudi Hartono, Genres of Text, p. 6.

17

13) Narrative

It is a kind of genre that social function to amuse, entertain and

to deal with actual or vicarious experience in different ways.22 It

deals with problematic events which lead to crisis or turning point

of some kinds, which in turn finds a resolution.

c. Narrative Text

1) Definition of Narrative Text

Narrative text is one of genre which is taught at tenth grade

students of SMU and MA. Celce and Murcia state that narrative is

structured round the chronological development of events and is

centered on a person or hero. Consequently, “a narrative is usually

personalized or individualized tells about the events related to the

person or persons involved”.23

Mark Anderson and Kathy Anderson state that “narratives

are usually told by a story teller”.24 To make it interesting, a good

story must have interesting content. It should tell about an event or

audience would find engaging. We might even think of our

narrative as a movie in which the audience see people in action and

hear them speak. Therefore, it should be detailed and clear, with

event arranged in the order in some other effective way.

From the definition above, the writer can conclude that

narrative text is a story tells us about something interesting that has

purpose to amuse, entertain for the readers or viewers. You are

using narrative when you tell a friend about something interesting

22 Rudi Hartono, Genres of Text, p.6. 23 M. Celce Murcia Elite Olstain, Discourse and Context in Language Teaching, (New

York:Cambridge University Press, 2000), p.151. 24Mark Anderson and Kathy Anderson,Text Types in English,

(Newyork:Macmillan,1997), p. 2.

18

that happen to you at work or at school, when you tell someone a

joke.

2) Characteristics of Narrative Text

a) Social function

The social function of the text is to entertain reader or

listener with the fictive or non-fictive experience. Beside the

purpose, it is also deal with problematic or unusual events.25

b) Generic structures

According to Neo narrative has a structure, a shape or a

pattern. It can be represented graphically in this way.26

Figure 1.

Generic Structure of Narrative

Climax

Rising action Falling action

Eksposition Resolution

That picture is known as the Freightag triangle. The idea of

the Freightag triangle is to serve as a kind of blue print or map

which can be used to guide us systematically include writing.

The Freightage triangle that was cited on consists of:

i. The orientation, it establishes the characters and situation.

ii. Rising action, it refers to a series of complication leads to the

climax.

25 Susan Feez, Text-Based Syllabus Design, (Sydney: Macquarie University, 1998), p. 95. 26 Intan Karolina, Teaching Narrative Text in Improving Writing to the Tenth Grade

Students of SMA Negeri 1 Petarukan Pemalang, 2201402513, (UNNES: Semarang, 2006), p. 27.

19

iii. The climax is the critical moment when problem/ conflicts

demand something to be done about them.

iv. Falling action is the moment away from the highest peak of

excitement.

v. The resolution consists of the result or outcome.

3) Language Features of Narrative

Linda Gerot and Peter Wignell states that language features

of narrative are:27

a) Focus on specific and usually individualized participant

E.g.: Po, Aladdin, and Shifu

b) Use of relational processes and mental processes

E.g.: Tigress was unhappy, everything was so weird.

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, and was.

e) Use of verbal processes

E.g.: Said, told, and promised.

f) Use of material processes.

E.g.: The bomb exploded

Narratives are more demanding than recounts because they

highlight a complication in the sequence of events. In narrative, the

writer makes the plot suspense as she/he evaluates the complications.

“Narrative can become complex if more than one complication is

included in the story before the situation is resolved”.28

27Linda Gerot and Peter Wignell, Making Sense Of Functional

Grammar,(Australia: Gerd Stabler,1994), p 204 28Otong Setiawan Djauharie, Genre Dilengkapi 700 Soal Uji

Pemahaman,(Bandung: Yrama Widya, 2007), p. 41

20

4) Types of Narrative

A class list of narrative that was cited on Wiwin Suprianti’s

thesis might include the follows:29

a) Adventure: a story that includes exciting and dangerous events

that characters have to solve; e.g. junior detective stories

b) Horror story: a story which attempts to scare the reader or

listener with frightening events but which usually ends

happily; e.g. Dracula

c) Romance: a story which deals with romantic love. There are

some obstacles in the way but true love usually wins out in the

end.

d) Fairy tale: a well-known story from folklore for children which

often involves fairies or other magical characters.

e) Epic: a story which deals with big themes and heroic

achievements and events that are ‘larger than real life’; e.g.

Iliad, Beowulf.

f) Moral tale: the stories which explicitly attempt to teach people

about the right way to behave; e.g. traditional fables from

folklore.

g) Myth or legend: stories which belong to a particular ethic

group and which attempt to explain the way of nature and the

universe; e.g. Aboriginal legends.

29 Wiwin Supriyanti, “The Effectiveness of Fairytale Movie as a Medium in the

Teaching Narrative Writing: An Experimental Research (A Study with VIIIG and VIIIH of 8th Grade Students of SMP 18 Semarang 2009/2010 Academic Year) 053411264”, (Faculty of Tarbiyah, Walisongo State Institute for Islamic Studies Semarang, 2009), p. 20-21.

21

5) Example of Narrative

Timun Mas30

Once upon a time, not far from a jungle, lived husband and

a wife. They were farmers. They were diligent farmers and always

worked hard on the paddy fields. They had been married for many

years and still not have a child yet. Every day they prayed and

prayed for a child.

One night, while they were praying, Buto Ijo a giant with

supranatural powers passed their house. He heard they pray. "Don't

worry farmers. I can give you a child. But you have to give me that

child when she is 17 years old," said Buto Ijo. The farmers were so

happy. They did not think about the risk of losing their child later

and agree to take the offer. Later, Buto Ijo gave them a bunch of

cucumber seeds. The farmers planted them carefully. Then the

seeds changed into plants. No longer after that, a big golden

cucumber grew from plants. After it had ripen, the farmers picked

and cut it. They were very surprised to see beautiful girl inside the

cucumber. They named her Timun Mas or Golden Cucumber.

Years passed by and Timun Mas has changed into a beautiful girl.

On her 17th birthday, Timun Mas was very happy.

However, the parents were very sad. They knew they had to

keep their promise to Buto Ijo the giant but they also did not want

to lose their beloved daughter. "My daughter, take this bag. It can

save you from the giant," said father. "What do you mean, Father? I

don't understand," said Timun Mas.

Right after that, Buto Ijo came into their house. "Run

Timun Mas. Save your life!" said the mother. Buto ijo was angry.

He knew the farmers wanted to break their promise. He chased

30http://www.elraz.co.cc/english-texts/teks-monolog/narrative/76-timun-mas.html

accessed on 11 January at 16:15 p.m.

22

Timun Mas away. Buto Ijo was getting closer and closer. Timun

Mas then opened the bag and threw a handful of salt. It became sea.

Buto Ijo had to swim to cross the sea. Later, Timun Mas threw

some chilly. It became a jungle with trees. The trees had sharp

thorns so they hurt Buto Ijo. However, he was still able to chase

Timun Mas. Timun Mas took her third magic stuff. It was

cucumber seeds. She threw them and became cucumber field. But

Buto Ijo still could escape from the field. Then it was the last magic

stuff she had in the bag. It was a shrimp paste or terasi. She threw

it and became a big swamp. Buto Ijo was still trying to swim the

swamp but he was very tired. Then he was drowning and died.

Timun Mas then immediately went home. The farmers

were so happy that they finally together again.

d. Writing Narrative Text

Writing Narrative text is difficult for almost the students of senior

high school since they do not know what they have to write and what

narrative is about. This study, the writer will give different ways for the

students to learn how to write narrative text based on the film that they

will be watched.

3. Medium in Language Teaching Learning

a. Definition of Media

The word ‘media’ derived from Latin Medias that means

“between” or mediator. In Arabic media is (NOPQو) intermediary or

mediator a message from sender to receiver message.31

According to Gerlach and Ely that was cited on Anny Martya’s

thesis, “medium is any person, material, or event that establishes

condition, which enables learners or students to acquire knowledge,

31Azhar Arsyad, Media Pembelajaran. (Jakarta: PT.Raja Grafindo Persada,2003), p. 3.

23

skills and attitude”.32 It means that a medium will help to establish the

condition for the learners to identify or describe something in order to

gain knowledge, skill, or attitude.

In addition, Gagne and Briggs that was cited on Arsyad Azhar’s

book said that “medium is device used to deliver content of material

which includes some of books, recorder, video, film, photograph,

picture, television, and computer”.33 In other words, “medium is a

component of learning source or physical vehicles that consists of

instructional material in students’ environment which can motivate

students to learn”.34 It means that teaching learning medium is a kind of

means or instrument used by teachers on conveying the materials to the

students. The use of a medium is very needed to reach the purpose of

teaching and learning process.

By using an appropriate medium, it is hoped that the teaching

learning process becomes interesting and makes the students interested

and motivated to learn the material. It is expected that in teaching

English in Indonesia, teachers should make some strategies as well as

medium to make the teaching learning process be conducted well.

b. Classification of Media

According to Anderson that was cited on Listiyaning’s book,

teaching media can be classified into three categories. They are:35

1) Visual media

They are media that can be seen. I would captivate visual

sense-eyes-mostly. It can be form of picture, moving picture or

animation or flash card.

32Anny Martya Hapsari, “Diary Writing as a Medium to Improve Writing Recount

Text Ability: (An Experimental Study of the Tenth Years Class of SMA 1 Sragen in the Academic Year of 2007/2008)”, Thesis of UNNES, Semarang: Library of UNNES, 2008, unpublished, p. 8.

33Azhar Arsyad, Media Pembelajaran, (Jakarta: RajaGrafindo Persada, 2008), p. 4. 34Azhar Arsyad, Media Pembelajaran, p. 4. 35 Listiyaning Sumardiyani and Zulfa Sakhiyya, Speaking for Instructional Purpose a

Handbook, (Semarang: IKIP PGRI Press, 2007), p. 48-59.

24

2) Audio media

They are media that can be listened. It means that audio

media has sound in which listened by us and to mean

3) Audio-visual media

They are media that have sound and picture. Film is

example from audio visual media in teaching.

4. Film in Language Teaching Learning

a. General Concept of Film

“Film is a form of entertainment that enacts a story by a sequence

of images giving the illusion of continuous movement”.36 “Film in other

definition is a sequence of photographs or drawings projected on a

screen in such rapid succession that they create the optical illusion

(because of the persistence of vision) of moving persons and objects”.37

Film can be an effective media in teaching learning process

because it stimulates students both receptive skills (listening and

reading) and productive skills (speaking and writing).

In fact, film can fulfill different function for learners at

different level of proficiency. For beginning learners it can provide

examples of authentic language use in limited context of use. For higher

level students, video can provide variety, interest, stimulation and help

to maintain motivation. “For advance students, video can fulfill the

same functions as for native speakers to provide information and

entertainment. At this level, it can be used as a stimulus for discussion

and debate”.38

36 http://dictionary.die.net/film retrieved on 16 August 2010 at 19.30 pm 37 http://www.yourdictionary.com/film retrieved on 16 august 2010 at 19.35pm 38 David Nunan and Clarice Lamb, The Self-Direct Teacher. Managing The Learning

Process, (Cambridge: Cambridge University Press), p.193.

25

b. Types of film

Bordwell and Thompson that was cited on Retno Ayu’s thesis

defined the types of movie or film as follow;39

1) Documentary film

A documentary film supports to present factual information

about the world outside the film. As a type of films, documentaries

present themselves as factually trustworthy. According to Bardwell

and Thompson there are two types of documentary films, they are;

a) Compilation films; produced by assembling images from

archival sources.

b) Direct cinema; recording an on going event ‘as it happens’ with

minimal interference by the filmmaker.

2) Fictional film

A fictional film presents imaginary beings, places or events.

Yet, if a film is fictional, that does not mean that it is completely

unrelated actuality. For one thing, not everything shown or implied

by the fiction films needs to be imaginary, a typical fictional film

stages its events; they are designed, planned, rehearsed, filmed and

re-filmed. In a fictional film the agents are portrayed or depicted by

an intermediate, not photographed directly in documentary.

3) Animated film

Animated films are distinguished from live-action ones by the

unusual kinds of work that are done at production stage. Animation

films do not do continuously filming outdoor action in the real

time, but they create a series of images by shooting one frame at a

time.

39Retno Ayu Murwani Puspitasari, “The Use of Animation Movies for Developing

Students’ Writing Skill of Narrative Texts (A Case Study of Teaching English at Eleventh Grade Students of SMA Negeri 10 Semarang in the Academic Year of 2006/2007), 2201402525”, ( Semarang: UNNES, 2007), p. 25-26.

26

4) Experimental film

Some filmmakers set out to create films that challenge

orthodox notion of what movies can show and how it can show it.

Experimental films are made for many reasons, they are;

a) The filmmakers want to express personal experience or view

point

b) The filmmakers may also want to explore some possibilities of

the medium it self,

c) The experimental filmmakers may tell no story but they may

create a fictional story that will usually challenge the viewer.

c. Animated Film

Animated film is a kind of film which involves sound, recording a

series of drawing or manipulating in animate object, one frame in one

time. When projected, the sequences of frames take on the illusion of

motion. This film uses computer graphics in creating animated images.

In this research, the researcher uses animated film. The animated

film that will be given is appropriate with the age for the students of

senior high school. This study, the writer as the researcher chooses

animated film that has characteristic funny, so it can make teaching and

learning process more cheerful. Film can be an effective media in

writing teaching because it provides students an idea to write, share

their opinions in writing and stimulate their interest in teaching and

learning process.

d. The Advantages and Disadvantages of Film

Teaching in general or English teaching in particular is a combined

effort of various components to achieve a certain goal. It means that the

success of teaching is not determined by a single component, by the

roles of all components involved. However, in teaching-learning

27

process, a teacher must bring all components into classroom and apply

them.

Harmer states that there are many reasons why video (film) can be

used in language learning:40

1) Seeing language - in- use

One of the main advantages of film is that students do not just

hear language, they see it too. This greatly aids comprehension,

since for example; general meaning and moods are often conveyed

thought expression, gesture and other visual clues. Thus we can

observe how intonation can match facial expression. All such,

paralinguistic features give valuable meaning clues and help

viewers to see beyond what they are listening to, and thus interpret

the text more deeply.

2) Cross – cultural awareness.

A film uniquely allows students to look at situations far

beyond their classrooms. This is especially useful if they want to

see, for example, typical British ‘body language ‘when inviting

someone out, or how American speaks to waiters. Film is also of

great values in giving students a chance to see such things as what

kinds of food people eat in other countries and what they wear.

3) The power of creation

When the students make their own film as media in teaching

and learning process, they are given the potential to create

something memorable and enjoyable. The camera operators and

directors suddenly have considerable power. The task of

filmmaking can provoke genuine creative and communicative uses

of the language, with students finding them doing new things in

English.

40 Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson

Education Limited, 2001), p. 282.

28

4) Motivation

For all the reasons so far mentioned, most students show an

increased level of interest when they have a chance to see language

in use as well as hear it, and when this is coupled with interesting

tasks.

Beside the advantages, use film as a medium also has several

disadvantages. There are:

1) During playing film, teachers cannot explain any material because

it can disturb students’ concentration.

2) Students cannot understand the film well if it is played too fast.

3) If the listening equipment has bad quality, the students can not

listen the sound of the film.

4) The equipment is expensive.

e. Film as Audio Visual Aids in Teaching Writing

Writing is one of productive skills that must be learnt in a

language classroom. Learners engaged in a productive task can be come

very frustrated when they do not have the word or the grammar they

need to express themselves.

In teaching learning process, teachers are expected to make it

more interesting through the medium used. Film is one of the media

that can be used in teaching writing, especially in writing narrative text.

According to Oemar Hamalik that was cited from Asnawir’s book,

good movie or film has some features, one thing is film can arouse

students' interest.41 By using film, teacher can give new atmosphere in

their class so that the students have a big enthusiasm in teaching

learning process, besides visual aid can help students master the

material that the teacher gives to them.

41Asnawir and M. Basyirudin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers,

2002), p. 95.

29

1. Applying Animated Film in Teaching Writing Narrative Text

In the process of teaching, teacher can use stimulate media to

stimulate her/his students’ interest. In this case, the teacher has to think

the appropriate and effective media that will be applied in the teaching

learning process. In this research, the researcher uses film especially

animated film. The main aim of animated film in teaching of narrative

text is to help the students catch and express their ideas in writing.

From animated film, the students will get overall description of film

such as setting, plot, character, moral values and others. Film can be

more effective than other instructional media relating one idea to

another, building a continuity of thought, creating dramatic impact. The

overall description of film is in line with narrative texts which contain

generic structures and linguistic features.42

Animated film can be used for rewriting or retelling a story.

Teacher can begin the lesson by giving question related to the film that

would be watched. After that, lets the students watch it.

Before the students watch the film, teacher guides students to

make notes related to the film such as setting, character, and others. The

teacher gives questions based on the film that will be eased the students

to make a narrative text by arranging the answer of the question.

Teacher should explain that students are not allowed to interrupt while

the film is playing because it can disturb students’ concentration. If

students find difficulties in vocabulary, they can ask teacher after the

film ends or they can open the dictionary. After they have done with the

text, teacher asks students to discuss together about overall description

of film by connecting narrative text material that consists of the generic

structure and linguistic features and asks students, to analyze the film

42Muamalatul Fitroh. “Improving Students’ Narrative Skill through Flash Animation

(An Action Research with Tenth Grade Students of SMA N 13 Semarang in the Academic Year of 2009/2010), 053411182”. (Tarbiyah Faculty, Walisongo State Institute for Islamic Studies Semarang), p.26-27.

30

together. It means that the students must share their idea, feeling, or

anything that exist in their mind after they watch the film and focus on

generating idea, organizing coherently, revising it into good

composition, and editing text for appropriate grammar.

By using animated film, students will be more interested in

learning writing. Beside that, they will practice regularly especially in

writing.

C. Action Hypothesis

Based on the review of related literature above, the action hypothesis

of this classroom action research can be stated that ‘Animated film can

improve students’ ability in writing narrative text.

31

CHAPTER III

METHOD OF RESEARCH

A. Research Design

Based on the problem and the expectation to identify the improvement

of students’ ability in writing narrative text after using animated film, it was

considered that the research design that would be suitable to apply in this

research is Classroom Action Research (CAR). This study is a descriptive

quantitative study. This study is carried out by involving a group of students

and provides many benefits for practicing teachers through action research.

“Classroom Action Research is an effort to pay attention to the students’

learning activities by giving treatment that appeared deliberately. It is done by

the teacher and his or her students or the students with teachers’ guidance to

repair and improve learning qualities”.1 Another definition, “Classroom

Action Research is a method of finding out what works best in our own

classroom so that we can improve student learning”.2 According to Harmer,

“action research is the name which is given to series of procedures teachers

can engage in, either because they wish to improve aspects of their teaching or

because they wish to evaluate the success and or appropriacy of certain

activities and procedures”.3

From all definition above, the researcher concludes that classroom

action research is an action in a research, which can be done by the teacher,

researcher, and the teacher with his/her colleague, etc in the classroom. This

involves a group of students to improve learning and teaching-learning

process or to enhance the students’ understanding of the lesson.

1H.E. Mulyasa, Praktik Penelitian Tindakan Kelas: Menciptakan Perbaikan

Berkesinambungan, (Bandung: PT. Rosdakarya, 2010), p. 11. 2 http://www.julianhermida.com/algoma/scotlactionresearch.htm accessed on March,

19th 2011 12:43 pm

3Jeremy Harmer, The Practice of English Language Teaching, (England: Longman,

2003), p. 344-345.

32

Generally, the steps of action research can be described in diagram

below:4

Figure 2.

The Steps of Action Research

Next step

There are four components in conducting classroom action research. It

consists of planning, action, observation, and reflection. Each step was

concluded based on the previous one and the next. It means that the activities

in the classroom action research were based on planning, acting, observation,

and reflecting the activities in each cycle. All those steps can be explained as

follow:

1. Planning

Planning is a plan to conduct treatment or after sure about the

problem of the research. At planning stage, the researcher prepares some

4 Panitia Sertifikasi Guru Rayon 12 LP3, Pendidikan dan Latihan Profesi Guru

(PLPG) Sertifikasi Guru Dalam Jabatan PTK, (Semarang: UNNES, 27) p. 39.

Set of the

problem

New problem

from reflection

If the problem

not yet

finished

Planning I

Reflection I

Planning II

Reflection II

Action I

Observation/data

collection I

Action II

Observation/data

collection II

33

procedural acts how to improve students’ ability in writing narrative text

using animated film. The procedures are put in some lesson plans. They

are formulated based on observation and reflection note of the previous

teaching learning process.

2. Acting

This section discusses about the steps and activities that would be

done by the researcher. At acting stage, the researcher tries to implement

some procedural acts that have been formulated at planning.

3. Observing

Observation is the next step monitoring and watch closely teaching

and learning process to collect the data from result of action. When the

researcher is implementing some procedural acts to improve students’

ability in writing narrative text using animated film, the researcher is also

observing the teaching and learning process to get any data.

4. Reflecting

Reflection means to analyze the result based on the data that have

been collected to determine the next action in the next cycle. After

observation process is done, the researcher and the teacher make a

reflection to evaluate teaching learning process and the improvement of

students’ ability in writing narrative text.

B. Research Subject and Setting

Madrasah Aliyah Negeri Pemalang located in Jl. Tentara Pelajar No.12

Pemalang is purposively chosen as a research setting because the writer had

observed that the students’ ability in writing English in this school were low

especially for class X.5. So, the writer chose them as a research subject. The

second reason was the teacher of English subject in this class still taught his

students with text book style without any media. The writer also thought that

learning writing in senior high school was more complex and difficult than

junior high school, so the writer chose 10th grade. This grade was the first

basic of learning English writing in senior high school. If teaching English

34

writing run effectively and enjoyable, they will understand about the lesson

that they have been learned.

C. Research Procedure

This study is classroom action research; it means that there must be

cycles in this study. The cycles of classroom action research project involve

identifying a problem (planning), collect data (acting), analyze and interpret

data (observing), and develop an action (reflecting). There will be 4 cycles

including pre-cycle and each cycle is ended by final test. There are 4 steps in

action research, they are planning (plan to use animated film), acting

(implement the animated film in teaching writing narrative text), observing

(the researcher observes the teaching learning process and student's activity in

the classroom), and reflecting (teacher and researcher).

1. Pre – Cycle

Before the cycle, the researcher found an institution as an object of

research to conduct preliminary observation to know the teaching method

and the initial condition of students’ ability in writing narrative text. First,

the researcher met the English teacher and talked about his method when

he teaches his students. In this activity the teacher taught students using

conventional method. He used LKS and English handbook to teach his

students. Because the teacher had taught about narrative text, so the

researcher has to do pre cycle treatment by herself. The researcher came to

the class on Wednesday, 26th, January 2011. Although the teacher didn’t

teach about narrative, the researcher still observes to get the information

about students’ initial condition and to know their problems in learning

writing in common. After the researcher got the data from observation and

the test, the researcher decided to analyze the problems faced by the

students. After analyzing the problems faced by students, the next step

which is done by the researcher is designing a plan to continue into the

next cycle to overcome the problem in the previous cycle. It was going on

Monday, 31st, January 2011 the researcher did the pre cycle treatment to

35

the students. The researcher taught writing narrative text to the students

using conventional method and ended with pre cycle test. After conducting

pre cycle research, the researcher conducted cycle I, II, and III.

2. The First Cycle

The first cycle conducted on Wednesday, February 2nd

and

Monday, February 7th, 2011. In this cycle the researcher prepared some

activities which is done in this first treatment, those are:

a. Planning

1) Identifying the problems in pre-cycle, and then formulating the

problems.

2) Making lesson plan and preparing material.

3) Preparing some instruments needed such as observation checklist

and test worksheet.

4) Preparing animated film that will be used in cycle 1

b. Acting

The activities in this stage are implementing the lesson plan that

was prepared, the main activities are:

1) Teacher explains about narrative text and the generic structures.

2) Teacher explains that they are going to watch animated film.

3) Teacher gives the questions based on the film and explains about

the rule.

4) Teacher plays an animated film

5) Teacher asks the students to answer the questions and make a

narrative paragraph based on the film.

6) Teacher discusses the students’ answer.

7) Teacher asks the students to work in pairs.

8) Teacher asks the students to find out the generic structures from

narrative paragraph.

9) Teacher and students discuss the students’ answer and the generic

structures of narrative text.

36

10) Teacher explains that they are going to watch animated film

11) Teacher gives the questions based on the film.

12) Teacher asks the students to take note while watching film.



narrative paragraph based on their answer.

c. Observing

1) Observing the activities of the students and teaching-learning

process to get the data.

2) Evaluating students’ writing test in cycle I

d. Reflecting

Reflecting is analyzing the result of observation and test in cycle I.

The activities in this stage are:

1) Analyzing the data from the observation checklist and result of the

test to find out the improvement of students’ ability in writing

narrative texts after using animated film.

2) Discussing the teaching learning process that has been done in

order to know the weaknesses found in the previous activities and

to plan the better activities in cycle II.

3. The Second Cycle

After conducting the first cycle, the researcher conducted cycle II.

The second cycle was done based on the result of the first cycle, if the

result from observation shows that the students score still low, it is needed

to be continued to the next cycle to fix the previous weakness. The second

cycle conducted on Wednesday, February 9th, and Monday, February 14

th,

2011. The designs of the second cycle are:

a. Planning


1) Identifying the problems in cycle I, and then formulating the

problems.

37


3) Preparing some instruments needed such as observation checklist

and test worksheet.

4) Preparing animated film that will be used in cycle II

b. Acting


prepared, the main activities are:

1) Teacher explains about past tense briefly.

2) Teacher asks the answers of previous film’s questions.

3) Teacher plays and pause the previous film to correct the students’

answer.

4) Teacher discusses the students’ narrative writing together with the

students.

5) Teacher asks the students to work in group of 3 or 4 to find out the

generic structures and language feature from narrative paragraph.

6) Teacher and students discuss the students’ answer.


8) Teacher gives and explains the questions based on the film to the

students





c. Observing


process

2) Evaluating students writing test in cycle II

d. Reflecting



38



to plan the better activities in cycle III.

4. The Third Cycle

The third cycle was done based on the result of the second cycle.

There are several aims of cycle III; to fix the weaknesses in cycle II, to

improve the teaching learning process, to give more opportunities to

students to improve their ability in writing narrative text. The third cycle

conducted on Wednesday, February 16th and Monday, February 21

st, 2011.

The designs of third cycle are:

a. Planning


1) Identifying the problems in cycle II, and then formulating the

problems.


3) Preparing some instruments needed such as observation schema

and test worksheet.

4) Preparing animated film that will be used in cycle III

b. Acting


prepared, the main activities are:

1) Teacher plays the previous film to the students.

2) Teacher asks the students to answer the previous film’s questions

while plays and pause the film.

3) Teacher and the students discuss the writing narrative paragraph

based on the film

4) Teacher asks the students to work in group of 3 or 4 and to find

out the generic structures and language features from narrative

paragraph.

39

5) Teacher and students discuss the students’ answer.


7) Teacher gives and explains the questions based on the film to the

students

8) Teacher gives key words from the film.


10) Teacher plays an animated film.



c. Observing


process

2) Evaluating students writing test in cycle III

d. Reflecting



narrative texts after using animated film.



to plan the better activities in the next cycle

D. Data Collection Technique

“Collecting data is the conscious to get data by systematic method, based

on standard procedure”.5 The purpose of collecting data in this research is to

get the relevant, accurate, and reliable materials. This research uses some

techniques to collect data, there are: observation and writing test.

1. Observation

Observation studies involve collection data without manipulating it.

The researcher simply observes on going activities, without making any

5Arikunto, Suharsimi: Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: Rineka

Cipta, 2002), p.222.

40

attempt to control or determine them. Through the observation the

researcher tries to get the information about students’ ability and problems

in writing, especially in genre based (narrative text). The basic steps in this

study are: planning, acting, observing, and reflecting, there are called one

cycle. If one cycle has not showed any improvement the research activity

maybe continued in the following research cycle and so forth until the

researcher is satisfied. The board outline of Classroom Action Research

Procedures.

2. Test

A test is a method for collecting data by using questions. In this

research, the researcher uses achievement test for individual because it is

made to measure the students’ achievement after they have learned about

material.

E. Data Analysis Technique

Analysis data techniques are the critiques sequence in research.6 In this

research, the writer analyses the data by using statistical analysis. Test is used

to describe the success of improving students’ ability in writing narrative text

after using animated film. Data analysis technique that the researcher will do

is as follow:

1. Technique of analyzing data from the observation.

This research uses the instrument of observation to know the

student’s participation.

The writer will give check list in the observation form. In the end

it will be analyzed by describing the result of percentage from the check

list using descriptive analysis.

2. Technique of analyzing data from the test

a. Measuring the students individual ability

In every cycle, after giving a treatment the writer will give test

6Suryabrata,Sumadi, Metodologi Penelitian, ( Jakarta: PT.Raja Grafindo Persada: 2006)

, p. 40.

41

to assess the result of students writing ability in narrative text. The

result of the test will be analyzed by using the scoring guidance as

follow:

Table 2.

Writing Score Guidance 7

7 Arthur Hughes, Testing for Language Teachers, (NY: Cambridge University Press,

2003), 2ndED, p.104.

Item Analysis Score Criteria

Content 30-27 Excellent to Very Poor: knowledgeable substantive,

thorough development of thesis, relevant to assigned topic.

26-22 Good to Average: some knowledgeable of subject,

adequate range, limited development of thesis, mostly relevant

to topic, but lacks detail.

21-17 Fair to Poor: limited knowledgeable of subject, title

substance, inadequate development of topic.

16-13 Very Poor: doesn’t show knowledgeable of subject, non

substantive, non pertinent, or not enough to evaluate.

Organization 20-18 Excellent to Very Poor: fluent expression, ideas clearly

stated, succinct, well-organized, logical sequencing cohesive.

17-14 Good to Average: somewhat choppy, loosely organized

but main ideas stand out, limited support, logical but

incomplete sequencing.

13-10 Fair to Poor: not-fluent, ideas confused/disconnected,

lacks logical sequencing and development.

9-7 Very Poor: does not communicate, no organization, or not

enough to evaluate.

Vocabulary 20-18 Excellent to Very Poor: sophisticated range, effective

word/ idiom choice and usage, word form mastery, appropriate

42

8 Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra, p. 308.

register.

17-14 Good to Average: adequate range, occasional of word/

idiom form, choice, usage, bit meaning is not, obscured.

13-10 Fair to Poor: limited range - frequent errors of word/

idiom form, choice, usage but meaning confused or obscured.

9-7 Very Poor: essentially translation, little knowledge of

English vocabulary, idioms, word form, or not enough to

evaluate.8

Language

Use

25-22 Excellent to Very Poor: effective complex construction,

few errors of agreement, tense, number, word order/function,

articles, pronouns, prepositions.

21-18 Good to Average: effective but simple construction,

minor problems, in complex construction, several errors of

agreement, tense, number, word order/function, articles,

pronouns, preposition but meaning seldom obscured.

17-11 Fair to Poor: major problems in simple/ complex

construction, frequent errors of negation, agreement, tense,

number, word order/function, articles, pronouns, prepositions

and/or fragments, run-on deletions, meaning confused or

obscured.

10-5 Very Poor: virtually no mastery of sentence construction

rules, dominated by errors, does not communicate, or not

enough to evaluate.

43

After collect the data, the researcher will analyze it. In gives scoring of

the writing test, the researcher processes the result of the students’ test. The

researcher gives the score for each element of writing as follow:

1) Content : the lowest score is 13 and the highest score is 30

2) Organization : the lowest score is 7 and the highest score is 20

3) Vocabulary : the lowest score is 7 and the highest score is 20

4) Language use : the lowest score is 5 and the highest score is 25

5) Mechanic : the lowest score is 2 and the highest score is 5

In order to make the raw scores become more meaningful, they should be

converted to numerical data, which had been processed to the scale of 34 to 100.

Then, the processed scores could be used as a basic to make decisions. The

measurement of the students’ achievement that was cited on Sofiyatin’s thesis

could be interpreted with the following table:

9 Burhan Nurgiyantoro, Penilaian dalam Pengajaran Bahasa dan Sastra, p. 308.

Mechanic 5 Excellent to Very Poor: demonstrates mastery of

conventions, few errors of spelling, punctuation,

capitalization, paragraphing.

4 Good to Average: occasional errors of spelling,

punctuation, capitalization, paragraphing but meaning not

obscured.

3 Fair to Poor: frequent errors of spelling, punctuation,

capitalization, paragraphing, poor handwriting, meaning

confused or obscured.

2 Very Poor: no mastery of conventions, dominated by

errors of spelling, punctuation, capitalization,

paragraphing, handwriting illegible, or not enough to

evaluate.9

Total Score The lowest score is 34 and the highest score is 100

The M

Criteria

90

75

60

50

0

b. Measuring t

Afte

calculates

every cycle

adding the s

Where:

X

N

From the

improvement of st

film.

10Sofiyatin, “The I

Improve Students’ Ability

Eight Grade Students of

2010/2011), 063411036”

Semarang, 2010), p. 40. 11Suharsimi Ariku

Rineka Cipta, 2002), p. 222

Table 3.

The Measurement of Students’ Achievement Criter

iteria of mastery Grade Level

90 – 100 A = Excellent Outstanding

75 – 89 B = Good Above avera

60 – 74 C = Fair Satisfactory

50 – 59 D = Less Below avera

0 – 49 E = Poor Insufficient

uring the mean

After calculate the percentage of students sco

the mean to measure the improvement of stu

cycle. The mean is the arithmetical average that

g the sum offset score and dividing the number of t

= the mean

X = the sum offset score

N = the number of the students.

the result of this formula the researcher will

t of students’ ability in writing narrative text by u

The Implementation of Twenty-Question Game as a Teac

bility In Writing Descriptive Texts (A Classroom Action

ts of MTs Subulul Ikhsan Kersana Brebes in the A

”, (Tarbiyah Faculty: Walisongo State Institute for

Arikunto, Prosedur Penelitian: Suatu Pendekatan Prak

p. 222.

44

Criteria10

evel

nding

e average

actory

average

icient

ts score, the writer

of students score in

e that is obtained by

er of the students.11

r will find out the

xt by using animated

Teaching Technique to

Action Research at the

the Academic Year of

te for Islamic Studies

raktek, (Jakarta: PT.

45

F. Achievement Indicator

Indicator is basic competence attainment markers which can be

marked by behavior changes that can be measured include attitude,

knowledge, and skill. Achievement indicator of this research is same with

indicator that written on lesson plan. In each cycle, lesson plan that was used

by the researcher can be seen in appendix 2-5.

46

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

This research is a classroom action research on the use of animated film

to improve students’ ability in writing narrative text. It is aimed to know the

implementation of animated film in improving students’ ability in writing

narrative text and to identify the improvement of students’ ability in writing

narrative text after learning using animated film at the tenth grade students of

MAN Pemalang especially class X.5 in the academic year of 2010/2011.

The research had been conducted since January 24th 2011 to February 23

th

2011. The researcher used four cycles included pre cycles. Before the researcher

did the research, she made a plan to set the activities that would be done in the

research cycles by making lesson plans as guidance in teaching and learning

process. In every cycle, the researcher observed the classroom activities and gave

test to the students in the end of lesson. Then, the researcher and the teacher

made a reflection step to analyze the problems faced in every cycle. After that,

the researcher compared the result of the test in the pre cycle with the result of

the test in the next cycle. The descriptions of results research in each cycle are as

follow:

1. Pre Cycle

This research was started on Monday, January 31st, 2011. There were

38 students as participant. Because the teacher had taught about narrative

text, the researcher did pre- cycle by herself. In this cycle, the researcher

taught writing narrative text using conventional method and the researcher

observed the teaching learning process. In this activity, the researcher began

with asked the students about legend or Indonesian folklore as warming up.

After that, she gave explanation about narrative, but not all of the students

paid attention to her. They were only quiet and some of them were talking

with his or her friend during teaching and learning process. After that, the

47

researcher gave sample of narrative text and asked the students to find out the

characteristics of narrative text. After they did the task, the researcher gave

test to know the students’ ability in writing narrative text before giving

treatments. This test was an essay writing test and the teacher gave key words

related to the story. It was followed by 38 students and the teacher provided

30 minutes for them to do the test. The result of pre-cycle test can be seen in

the table below:

Table. 4

The Result of Pre Cycle Test

No Students Code Score Grade

1 A – 1 60 Fair

2 A – 2 49 Poor

3 A – 3 38 Poor

4 A – 4 Out -

5 A – 5 49 Poor

6 A – 6 40 Poor

7 A – 7 73 Fair

8 A – 8 38 Poor

9 A – 9 42 Poor

10 A – 10 35 Poor

11 A – 11 45 Poor

12 A – 12 58 Less

13 A – 13 44 Poor

14 A – 14 Absent -

15 A – 15 40 Poor

16 A – 16 49 Poor

17 A – 17 52 Less

18 A – 18 39 Poor

19 A – 19 50 Less

20 A – 20 Out -

21 A – 21 34 Poor

22 A – 22 49 Poor

23 A – 23 36 Poor

24 A – 24 34 Poor

25 A – 25 52 Less

26 A – 26 50 Less

mean to

the mea

follows:

Where:

in the pr

school (

ability i

After calculating the students score

ean to measure the improvement of student

e mean of the students’ score in the pre cyc

llows:

here: = the mean



The computation of the average of the

46.238

1754==

From the data above, it showed that t

the pre cycle is 46.2. This score was still lo

hool (Minimum Passing Grade Criteria) w

ility in writing narrative text was poor. Th

27 A – 27 48

28 A – 28 34

29 A – 29 49

30 A – 30 60

31 A – 31 38

32 A – 32 40

33 A – 33 62

34 A – 34 40

35 A – 35 48

36 A – 36 35

37 A – 37 38

38 A – 38 Absent

39 A – 39 60

40 A – 40 64

41 A – 41 34

42 A – 42 48

Total 1754

48

score, the researcher calculated the

tudents’ score in every cycle. To know

re cycle the researcher used formula as

of the score is as follow:

that the average of the students score

still low from the standard score in the

) was 65. It is means that students’

or. The teacher and researcher decided

Poor

Poor

Poor

Fair

Poor

Poor

Fair

Poor

Poor

Poor

Poor

-

Fair

Fair

Poor

Poor

49

to use another technique to make students interested in the learning process in

order to improve students’ ability in writing narrative text. They decided to

use animated film as a medium in teaching learning process.

2. The First Cycle

This cycle was conducted on Wednesday, February 2nd and Monday,

February 7th 2011. The result of the test in pre-cycle was not satisfied yet.

The problems faced by students were that they had difficulties to express

their ideas and they also had limited vocabulary items. So, the researcher

decided to use animated film as a teaching medium to solve the problem. In

this activity, the researcher became a teacher. The students were enthusiastic

in following the treatment; the researcher told students that they would watch

animated film in learning writing narrative text.

Because this research was classroom action research, there were four

steps; planning, acting, observing and reflecting. In the planning, the

researcher made lesson plan, prepared material including animated film, the

test instrument, and the observation checklist. In the acting, the researcher

began the activity with explaining narrative text and the students paid

attention to her explanation. After that, the researcher gives the question’s

sheet to the students about animated film. The researcher asked the students

to answer the questions after they watched animated film. Then, the

researcher played animated film and let the students watched the film. After

answering the questions based on the film, teacher asked the students to make

a narrative paragraph based on their answer.

On Join Construction of Text, the researcher together with the

students discussed about students’ answer and students’ narrative text. After

that, the researcher asked the students to work in pairs and to find out the

generic structures from narrative paragraph. Then, the researcher and the

students discussed the students’ answer

On Independence Construction of Text, the researcher gave short

explanation to the students that they were going to watch animated film and

50

they had to make a narrative paragraph based on the film that would be eased

by questions. The researcher also allowed students to open dictionary when

they found difficult words. The test result of the first cycle can be seen in the

table below:

Table. 5

The Results of the First Cycle


1 A – 1 78 Good

2 A – 2 53 Less

3 A – 3 50 Less

4 A – 4 Out -

5 A – 5 Absent -

6 A – 6 45 Poor

7 A – 7 80 Good

8 A – 8 45 Poor

9 A – 9 49 Poor

10 A – 10 45 Poor

11 A – 11 38 Poor

12 A – 12 38 Poor

13 A – 13 37 Poor

14 A – 14 45 Poor

15 A – 15 40 Poor

16 A – 16 Sick -

17 A – 17 55 Less

18 A – 18 38 Poor

19 A – 19 55 Less

20 A – 20 Out -

21 A – 21 44 Poor

22 A – 22 50 Less

23 A – 23 48 Poor

24 A – 24 P -

25 A – 25 60 Fair

26 A – 26 50 Less

27 A – 27 50 Less

28 A – 28 40 Poor

29 A – 29 53 Less

30 A – 30 57 Less

with pre

Where:

first cyc

But it w

and poo

this cyc

narrativ

still poo

31 A – 31 58

32 A – 32 46

33 A – 33 68

34 A – 34 58

35 A – 35 48

36 A – 36 45

37 A – 37 60

38 A – 38 48

39 A – 39 60

40 A – 40 45

41 A – 41 48

42 A – 42 Sick

Total 1827

After that, the researcher calculated th

ith previous cycle. The result of the mean o

here: = the mean




50.836

1827==

The result of the mean was 50. 8. It m

rst cycle could be said increase, although t

ut it was unsatisfied yet, because there wer

d poor score. The problems were faced by

is cycle were the students still confused abo

rrative text based on the animated film . Th

ill poor on the content and language use

51

Less

Poor

Fair

Less

Poor

Poor

Fair

Poor

Fair

Poor

Poor

-

lated the mean using the same formula

ean of the first cycle is:


. It means that the students’ score in

ough the average score was still poor.

re were many of students still got less

ed by the researcher and the teacher in

sed about grammar item and to make a

. The result of their writing was also

e use item. So the researcher had to

52

continue to the next cycle. In observation step, the researcher and the teacher

observed the events that happened during the treatment using observation

checklist. After that, the researcher and the teacher discussed teaching

learning process that would be done in the next cycle to fix the problems.

They decided to use same technique, but in the next cycle the researcher

would explain about the tense that was used in narrative text.

3. The Second Cycle

The second cycle was conducted on Wednesday, February 9th, and

Monday, February 14th, 2011. Based on the problems faced by students in

first cycle, in this cycle the researcher used the same technique as the

previous one. The students did the same activities as same the first cycle. The

researcher asked the students about the previous film. Before acting, the

researcher gave motivation to students especially the students were less active

in the group discussions. Researcher also asked them about the previous

lesson. In this cycle the researcher asked students to more pay attention when

she began explaining the material in order to fix the previous problems. First,

the researcher gave explanation to the students about past tense briefly. The

researcher discussed with the students about their previous film’s answer

while played and paused the animated film to make sure about the answer.

Then, the researcher discussed the students’ narrative writing together with

the students. After that, the students were asked to find out the generic

structures and language features inside the text. In this cycle students were

assigned to work in group of 3 or 4. The researcher gave chance for them to

ask some questions if they had difficulties. The researcher always pushes

them to ask the researcher if they had the problem or they have not

understood about material. Then, the activity was going on like the previous

cycle and the teacher observed the event during the treatment. After those

activities were done, the researcher gave writing test in group. There was

significant improvement in this cycle; it could be seen from the result of the

test below:

53

Table. 6

The Result of Writing Test in the Second Cycle


1 A – 1 80 Good

2 A – 2 Absent -

3 A – 3 70 Fair

4 A – 4 Out -

5 A – 5 65 Fair

6 A – 6 60 Fair

7 A – 7 85 Good

8 A – 8 50 Less

9 A – 9 65 Fair

10 A – 10 65 Fair

11 A – 11 65 Fair

12 A – 12 60 Fair

13 A – 13 57 Less

14 A – 14 60 Fair

15 A – 15 60 Fair

16 A – 16 63 Fair

17 A – 17 60 Fair

18 A – 18 60 Fair

19 A – 19 65 Fair

20 A – 20 Out -

21 A – 21 70 Fair

22 A – 22 P -

23 A – 23 60 Fair

24 A – 24 65 Fair

25 A – 25 78 Good

26 A – 26 67 Fair

27 A – 27 68 Fair

28 A – 28 50 Less

29 A – 29 60 Fair

30 A – 30 65 Fair

31 A – 31 Absent -

32 A – 32 60 Fair

33 A – 33 80 Good

34 A – 34 60 Fair

35 A – 35 60 Fair

the scor

cycle w

one. It m

narrativ

still got

score th

next cyc

teacher

order. S

and aske

4. The Thi

Monday

previous

some pr

research

good w

36 A – 36 50

37 A – 37 75

38 A – 38 55

39 A – 39 65

40 A – 40 50

41 A – 41 50

42 A – 42 65

Total 2343

From that result, the researcher could

e score as follows:

63.337

2343==

The result above shows that the avera

cle was 63.3. The result of the second cy

e. It means that there were improvements f

rrative text. Almost all of students got fair

ill got less score. The result of this cycle st

ore there was 65. So the researcher decide

xt cycle. In this cycle the problems were

acher were some of the students were still

der. So in the next cycle the researcher had

d asked students to more pay attention.

he Third Cycle

The third cycle was conducted on

onday, February 21st, 2011. The activity

evious cycle, the researcher made planning

me preparations. If in the second cycle

searcher and the teacher were some studen

od word order, in this cycle the research

54

Less

Good

Less

Fair

Less

Less

Fair

could calculate the average (mean) of

average of students test in the second

nd cycle was better than the previous

ents for the students’ ability in writing

ot fair score and there were 8 students

cle still had not achieved the standard

decided to continue the research to the

were faced by the researcher and the

re still confused to arrange good word

had to give more explanation clearly

on Wednesday, February 16th and

ctivity in this cycle was same with

anning before conducting research and

the problems were faced by the

students were still confused to arrange

searcher asked students to more pay

55

attention, repeated her explanation clearly and gave chance for them to ask

some questions if they had difficulties. In the first meeting, the researcher

asked the students to answer the previous film’s questions. Teacher played

and pause film to correct students’ answer. After that, the students and the

teacher discussed about the students’ answer. Then, the students were asked

to identify generic structure and language feature in group of 3 or 4. In this

activity the teacher did as a corrector. It was aimed to make sure that they did

not have any problems. After that, the activity was going on like the previous

cycle and the teacher observed the event during the treatment. After those

activities were done, the researcher gave writing test individually in the next

meeting using animated film. This activity, the researcher gave keywords

based on the content of film. The result of the test in this cycle as follow:

Table. 7

The Result of Writing Test in the Third Cycle


1 A – 1 80 Good

2 A – 2 65 Fair

3 A – 3 75 Good

4 A – 4 Out -

5 A – 5 70 Fair

6 A – 6 72 Fair

7 A – 7 Sick -

8 A – 8 70 Fair

9 A – 9 75 Good

10 A – 10 70 Fair

11 A – 11 70 Fair

12 A – 12 73 Fair

13 A – 13 70 Fair

14 A – 14 65 Fair

15 A – 15 Sick -

16 A – 16 70 Fair

17 A – 17 72 Fair

18 A – 18 73 Fair

19 A – 19 70 Fair

20 A – 20 Out -

21 A – 21 75 Good

22 A – 22 70 Fair

Where:

So the m

students score i

the students’ im

23 A – 23 65

24 A – 24 65

25 A – 25 65

26 A – 26 70

27 A – 27 73

28 A – 28 70

29 A – 29 65

30 A – 30 70

31 A – 31 70

32 A – 32 73

33 A – 33 80

34 A – 34 75

35 A – 35 70

36 A – 36 70

37 A – 37 78

38 A – 38 65

39 A – 39 70

40 A – 40 73

41 A – 41 60

42 A - 42 74

Total 2686

Then, the researcher calculated the me

here: = the mean




70.738

2686==

the mean of the students score in third c

score in this cycle could be categorized incr

nts’ improvement on writing narrative

56

Fair

Fair

Fair

Fair

Fair

Fair

Fair

Fair

Fair

Fair

Good

Good

Fair

Fair

Good

Fair

Fair

Fair

Fair

Fair

the mean:


hird cycle was 70.7. It means that the

d increased significantly. In this cycle,

text was more significant. Their

57

writing of narrative text was improved in language elements, especially in using

grammar. Teacher and researcher concluded that students’ ability in writing narrative

text was improved significantly after being given treatment using animated film.

They were also being enthusiastic in learning process, they were serious in paying

attention when the researcher explained the material, some of students who asked

questions and responded questions were increased, they were serious in making

effort to write. The teacher and researcher decided to stop in this cycle, because they

concluded that students’ ability in writing narratives text was significantly improved

since the first cycle until the third cycle.

B. Research Discussion

After the researcher implementing animated film in teaching writing

narrative text, the researcher got the data from each cycle. It was analyzed to get

the improvement in every cycle, and then the researcher got the result of the

classroom action research. The result of research shows that there was significant

improvement of students’ ability in writing narrative text after taught using

animated film. It can be seen from the result of the test from the first cycle until

third cycle.

Table. 8

The Result of Test from the First Cycle until Third Cycle as Follow:

N0 Students Code Pre cycle Cycle 1 Cycle 2 Cycle 3

1 A – 1 60 78 80 80

2 A – 2 49 53 Absent 65

3 A – 3 38 50 70 75

4 A – 4 Out Out Out Out

5 A – 5 49 Absent 65 70

6 A – 6 40 45 60 72

7 A – 7 73 80 85 Sick

8 A – 8 38 45 50 70

9 A – 9 42 49 65 75

10 A – 10 35 45 65 70

11 A – 11 45 38 65 70

12 A – 12 58 38 60 73

13 A – 13 44 37 57 70

14 A – 14 Absent 45 60 65

15 A – 15 40 40 60 Sick

58

16 A – 16 49 Sick 63 70

17 A – 17 52 55 60 72

18 A – 18 39 38 60 73

19 A – 19 50 55 65 70

20 A – 20 Out Out Out Out

21 A – 21 34 44 70 75

22 A – 22 49 50 P 70

23 A – 23 36 48 60 65

24 A – 24 34 P 65 65

25 A – 25 52 60 78 65

26 A – 26 50 50 67 70

27 A – 27 48 50 68 73

28 A – 28 34 40 50 70

29 A – 29 49 53 60 65

30 A – 30 60 57 65 70

31 A – 31 38 58 Absent 70

32 A – 32 40 46 60 73

33 A – 33 62 68 80 80

34 A – 34 40 58 60 75

35 A – 35 48 48 60 70

36 A – 36 35 45 50 70

37 A – 37 38 60 75 78

38 A – 38 Absent 48 55 65

39 A – 39 60 60 65 70

40 A – 40 64 45 50 73

41 A – 41 34 48 50 60

42 A - 42 48 Sick 65 74

SUM 1754 1827 2343 2686

MEAN 46.2 50.8 63.3 70.7

From the table, it can be concluded that there is difference in students’ ability

in writing narrative text after giving treatment using animated film in each cycle. In

pre cycle the mean is 46.2. That means that the students’ ability in writing narrative

text was poor. The students had difficulties in expressing their ideas. They did not

know what they should write. Most of their writing results were not enough to

evaluate.

In cycle one, after the researcher taught using animated film in the first time

the results of students’ writing were improved. Animated film could help them to

express their ideas easily. The students also found writing process easier. In this

cycle, the mean score was increased to 50.8. This shows that there was improvement

59

in students’ writing ability. But, because their vocabulary were still limited, so most

of their writing were still confused. They were also still poor in grammar item. It

could be seen from their writing. The score had not achieved the standard score and

many of them got poor score. So, the research was continued to the cycle II.

In cycle II before the teacher gave treatment to the students, she explained

about the grammar briefly. In treatment session, the teacher gave explanation about

the questions based on the film. The teacher gave chance to open the dictionary and

the students could ask the teacher to clarify the questions. So the problems faced in

the previous cycle can be solved. In this cycle the content and organization item of

students’ writing were significantly improved. Their writing narrative was better than

before, especially in exploring the ideas, using organization and vocabulary. The

mean score was 63.3. It shows that the mean have increased but have not achieved

the standard score. They still had problem in grammar items, especially in arranging

word order. So the researcher decided to conduct cycle III to give more explanation

to students in order that all of them could get a better achievement in writing.

The result of cycle III showed that all of students have achieved the standard

score of the school. It means that there were significant improvements of students’

writing ability after they taught using animated film. It can be seen from the result of

students’ writing test. Their writing of narrative text were improved in language

elements, especially in using grammar. The mean of students’ score in the third cycle

was 70.7.

From the explanations above, the researcher concludes that animated film can

be a teaching medium to improve students’ writing ability. According to Widarso,

“one of good stimulus to get writing process easier for students is a set of questions

which are related to each other. By answering the questions, and arrange the answers

in a paragraph, it will create a simple text”.1 As a result, animated film is used as

stimulus to improve students’ ability in writing narrative text because the answer of

questions can be arranged in written text, like narrative text. From animated film,

students are able to share their ideas and produce a good narrative text.

1 Wishnubroto Widarso, Kiat Menulis dalam Bahasa Inggris. (Yogyakarta: Kanisius,

1992),p.48.

60

The implementation of animated film also could improve students’ activities

in teaching and learning process. It can be seen from the result of the observation

checklist that was summed up on the table below:

Table. 9

Observation of Students’ Activities

Activities Pre cycle Cycle 1 Cycle 2 Cycle 3

Percentage 53. 33 % 60% 77.78% 88.89%

Based on the observation result, the pre cycle activities have percentage 51.

48 %. It means that the activity of pre cycle was average. In this cycle, most of

students were passive during the lesson. Not all of the students paid attention to

teacher’s explanation. There were only few students active to ask questions to the

teacher during the teaching learning process. Their activity in asking and responding

questions both from the teacher or their friends was poor. So when they were

assigned to do the task (in this case is to write narrative text) they were confused and

had difficulties to express their ideas.

While the percentage of students’ activities when the researcher used

animated film in teaching writing narrative text in cycle one is 60%, 77.78 % in cycle

two and 88.89 % in cycle three. It shows that there were improvements of students’

activities in each cycle after they were taught using animated film. In cycle one,

when the researcher began the treatment using animated film, the students were

enthusiastic in following the lesson. It was caused they never have been taught using

film. Besides interesting and motivating. In cycle II and cycle III, the students’

activities were more increased from the previous cycle, especially when they were

assigned to identify the generic structures and language features from narrative text

in group of 3 or 4s. The students were more active in discussion. For the result of

observation check list in each cycle can be seen in appendix 5-8.

From the explanations above, it can be concluded that the use of animated

film in teaching writing narrative text could help students to improve their writing

ability. So, this classroom action research in the use of animated film to improve

students’ ability in writing narrative text at the tenth grade students of MAN

Pemalang in the academic year of 2010/2011 was success. To give easier

understanding

checklist in eve

0

10

20

30

40

50

60

70

80

Average Score

0

10

20

30

40

50

60

70

80

90

Pre

StudentsActivities (%)

ding about the result of this research, th

in every cycle can be drawn in the charts be

Chart 1.

The Students’ Score Achieveme

Chart 2.

Observation of Students’

Pre Cyle Cycle I Cycle II Cyc

46,250,8

63,3

70

Pre Cyle Cycle I Cycle II Cycle

51,48

60

77,78

88,

61

ch, the result of test and observation

arts bellows:

evement

nts’ Activities

Cycle III

70,7

Pre Cyle

Cycle I

Cycle II

Cycle III

Cycle III

88,89

Pre Cyle

Cycle I

Cycle II

Cycle III

62

The findings reveal that the study of improving students’ writing ability

using animated film is successful viewed from some dimensions:

1. Animated film can improve the student’s writing ability in narrative text

effectively, their narrative writing are better than before, especially in

exploring the ideas, using organization, vocabulary and grammar.

2. Motivation and interest of the students are higher when joining in every

discussion of task in English Class. They are very happy and enthusiastic

when watching film and do the task. Besides that, activities using animated

film make the students more concentrate to the teacher’s explanation, so that

the students’ understanding about material become higher. Finally, the

students’ ability in writing narrative text is improved.

C. Limitation of this Study

1. This study may have differences when it is conducted in other subject.

Therefore, this study is only limited in X.5 students of MAN Pemalang in the

academic year of 2010/2011.

2. The use of animated film in this study is only to improve students’ ability in

writing narrative text not all of genres.

63

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the analysis in the previous chapter, the researcher

concluded that:

1. The implementation of animated film in teaching learning narrative text was

started when the researcher explained to the students about the purpose, the

generic structure and the language features of narrative text. The researcher

then introduced animated film to the students and presented the way, how to

write narrative text based on the animated film. The researcher gave several

questions which are related to the film to make the students understand with

the content of film and make them easily to write narrative text. The next step

was the researcher played the animated film and the students tried to answer

the questions on the paper. Then, they tried to make a narrative text based on

their answer.

2. The ability of students X.5 at MAN Pemalang here is ability to write

narrative text. When the researcher did the research for the first time, the

ability of the students in writing narrative text was poor. It can be seen in the

result of pre cycle test. The mean of pre cycle test was 46.2. After the

researcher taught narrative using animated film, the students became more

enthusiasts in learning process and they more understand how to write

narrative text. It can be seen in the result of the test from cycle 1 the mean

was 50.8, 63.3 for cycle 2, and 70.7 for the third cycle.

3. Animated film can improve students’ ability of class X.5 at MAN Pemalang

in writing narrative text since it is interesting and motivating. It can motivate

the students to learn English lesson especially in learning narrative text.

Learning writing narrative text is not easy since the students did not know

what they must write. Using animated film can be a new atmosphere for the

students who have not been taught using film before. Watching animated film

64

can be fun way to learn narrative text and how to produce or write narrative

text. Teaching - learning understandable with choosing right and fun medium

to teach narrative text can raise the students’ mood to learn deeply about

material. After the students motivate themselves to learn about material, it

will raise their spirit to write something using their answer from the questions

of film as guidance in learning writing process so that their writing ability

improved.

B. Suggestions

Based on the result of this research which positively indicates that there is

positive effect of the implementing animated film as a medium in teaching-

learning writing (narrative text), there are several important things that can be

suggested in the last report of the paper and it is hopefully can be useful for the

reader, especially:

1. For the teacher

a. Writing mostly known as difficult subject. Teacher of English subject

should be able to develop their technique to teach the students in order to

make them interest in learning the subject. The use of animated film in

teaching and learning process is interesting media because it can attract

students’ interest and motivation in teaching and learning process.

b. Animated film is one of medium that can be used in teaching- learning

language. The researcher suggests for English teacher to use this medium

in language classroom to teach writing or other skills in other genres.

c. The teacher must prepare the right time for watching a film, and also the

teacher must think about the duration, because the students need longer

times to watch and understand the film. The teacher must prepare the

facilities for watching a film; some facilities are television sets, sound

system, VCD player, computer and the class room. The teacher must

think that all of the students can watch the film easily and the students can

hear the film clearly.

65

2. For the students

a. Writing is important subject to be learnt. But, most of students have

difficulties in producing written text. Therefore, students have to be

serious and pay attention to the teacher’s explanation in teaching and

learning process.

b. To improve writing ability, students have to develop their knowledge and

do many exercises in order to get a better achievement in producing

written text.

REFERENCES

Anderson, Mark and Kathy Anderson, Text Types in English, New York:

Macmillan,1997.

Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktik, 13th Ed.,

Jakarta: PT. Rineka Cipta, 2002.

Arsyad, Azhar, Media Pembelajaran. Jakarta: PT.Raja Grafindo Persada, 2003.

Badan Penelitian, Kurikulum 2004 Standar Kompetensi Bahasa Inggris, Jakarta:

Departemen Pendidikan Nasional, 2004.

Basyirudin, Usman and Asnawir, Media Pembelajaran, Jakarta: Ciputat Pers, 2002.

Blanchard, Karen & Christine Root, Ready to Write. 3rd Ed, New York: Pearson

Education, Inc, 2003.

Celce-Murcia, Marianne & Elite Olshtain, Discourse and Context in Language

Teaching. United Kingdom: Cambridge University Press, 2000.

Djauharie, Otong Setiawan, Genre Dilengkapi 700 Soal Uji Pemahaman,Bandung:

Yrama Widya, 2007.

, Paragraph Writing, Bandung: Rama Widya, 2009.

Feez, Susan, Text-Based Syllabus Design, Sydney: Macquarie University, 1998.

Fitroh, Muamalatul. Improving Students’ Narrative Skill Through Flash Animation

(An Action Research with Tenth Grade Students of SMA N 13 Semarang in the

Academic Year of 2009/2010). (Tarbiyah Faculty, Walisongo State Institute for

Islamic Studies Semarang

Hadeli, Metode Penelitian Kependidikan, Jakarta: Quantum Teaching, 2006.

Hammond, Jenny and Friends. English for Social Purpose, Sydney.Macquarie

University, 1992.

Hapsari, Anny Martya, “Diary Writing as a Medium to Improve Writing Recount

Text Ability: (An Experimental Study of the Tenth Years Class of SMA 1 Sragen

in the Academic Year of 2007/2008)”, Thesis of UNNES, Semarang: Library of

UNNES, 2008.

Harmer, Jeremy, How to Teach Writing. Longman: Pearson Education Limited,

2004.

, The Practice of English Language Teaching 3rd Ed, Longman:

Pearson Education, 2001.

Hartono, Rudi, Genres of Text, Semarang: UNNES, 2005.

Heaton, Writing English Language Test.Longman: Longman Group Limited, 1975.

Hornby, As, Oxford Advanced Learners Dictionary of Current English, London:

Oxford University Press, 1995.

Hughes, Arthur, Testing for Language Teachers 2ndED, New York: Cambridge

University Press, 2003.

Jay, Timothy B, the Psychology of Language, Pearson Education: New Jersey, 2003.

Karolina, Intan, Teaching Narrative Text in Improving Writing to the Tenth Grade

Students of SMA Negeri 1 Petarukan Pemalang, UNNES: Semarang, 2006.

Kern, Richard, Literacy and Language Teaching,(New York: Oxford University

Press, 2000.

L. Gerrot and P. Wignell, Making Sense of Functional Grammar, Sidney:

Antepodean Educational Enterprises, 1995.

Meyers, Alan, Gateways to Academic Writing: Effective Sentences, Paragraphs, and

Essays, New York: Pearson Education, Inc, 2005.

Mufid, Abdul, The Effectiveness of Using Pictures in Teaching of Narrative Text

Writing to Improve Students’ Achievement( An Experimental Study at Eight

Grade Students of MTs Nurul Huda Banyuputih Batang in Academic Year

2008/2009),(Tarbiyah Faculty of State Institute For Islamic Studies, 2009

Nunan, David and Clarice Lamb, The Self-Direct Teacher. Managing The Learning

Process, Cambridge: Cambridge University Press

Nurgiyantoro, Burhan, Penilaian dalam Pengajaran Bahasa dan Sastra, Yogyakarta.

PPFE Yogyakarta, 2001.

Panitia Sertifikasi Guru Rayon 12 LP3, Pendidikan dan Latihan Profesi Guru

(PLPG) Sertifikasi Guru Dalam Jabatan PTK, Semarang: UNNES.

Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching, US

of America: Cambridge University Press, 2000.

Sanggam Siahaan, The English Paragraph, Yogyakarta: Graha Ilmu, 2008.

Puspitasari, Retno Ayu Murwani, Student Number 2201402525, The Use of

Animation Movies for Developing Students’ Writing Skill of Narrative Texts

A Case Study of Teaching English at Eleventh Grade Students of SMA Negeri

10 Semarang in the Academic Year of 2006/2007, UNNES, 2007.

Sumardiyani, Listiyaning and Zulfa Sakhiyya, Speaking for Instructional Purpose a

Handbook, Semarang: IKIP PGRI Press, 2007.

Supriyanti, Wiwin, The Effectiveness Of Fairytale Movie As A Medium In The

Teaching Narrative Writing: An Experimental Research (A Study with VIIIG

and VIIIH of 8th Grade Students of SMP 18 Semarang 2009/2010 Academic

Year), Faculty of Tarbiyah, Walisongo State Institute For Islamic Studies

Semarang: 2009.

Suryabrata, Sumadi, Metodologi Penelitian, Jakarta: PT.Raja Grafindo Persada,

2006.

Suryana, Nanan, Genre Reading Comprehension, Jakarta: Nobel Edumedia, 2008.

Tarwiyah, Siti, Modul Game and Songs, Practical Ideas to Teach Language,

Semarang: Unpublisher, 2008.

Wishnubroto, Widarso, Kiat Menulis dalam Bahasa Inggris. Yogyakarta: Kanisius,

1992.

http://www.elraz.co.cc/english-texts/teks-monolog/narrative/76-timun-mas.html

accessed on 11 January at 16:15 p.m.

Wordnetweb.Princeton.Edu/Perl/Webwn

http://dictionary.die.net/film retrieved on 16 August 2010 at 19:30 pm

http://en.www.mcu.es/cine/CE/Industria/DefinicionPelicula.html access at 13 July

2010 14:55 pm

http://www.yourdictionary.com/film retrieved on 16 August 2010 at 19.35pm

http://www.julianhermida.com/algoma/scotlactionresearch.html accessed on March,

19th 2011 12:43 pm

CURRICULUM VITAE

Personal Details

Name : Tatum Ariesya Akmala

Place and Date of birth : Pemalang, July 31st, 1988.

Student’s Number : 063411047

Address : Jl. Nusa Barung VII no. 97 RT.03 RW.13 Perumnas

Bojongbata Pemalang.

Academic Background

1. TK Muslimat 01 Kebondalem Pemalang

2. SD Negeri 02 Mulyoharjo Pemalang graduated in 2000

3. SMP Negeri 2 Pemalang graduated in 2003

4. SMA Negeri 1 Pemalang graduated in 2006

5. Tarbiyah Faculty in English Department State Institute for Islamic Studies

10th semester

LIST OF APPENDICES

Appendix 1. List of Students

Appendix 2. Lesson Plan of Pre-cycle

Appendix 3. Lesson Plan of Cycle 1



Appendix 6. Observation Checklist Pre-Cycle

Appendix 7. Observation Checklist of Cycle 1



Appendix 10. Instrument of Cycle 1



Appendix 13. Timun Mas

Appendix 14. Kung Fu Panda: Holiday

Appendix 15. Kung Fu Panda: The Secret of Furious Five

Appendix 16. Kung Fu Panda

Appendix 1

List of Students Class X.5

MAN Pemalang

No Name Gender* Students

Code Information

1 AFFIANA MUTHIK F A-1

2 AHMAD SHAFRUDIN N M A-2

3 ALFIAN ARMANDO P M A-3

4 ANJAR ASHARI M A-4 Out

5 ARIBATULLAH M A-5

6 BAGUS IMAM NURUL A M A-6

7 DESY AMALIA PUTRI F A-7

8 DIDIK ANDRIYANTO M A-8

9 ELEN TITO MAGDALENA F A-9

10 FAHMI MURSYID M A-10

11 FARIZQI AMALIA F A-11

12 FANNY ALQORINA F A-12

13 HELIN NURUL FAEZAH F A-13

14 ILHAM ARIF HIDAYAT M A-14

15 INTAN MEILANI AYU P F A-15

16 JINANI MAKHALIA F A-16

17 KIKI MILAH NADIFAH F A-17

18 LELI ZAKIYAH F A-18

19 LIZA FITRIANA F A-19

20 M. IMPRON KHAKIKI M A-20 Out

21 MAS’UD M A-21

22 MIFTAKHUS SHOLIHAH F A-22

23 MONICA ALVIYONITA F A-23

24 MUHAMMAD ABDUL LATIF M A-24

25 MUNAFATIYA F A-25

26 NIA NI’MATUL AULIYA F A-26

27 NUR AENI F A-27

28 NUR PUJI ARTO M A-28

29 NURUL WAHYU TINARSIH F A-29

30 PUTRI NUR FADHILA F A-30

31 RENI ARIZKA F A-31

32 RIZKA DEVIANA ULFAH F A-32

33 ROSID HAFID ALGHONI M A-33

34 SEPTIANA HARDININGRUM F A-34

35 SITI ARIFIYAH F A-35

36 SUKRON AZIZ BASARI M A-36

37 TIFFANI MAULIDIANA F A-37

38 TSABIT AQIL ALMUNAWWA M A-38

39 VARIANTO HARISH R M A-39

40 YANIS WINDARI F A-40

41 YUSUF ARDIANSYAH M A-41

42 SHAFIRA NAILUN NI’MAH F A-42

*M = Male F = Female

Appendix 2

LESSON PLAN Pre Cycle

School : MAN Pemalang

Subject : English

Class/ Semester : X/2

Time allotment : 2 x 45 minutes

Skill focus : Writing

Competence standard: Writing

Expressing the meaning in functional text and simple short

essay especially in narrative to interact with environment.

Basic competence : Expressing the meaning and rhetoric step in simple short

essay using kind of written language, narrative text,

accurately, fluently, and acceptable to interact with

environment.

Indicator : - Students are able to identify the generic structures and

language features of narrative text

- Students are able to write a narrative text

Method : Presentation Practice Production

I. LEARNING AIMS

By the end of the lesson, students will have been able to:

1. Explain the generic structures and language features of narrative text.

2. Write a narrative text.

II. MATERIAL OF THE STUDY

NARRATIVE

1. Social function

To amuse, entertain, and to deal with actual or vicarious experience in

different ways: narrative deals with problematic events which lead to a crisis

or turning point of some kind, which in turn finds a resolution.

2. The generic structures

- Orientation : Set the scene and introduce the participant

- Complication : a crisis arises

- Resolution : The crisis is resolved, for better or for worse.

3. Language features

a. Focus on specific and usually individualized participant.

b. The use of noun phrases

(A beautiful princess, a huge temple)

c. The use of connectives

(First, before that, then, finally)

d. The use of adverbial phrases of time and place

(In the garden, two days ago)

e. The use of saying verbs

(Say, tell, ask)

f. The use of past tense.

III. LEARNING ACTIVITIES

• BKOF (Building Knowledge of The Field)

- Teacher opens the lesson by greeting and praying.

- Teacher asks about students’ condition.

- Teacher asks the students about Indonesian folklore or legend that

they have heard.

• MOT (Modeling of Text)

- Teacher explains about narrative text and the generic structures.

- Teacher gives example of narrative story

- Teacher explains the generic structures and language features from the

story.

• JCOT (Join Construction of Text)

- Teacher asks the students to work in pairs.

- Teacher gives narrative text to the students.

- Teacher asks the students to find out the generic structures and

language features from narrative text.

- Teacher and students discuss the students’ answer.

• ICOT (Independence Construction of Text)

- Teacher gives assignment to the students to write narrative text.

- Teacher gives key words related to the story.

- Teacher reviews today’s topic

- Praying

IV. MEDIA AND SOURCES

� Media : Paper sheets

� Th. M. Sudarwati and Eudia Grace. Look Ahead 1, an English Course

for Senior High School Students Year X. Jakarta: Erlangga. 2007

� Lulu Marjanah and Wahyu Nugroho. Focus: Bahasa Inggris SMA/MA

Semester 2 .Solo: CV.Sindunata.2003

� Internet.

V. ASSESSMENT

Form : Written

Technique : Students are assigned to write a narrative text

Aspect to be assessed:

1. Content : the lowest score is 13 and the highest score is 30

2. Organization : the lowest score is 7 and the highest score is 20

3. Vocabulary : the lowest score is 7 and the highest score is 20

4. Grammar : the lowest score is 5 and the highest score is 25

5. Mechanic : the lowest score is 2 and the highest score is 5

Maximum score is 100 and minimum score is 34

Student’s score = content score + organization score + vocabulary score + grammar

score + mechanic score

VI. INSTRUMENT

Written test

Write the story based on your answer from film that you have been watched!

Acknowledged by:

English Teacher Researcher

Untung Sultoni, S.Pd Tatum Ariesya A

NIP. 19800306 200701 1 013 063411047

Appendix 3

Cycle 1

LESSON PLAN I


Subject : English










environment.

Indicator : - Students are able to identify the generic structures of narrative text



VII. LEARNING AIMS


1. Explain the generic structures of narrative text.


VIII. MATERIAL OF THE STUDY

NARRATIVE

1. Social function

















(Say, tell, ask)


IX. LEARNING ACTIVITIES




- Teacher asks and answers the students about animated film that they

have been watched.


- Teacher explains about narrative text and the generic structures.

- Teacher explains that they are going to watch animated film.

- Teacher plays an animated film that has a title “The Monk and The

Monkey”

- Teacher gives the questions based on the film.

- Teacher asks the students to answer the question and make a narrative

paragraph based on the film together with the teacher.


- Teacher asks the students to work in pairs.

- Teacher asks the students to find out the generic structures from

narrative paragraph.


• ICOT (Independence Construction of Text) for Evaluation of cycle 1


- Teacher plays an animated film. The title of the film is Kung Fu

Panda: Holiday

- Teacher asks the students to take note while watching film.

- Teacher asks the students to answer the questions and make a



- Praying

X. MEDIA AND SOURCES

� Media : Paper sheets, animated film





� Internet.

XI. ASSESSMENT

Form : Written


Aspect to be assessed:









XII. INSTRUMENT

Written test


Acknowledged by:



NIP. 19800306 200701 1 013 063411047

Appendix 4

Cycle 2

LESSON PLAN II


Subject : English




Competence standard : Writing






environment.

Indicator : - Students are able to identify the generic structures and

language features of narrative text



I. LEARNING AIMS


1. Explain the generic structures and language features of narrative text.



NARRATIVE

1. Social function

















(Say, tell, ask)


- Verbal : S + V II + O

- Nominal: S + WAS/WERE + ADJ/N





- Teacher asks and answers the students about the last film that they have

watched.


- Teacher explains about past tense briefly.

- Teacher asks the students’ answer from previous film’s questions.

- Teacher plays and pause the previous film to the students to correct the answer

- Teacher discusses the students’ narrative paragraph based on the film


- Teacher asks the students to work in group of 3 or 4 find out the generic

structures and language features of narrative paragraph.


• ICOT (Independence Construction of Text) for Evaluation of cycle 2



- Teacher plays an animated film. The title of the film is Kung Fu Panda: The

Secret of Furious Five

- Teacher asks the students to answer the questions and make a narrative

paragraph based on their answer.


- Praying



� Th. M. Sudarwati and Eudia Grace. Look Ahead 1, an English Course for

Senior High School Students Year X. Jakarta: Erlangga. 2007



� Internet.

V. ASSESSMENT

Form : Written


Aspect to be assessed









VI. INSTRUMENT

Written test


Acknowledged by:


Untung Sultoni, S.Pd Tatum Ariesya Akmala

NIP. 19800306 200701 1 013 NIM.063411047

Appendix 5

Cycle 3

LESSON PLAN III


Subject : English










environment.

Indicator : - Students are able to identify the generic structures and language

features of narrative text



I. LEARNING AIMS


1. Explain the generic structures of narrative text.



NARRATIVE

1. Social function

To amuse, entertain, and to deal with actual or vicarious experience in different

ways: narrative deals with problematic events which lead to a crisis or turning

point of some kind, which in turn finds a resolution.


a. Orientation : Set the scene and introduce the participant

b. Complication : a crisis arises

c. Resolution : The crisis is resolved, for better or for worse.










(Say, tell, ask)






- Teacher asks the students about animated film that they have been

watched in the previous meeting.


- Teacher asks the students to answer the previous film’s questions

while she plays and pause the film to correct the students answer.

- Teacher and students discuss about the students’ narrative writing

paragraph based on the answers and the questions.


- Teacher asks the students to work in group of 3-4.

- Teacher asks the students to find out the generic structures and

language features from narrative paragraph.


• ICOT (Independence Construction of Text) Evaluation of cycle 3



- Teacher gives key words related to the film.

- Teacher plays an animated film. The title of the film is Kung Fu

Panda

- Teacher asks the students to answer the questions and make a



- Praying







� Internet.

V. ASSESSMENT

Form : Written


Aspect to be assessed







Student’s score = content score + organization score + vocabulary score +

grammar score + mechanic score

VI. INSTRUMENT

Written test

Write the story based on your answer from film that you have been

watched!

Acknowledged by:



NIP. 19800306 200701 1 013 063411047

Appendix 6

Observation check list of Pre Cycle Activities

No

Indicators

None

(0%)

A

Few

(<20

%)

Half

(20-

49%)

Many

(50-

69%)

Majori

ty

(>70)

Tota

l

score

1 2 3 4 5

1 Students’ attendance V 5

2 The students concern

toward teacher presentation

V 3

3 Students response the

teacher’s questions

V 2

4 Students response the other

students’ question

V 1

5 Students ask the teacher to

clarify understanding

V 2

6 Students are serious in

discussion

V 2

7 Students are enthusiastic

watching film

V 3

8 Students concern when film

is playing V 3

9 Students accomplishing the

task V 3

Total score 1 6 12

0

5

24

=Percentage %100scoreHighest

checklist of Sumx

%10045

24×=Percentage = 53, 33%

Appendix 7

Observation check list of Cycle 1 Activities

No

Indicators

None

(0%)

A

Few

(<20

%)

Half

(20-

49%)

Many

(50-

69%)

Majorit

y (>70)

Tota

l

scor

e

1 2 3 4 5

1 Students’ attendance

V 5

2

The students concern

toward teacher

presentation

V 3



V 3

4 Students response the other

students’ question

V 2

5 Students ask the teacher to

clarify understanding

V 2


discussion

V 2


watching film

V 3

8 Students concern when

film is playing V 3

9 Students accomplishing the

task V 4

Total score 0 6 12 4 5 27


checklist of Sumx

%10045

27×=Percentage = 60%

Appendix 8


No

Indicators

None

(0%)

A Few

(<20

%)

Half

(20-

49%)

Many

(50-

69%)

Majo

rity

(>70)

Total

score

1 2 3 4 5


2


toward teacher

presentation

V 4



V 4


other students’ question

V 3

5 Students ask the teacher

to clarify understanding

V 3


discussion

V 3


watching film V 5


film is playing V 4

9 Students accomplishing

the task V 4

Total score 0 0 9 16 10 35


checklist of Sumx

%10045


Appendix 9


No

Indicators

None

(0%)

A Few

(<20

%)

Half

(20-

49%)

Many

(50-

69%)

Major

ity

(>70)

Total

score

1 2 3 4 5


2


toward teacher

presentation

V 5



V 4


other students’ question

V 3

5 Students ask the teacher

to clarify understanding V 3


discussion V 5


watching film V 5


film is playing V 5

9 Students accomplishing

the task V 5

Total score 0 0 6 4 30 40


checklist of Sumx

%10045


Appendix 11 Instrument of Cycle 1

Answer the questions and make a narrative paragraph based on the film that

you have been watched! Do your self and do your best!

1. What is the title of film?

2. Where did the story happen?

3. Who was Po? Was he a dragon warrior?

4. Who was Mr. Ping?

5. What did Mr. Ping do when he was dreaming? Was the dream fine or scare?

Why?

6. In the same morning, who came to the restaurant?

7. What did he do at the restaurant?

8. Where did the annual “Winter Feast” hold?

9. Did Po receive the invitation?

10. Was the feast in the “Jade Palace” same with usual “Winter Feast”? Was it

formal or informal?

11. Why was Po sad?

12. What was the first duty after Po getting instruction from Shifu? For what?

13. What was the gift which is received for the chosen’s Chef?

14. Who was the first contestant?

15. What happened with him? Was it an accident? Why did it happen?

16. What did Po do after that? Did he choose someone? Who was he?

17. Did his father receive it? Why? Give the reason!

18. Did Po find difficulties with his duties that given by Shifu?

19. Who gave Po advice? Who helped Po to organize the palace?

20. Who helped Po finish the duty in the kitchen?

21. When the feast taken place in the “Jade Palace”, why was Po sad?

22. What did Po do after that?

23. What did happen with the rabbit after that? Did he receive the gift?

24. How did the story end?

25. Do you like this film? Do you get the value or message in this film? What are

they?


Answer the questions and write a narrative story based on the film that

you have been watched! Do your self and do your best!


2. What did Po do in the Jade Palace?

3. Who was the first character that was told by Po?

4. Was he a hero? How was his behavior?

5. What did happen with him when he goes to the crocodile nest?

6. How did he get enlightenment?

7. Who was the second character that was told by Po? Was her father a great

master from his clan?

8. What did happen with her father when she was born?

9. What did she do to make her father smile?

10. Why was she scared to arrive the “Moon Festival”?

11. Why was her father finally defeated by Gorilla?

12. What did she do to help her father from Gorilla’s Bandit?

13. What did happen with her after that?

14. Who was the third character that was told by Po? Where did he live? What

was his job?

15. What did the character want? Was he confident? Why?

16. What did he do to reach his desire?

17. What did happen with him when he follows the examination?

18. Who was the fourth character that was told by Po? Where did she live?

19. Why were peoples scared with her?

20. Who came to Bau Gu’s orphanage to help her?

21. What did happen with her after that? Was her finally get a family?

22. Who was the fifth character that was told by Po?

23. How was his behavior?

24. How did the citizens do to chase away him? Was the citizen’s plan

successful?

25. Who did someone that finally could defeat him? What did happen with the

monkey after that?

26. What did happen with the bunnies in the end of story? Were they understood

about Kung fu?

27. Do you like this film? Why?


Answer the questions and write a narrative text based on the film that you have

been watched! Do by your self and do your best!


2. Where did the story happen?

3. What was Po’s dreaming?

4. Who was Mr. Ping? What was his job and what did he want from Po?

5. Who were Shifu and Oogway?

6. What did Oogway see on his vision?

7. What did Shifu do to prevent Tai Lung’s escape?

8. What was the name of celebration that was held in the Jade Palace?

9. How was the celebration?

10. Who were the candidates of the “Dragon Warrior”?

11. What did Po do with the fireworks? What did he do after that?

12. Who was selected to be the “Dragon Warrior”? Were the people shocks about

that? Why?

13. What did Shifu do to Po? Did he believe with Po?

14. Who was Tai Lung? Was he bad?

15. What did happen with Oogway after talking with Shifu?

16. How did finally Shifu do to train Po?

17. Who fight and stop Tai Lung after he can escape from jail? What did happen

with them after that?

18. Who received the “Dragon Scroll”? What was content of “Dragon Scroll”?

19. Did Shifu fight with Tai Lung?

20. What did Tai Lung want?

21. Did Po finally can defeat Tai Lung? How did Po defeat Tai Lung?

22. How did the story end?

23. Do you like this film? Do you get the value or message in this film? What is

it?

Appendix 14

Timun Mas

Once upon a time, not far from a jungle, lived husband and a wife. They were

farmers. They were diligent farmers and always worked hard on the paddy fields.

They had been married for many years and still not have a child yet. Every day they

prayed and prayed for a child.

One night, while they were praying, Buto Ijo a giant with supranatural powers

passed their house. He heard they pray. "Don't worry farmers. I can give you a child.

But you have to give me that child when she is 17 years old," said Buto Ijo. The

farmers were so happy. They did not think about the risk of losing their child later

and agree to take the offer. Later, Buto Ijo gave them a bunch of cucumber seeds.

The farmers planted them carefully. Then the seeds changed into plants. No longer

after that, a big golden cucumber grew from plants. After it had ripen, the farmers

picked and cut it. They were very surprised to see beautiful girl inside the cucumber.

They named her Timun Mas or Golden Cucumber. Years passed by and Timun Mas

has changed into a beautiful girl. On her 17th birthday, Timun Mas was very happy.

However, the parents were very sad. They knew they had to keep their

promise to Buto Ijo the giant but they also did not want to lose their beloved

daughter. "My daughter, take this bag. It can save you from the giant," said father.

"What do you mean, Father? I don't understand," said Timun Mas.

Right after that, Buto Ijo came into their house. "Run Timun Mas. Save your

life!" said the mother. Buto ijo was angry. He knew the farmers wanted to break their

promise. He chased Timun Mas away. Buto Ijo was getting closer and closer. Timun

Mas then opened the bag and threw a handful of salt. It became sea. Buto Ijo had to

swim to cross the sea. Later, Timun Mas threw some chilly. It became a jungle with

trees. The trees had sharp thorns so they hurt Buto Ijo. However, he was still able to

chase Timun Mas. Timun Mas took her third magic stuff. It was cucumber seeds. She

threw them and became cucumber field. But Buto Ijo still could escape from the

field. Then it was the last magic stuff she had in the bag. It was a shrimp paste or

terasi. She threw it and became a big swamp. Buto Ijo was still trying to swim the

swamp but he was very tired. Then he was drowning and died.

Timun Mas then immediately went home. The farmers were so happy that

they finally together again.

http://www.elraz.co.cc/english-texts/teks-monolog/narrative/76-timun-mas.html accessed on 11

January at 16:15 p.m.

Appendix 15

Kung Fu Panda “Holiday”

Long time ago in China, there was a dragon warrior named Po. He was a big

fat Panda. He had a father named Mr. Ping. One day, Mr. Ping was dreaming, in his

dream, he was cooking noodle with his son, Po, but his dream was become scare

because Tai Lung would kill Po, and Po would leave him alone in Winter Feast.

When Mr. Ping woke up, he was crying out in anguish. Po assured his dad that it was

only a dream and he won't leave him.

In the same morning, Master Shifu came into the restaurant to invite Po to be

host of the annual “Winter Feast” at the Jade Palace, which was formal ritualized

occasion for the masters of Kung Fu. Po was very happy receiving the invitation, but

he was sad too because his father couldn’t follow him. The first duty that given by

Shifu for Po was looking for chef who would cook in the winter Feast at the Jade

Palace and will be given a Gold Ladle as a gift. The next day, every chef from China

came together at Jade Palace for competition. The first contestant was a rabbit chef

named Wo Hop. He was accidentally disgraced earlier when Po waved his hand to

monkey. After that, Po didn’t choose any one and decided to choose his father to be

the chef, but his father refused his desire. His father said that he had to stay at his

restaurant for lonely people who wanted to eat for the holiday.

On the next day, Po found difficulties because he couldn’t do all the duties

from Shifu alone. When Po was confused, the rabbit unintentionally gave advice to

Po. After that, the rabbit help Po cooked in the kitchen and the furious five helped to

organize the palace.

When the annual “Winter Feast” taken place at Jade Palace, Po was sad

because he remembered every year he and his father hanged decorations, cooked

together all day, and served noodle soup to happy crowd villagers. After that, Po

apologized with the entire of master Kung Fu and leaved the palace.

Finally, Po returned to his house and helped her father cooked for his

restaurant. Then, Po was able to restore Wo Hop’s honor by giving him a golden

ladle. At last, the entire of master Kung Fu came to Mr. Ping’s restaurant and

celebrated the Winter Feast together.

Appendix 16

Kung Fu Panda: The Secret of Furious Five

Po was assigned by Master Shifu an introduction to kung fu class for a group

of rabbit children (bunnies). Fortunately for Po, it didn’t take him long to bring the

class to order the children calm down and began to emphasize to the kids that combat

was not the only part of what kung fu was about.

The first character was Mantis. Long time ago, there was a hero named

Mantis. Mantis was impatient warrior. He always makes impulsive decisions. One

day, he was trapped on crocodiles’ nest. In the cage, he was only quiet, waited and

waited. Then, he got enlightenment when his around moved so fast. Finally, he got

his patience power to defeat his enemy.

The second character was Viper. His father was a great master from his clan.

One day, when little viper was born, his father was unconscious. He was not believed

and he was so sad because his daughter did not have fang. So, she did not have

poison to defeat the enemies. To make her father smile, little viper did the ribbon

dance. When the “Moon Festival” was coming, she was scare for coming to the

festival because she did not have fang. When master viper was walking around the

festival, Gorilla bandit came to defeat him. Master viper’s fang was broken because

gorilla bandit wore the armor. Little viper came to help her father, but gorilla bandit

was only laugh. Finally, she got the courage and defeated gorilla with ribbon dance

although she didn’t have fang.

The third character was Crane. He lived in Lee Da’s Kung fu academy as a

servant. He wanted to be a student there, but he was not confident. He thought that he

was to skinny. His life as a servant was harder than the students. After that, he got

support from Mei Ling to follow the examination became a student in the academy.

When the examination taken place, everyone there were laugh to him. Finally, he

proved that he could be a student in the academy. He got a power of confidence and

he could pass the examination.

The fourth character was Tigress. She lived in Bau Gu’s orphanage. Everyone

was scare with her because she was like a monster. She could not control her power.

One day, master shifu came to help her. He trained tigress to control her power and

became discipline. After the training was done, everyone in Bau Gu could play with

her. Finally, master Shifu took her as his family.

The last character was Monkey. He was a bad monkey. The citizens tried

many ways to get him out from village, but their plans were not successful. One day,

master Oogway came to defeat him. Master Oogway understood that monkey was

bad because his experience in the past time. Finally master Oogway could defeat the

monkey and he told him to stay and show the compassion to the others.

In the end of the story, the bunnies understood that was Kung Fu about and

all of them was happy.

Appendix 17

Kung Fu Panda

Once upon a time in China, there was a big fat Panda named Po. One night,

he was dreaming to be a dragon warrior. On the dream, he and furious five embattled

enemies, but that was only dream. Mr. Ping was Po’s father. He was the owner of

noodle soup restaurant. He wanted Po to continue his job as a noodle soup maker, but

honestly Po didn’t want it. He loved Kung Fu.

In the Jade Palace, there were Master Oogway and Master Shifu. They were

master of kung fu and master of Furious Five. Master Oogway told to Master Shifu

that he saw in his vision that Tailung would escape from Chorch-Gom jail. To

prevent his escape master Shifu ordered his guard sent the message to the jail

doubled the guards and extra for cautioned. After that, they decided to choose the

dragon warrior who could defeat Tai lung. Finally, they hold the dragon warrior

celebration in the jade palace.

The celebration was cheerful. All of citizens came to see who would be a

dragon warrior. The Furious five were the candidates of the dragon warrior. One of

them would be a dragon warrior. Po wanted to see the celebration. He came late, so

the door was closed. He tried to enter the place with the fireworks. He put the

fireworks in the chair; hopefully he could enter the inside. When the fireworks were

lighted, he flew away and then he fell down in the middle of yard. Suddenly, Master

Oogway chose him as a dragon warrior. All of citizens and his father were shock

about that moreover master shifu. He wasn’t belief that Po was a dragon warrior, so

he would test Po.

In the other place, Tai lung tried to escape from the jail. He was so bad. Long

time ago, he was the first student of Master Shifu. Master Shifu regarded Tai Lung as

his son. One day, Tai Lung had desire to be a dragon warrior, but Master Oogway

knew the bad temper from him. Master Oogway refused Tai Lung’s desire. Tai Lung

was angry with everyone and tried to grab the dragon scroll and finally he was

defeated by Oogway. In the jail, Tai lung could defeat all of the guards. He could

escape from the jail and intended to grab the dragon scroll. In the bridge of village,

the furious five waited to stop Tai lung, but their power were not same with Tai

Lung. Finally, Tai lung could defeat them.

In the Jade Palace, Master Shifu and Master Oogway were talking about Po.

Master Oogway told Master Shifu that there was not accident. Oogway was belief

that Po could be a Dragon Warrior. He asked Shifu to trust Po. After that, Master

Oogway passed away. Then, Shifu trained kung fu to Po by food. Day by the day, Po

was trained hardly. After all of training was done, Shifu gave the dragon scroll to Po.

Po was shock because the content of dragon scroll was empty. There was nothing.

Shifu didn’t understand why the dragon scroll was empty. To redeem his fault, Shifu

finally fight with Tai Lung to stop him. He asked Po and the Furious Five to flee

with all citizens. Tai lung couldn’t be defeated. Finally, Po understood about the

content of dragon scroll. To be a dragon warrior, we should believe with ourselves.

At last, Tai Lung was defeated by Po. The citizens returned to village and

they were happy.

THE USE OF ANIMATED FILM TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE...

Documents

Transcript of THE USE OF ANIMATED FILM TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE...