1

CHAPTER ONE

INTRODUCTION

This chapter presents and discusses the background of study, research

questions, purposes of the study, variables, hypotheses, significance of the study,

scope of the study, definition of key terms, research reports organization, and

concluding remarks.

1.1 Background of the Study

Writing narrative text is one of the basic competencies that are learnt in

school especially in Indonesian senior high school. It is basic because writing is

an important skill for academic or occupational success. Moreover, writing can be

an effective way to foster academic language skill for students to expand

advanced lexical or syntactical expression in their written work.

Unfortunately, there are many students encounter some problems in

writing narrative text. Qomar (2016, p. 25) identified some problems which are

discovered in writing narrative text, such as the students’ lack on learning English

writing, the use of tenses in writing narrative, the lack on using vocabulary on

writing narrative, the difficulty to develop the narrative writing, the lack of

knowledge about the part of narrative text clearly, and the students’ difficulty in

making the title of story from the theme. Furthermore, students fail to produce

well-organized writing (E. Nurani, personal communication, November 15, 2017).

She said that students do not write a list of their ideas; they just directly wrote a

text without doing the process of writing.

 Based on those problems, the researcher proposed a multimedia as

teaching aids to help students in writing narrative text. As Celuch, Bourdeau, &

Smothers (2014, p. 31) say that multimedia is an innovative solution on problem

solving transfer tests proved by an average of over score 50% participants’

exposè. It is generated from the compatible visual and verbal stimuli of

participants, even the effect of multimedia in multiple applications and in one case

produces over than 75% more innovative solutions generated. In addition, the

students prefer to use media in their learning practice as their daily activities

which always use mobile phone. It indicated that media education needs to build a

link between young generation and school culture and that technology in the

school follows content of learning (Kupiainen, 2015, p. 104). One of the media

that can help students’ narrative text writing ability is animation short film.

Film is one of the useful media and has several advantages compared to

the more traditional teaching styles, such as teaching oral communication,

teaching writing, teaching vocabulary, and grammar (Ruusunen, 2011, p. 44). He

also stated that the feedback from pupils about using films in teaching writing has

been positive.

Animation is one of the elements of multimedia in teaching. Animation

can be defined as making on the screen change or move in real-time. As a

researcher, Lata & Pooja (2016, p. 276) state that motion on the screen is

important for attracting onlooker interest. Students can focus on the screen

without losing their attention. Moreover, teaching narrative text with this media

makes the teaching learning process of class more active than the teacher-

2
centered-model. Besides that, the animations could explain complicated contents

more explicitly to students, has beneficial to learning, more interested in learning,

and the animations facilitated memorizing of content (Hwang, Tam, Lam, & Lam,

2012, p. 10).

Animation short film is one of the type in film industry in which has

drawings, paintings, or illustrations and also motions to move it in a short duration

(American Movie Classics Company, 2018, para.1).

In this research, there are some previous studies which are relevant with

this topic. Those previous studies are dealing with the use of movie. The first

previous study was conducted by Ismaili (2013, pp. 121-132). She created a

research entitled, “The Effectiveness of Using Movies in the EFL Classroom (A

Study Conducted at South East European University)”. The aim of the study was

to reveal the effect on students listening and communication skill. The study was

presented in Academic Journal of Interdisciplinary Studies.

The second previous study was conducted by Sabouri and Zohrabi (2015,

p. 110). They created a research entitled. “The Impact of Watching English

Subtitled Movies in Vocabulary Learning in Different Genders of Iranian EFL

Learners”. They found out whether there were significant differences between

males and females in learning vocabulary when watching subtitled movies. Their

research was presented in International Journal on Studies in English Language

and Literature (IJSELL).

The third study was conducted by Kabadayi (2012, pp. 316-320). He

created a research entitled, “The Role of Short Film in Education”. He

3
investigated the education-short film relation and the role of short film in

education on the basis of high school and university students, presented in

Procedia - Social and Behavioral Sciences.

In line with those previous studies, this study was also discuss about using

animation short film used by teacher in classroom interaction, unfortunately, the

previous researchers did not focus on students’ narrative text writing ability and

only show the scene of film. Thus, this study fills the gap and investigates how

animation short film can be effective to improve students’ narrative text writing

ability effectively.

1.2 Research Questions

This study was designed to answer the following questions:

1. What is animation short film effective on students’ narrative text writing

ability?

2. What are students’ perceptions about animation short film in writing

narrative text?

1.3 Purposes of the Study

This study was aimed at:

1. Finding out the effect of animation short film on students’ narrative text

writing ability.

2. Interpreting the students’ perceptions on the use of animation short film in

writing narrative text.

4
1.4 Variables

There were two variables in this study, namely the independent and

dependent. The independent variable was animation short film, while the

dependent variable was students’ narrative text writing ability.

1.5 Hypotheses

In this study, the researcher took two-tailed hypotheses.

(H0): There is no significant effect on students’ narrative text writing ability

after acquiring learning treatment using the animation short film.

(H1): There is a significant effect on students’ narrative text writing ability

after acquiring learning treatment using the animation short film.

1.6 Significances of the Study

The finding of this study were hoped to give much significances,

especially to the practical, pedagogy, and theoretical aspects.

Practically, this study can be used by the researcher as an experience of

how to conduct research and also for reflection on students’ narrative text writing

ability using animation short film. While for the teacher, the result of the study

hopefully can be useful as a reflection on media in teaching learning process.

Pedagogically, this study can give significance for the educational field

namely for teachers to develop their teaching and for students to improve

students’ narrative text writing ability through animation short film.

Theoretically, the research can be a reference for anybody who has same

interest in the same field, especially the research related with a short film and

narrative text. Generally, it can give a good contribution for educational world.

5
1.7 Scope of the Study

This study focused on implementation the media of animation short film in

students’ narrative text writing ability. Thus, students watched the animation short

film before beginning the writing activity.

1.8 Definition of Key Terms

First, film is one of a way of communication that full of social

implications made within different historical, social and cultural context (Evans,

Fraser, Hammond, Hole & Whanau, 2011, p. 8). They said that film investigates

the width and depth of movement picture creating from the early days of cinema

to the multiplex era now live in, allowing graduates the knowledge they require

how they hope to work within the film industry.

Second, Hwang (2005, p. 368) mentions that animation is used for

representing the mechanical motions directly while static images could just show

the motions indirectly through arrows and phase diagrams. She carries on

suggesting that animations bring “more realistic representations, that is more

isomorphic to the reality they represent”. The expansion of more complex films

released to some more numerous animation films. The famous animation films

such as Disney’s Beauty and the Beast, Aladdin, and Lion King (fully animated

films), Who Framed Roger Rabbit and Space Jam (live action/animation), and

Toy Story (first full length 3D animated film).

Third, as defined by Campbell High School (2015, p. 38) narrative text is

one of the type of text that has purpose to tell the story for the reader. The most of

cases a narrative, namely film, play or novel, contains a plot, theme and

6
resolution. The tale begins with the orientation, moves toward a conflict and

related climax then closes with a resolution.

1.9 Research Report Organization

The results of this research presented in five chapters, namely

introduction, review of literature, research methodology, findings and discussion,

conclusions and suggestions. Each chapter would be explained below.

The first chapter describes introduction. It consists of the background of

the study, research questions, purposes of the study, significances of the study,

scope of study, definition of key terms, and research report organization.

The second chapter deals with review of the literature. It covers an

overview of writing, an overview of animation short film, an overview of

narrative text, animation short film in teaching writing narrative text and writing

assessment.

The third chapter explains research methodology. It sets out research

design, population and sample, research site, research procedure, data collection,

data analysis, and ethical considerations.

The fourth chapter describes finding and discussion. This chapter presents

the data gathered and discusses the findings of the study.

The fifth chapter deals with conclusion and suggestion. It restates the

certain issue that being researched and summarizes the findings of the certain

study.

7
1.10 Concluding Remarks

In this chapter, the researcher has presented the introduction of the study

which presents the basic study. Moreover, the next chapter discusses some

underlying theories, those are an overview of writing, an overview of animation

short film, an overview of narrative text, animation short film in teaching writing

narrative text, and writing assessment.

8
 9

CHAPTER TWO

REVIEW OF THE LITERATURE

This chapter deals with the theories that related to the research. They are an

overview of writing, an overview of animation short film, an overview of

narrative text, animation short film in teaching writing narrative text, and writing

assessment. Furthermore, it deals about some previous studies and also

concluding remarks.

2.1 An Overview of Writing

Writing is the most difficult skill for second language learners to master

(Richards & Renandya, 2002). The difficulty is not only in generating and

organizing ideas, but also in translating idea into readable text. Therefore, writing

needs complex skills than other skills such as speaking, listening and reading.

Writing is a very important capability for being owned by students, it is also an

excellent communication tool (Siburian, 2013, p. 31). Through writing, each

person is able to convey feelings, ideas, announcements to others and share ideas

and thoughts among people especially students.

Furthermore, writing enhances language acquisition as learners experiment

with words, sentences, and other elements of writing to communicate their idea

effectively, and to reinforce the grammar and vocabulary they are learning in class

(Bello, 1997, p. 2). It means that writing is not only a mean of communication

where students can share their views and thoughts, it is actually a pre request to

master other language skills. In addition, writing also produces a series of

contrast.
 A series of contrast consists of two actions, they are a physical and a

mental as defined by Nunan (2003, p. 88). He also states its purpose, it is both to

express and to impress and it is both a process and a product writing as a media to

communicate between writers and readers, writing has to be understandable so the

readers would know what the researcher means clearly.

In writing there are several process that can be used by the writer, Peha

(2002, pp. 5-22) proposes writing process such as pre-writing, drafting, sharing,

revising, editing, publishing, and assessing.

1. Pre-writing

Peha (2002, p. 5) says that pre-writing is everything the writer do before

starting to write. This step is able to gain any ideas from any resources, for

instance it is from drawing, reading, making a not, scribbling random thoughts,

making a web or a story map, and doing anything that could help to come up with

good ideas for writing.

2. Drafting

Drafting is the process of putting all ideas and thoughts in a piece of paper

which would be in the very rough form (Peha, 2002, p. 8). This stage needs an

editing for checking the text. It is assumed as the first version of a piece of writing

as a draft (Fahda, 2015, p. 8).

3. Sharing

Peha (2012, p. 10) states that sharing is showing the draft to other people

and get some feedback about the writing process before. In this stage, the writer

10
would get response to enrich the text and having a chance to make a change based

on the comments.

4. Revising

Revising is the end product of a piece of writing (Peha, 2002, p. 12). Once

the researcher has edited their draft and has made the changes if any necessary in

order to produce the final draft. This may look considerably different from both of

the original plan and the first draft, because many things perhaps have been

changed in the editing process.

5. Editing

In this stage, the writer should focus on writing rule, such as spelling,

punctuation, grammar, and usage (Peha, 2012, p. 16). He states that the writer can

make a little change to the content of the piece, but if a bigger changes, the writer

can be back to the previous stage.

6. Publishing

After editing process, the writer continues to publishing process. It does

not mean the writing product can be read, understood, and enjoyed by the public

(Peha, 2002, p. 19). However, practically, he states that the writing product could

be read by the people in the class, teachers, and any others, but it is possible to the

writer to publish the product of writing to the newspaper or magazine, these are a

little different. The point is the publishing stage is the chance to prepare the

writing’s product that could be best reach the audience.

11
7. Assessing

Assessing is the last process of the writing’s product. In this stage, the

writer has to take it out and re-read it. Furthermore, make a note a few thoughts

related to the process before. Is the writing’s product unique among others? Any

something new? Analyze the writing’s product and then take a look the comments

from the teacher or other writers in the class (Peha, 2002, p. 22).

2.2 An Overview of Animation Short Film

According to Bordwell & Thompson (2005, p. 59), the animated film

comes from frames of image that change on the film strip, the photograph drawing

of camera, or the model of three dimension, such as in the Wallace and Grommit

movies. Moreover, an animated film is divided into 2 duration types. These are

animation short film and animation feature-length film (IDS, 2013, para.2-3).

Animation short film is a kind of a motion picture that has a running time

of 60 minutes or less, including all credits, for example Water lily, Ascension and

Destiny. Whereas animation feature length film is a kind of a motion picture that

has running time longer than short film. It is more than 60 minutes. Some

examples of feature-length film are Titanic, Richard III, and Cleopatra.

Beside the duration of film, genre of film is also important to enrich

especially rich artefacts that can reveal a great deal about the culture that can be

consumed them (Barsam & Monahan, 2009, p. 79). Genre refers to categorization

of film based on narrative film of the writer and stories way (Barsam & Monahan,

2009, p. 78). They categorized that commonly the film genre are the western,

horror, science-fiction, and gangster film. But this is far from a complete list. The

12
film industry continues to make action movies, biographies (biopics),

melodramas, thrillers, romances, romantic comedies, fantasy films, and many

others that fall within some genre or subgenre category. The explanations of six

major American genres are below.

1. Gangster

This is a deeply genre which come from the idea of the American dream,

by anyone without how humble his origins can succeed. For much of its history,

America’s wealth and political power has been primarily wielded by successive

generations of a white, Anglo-Saxon, highly educated, and Protestant ruling class

(Barsam & Monahan, 2009, p. 83).

2. Horror

Horror films are designed to frighten and to surprise our hidden worst

fears, often in a terrifying, shocking finale, while entertaining us at the same time

in a breathtaking experience. It born from the cultural need to confront a frighten

things like ghost, zombie, Dracula, any others. In order to make a sense any sort

of narrative conflict with either of these frighten things, the actor must give a

terrifying performance and running to be a tangible-like form. Based on the

uniqueness of the frightening form, the film industry categorized many sub-genres

of horror: Slasher, teen terror, serial killers, zombies, Satanic, Dracula,

Frankenstein, etc (Barsam & Monahan, 2009, p. 92).

3. Scientific Fiction

Scientific fiction films are often quasi-scientific, visionary and imaginative

-complete with heroes, aliens, distant planets, impossible quests, improbable

13
settings, fantastic places, great dark and shadowy villains, futuristic technology,

unknown and unknowable forces, and extraordinary monsters ('things or creatures

from space'), either created by mad scientists or by nuclear havoc. They are

sometimes an offshoot of fantasy films (or superhero films), or they share some

similarities with action/ adventure films (Barsam & Monahan, 2009, p. 89)

4. Western

Westerns are the major defining genre of the American film industry - a

eulogy to the early days of the expansive American frontier. They are one of the

oldest, most enduring genres with very recognizable plots, elements, and

characters (six-guns, horses, dusty towns and trails, cowboys, Indians, etc.). Over

time, westerns have been re-defined, re-invented and expanded, dismissed, re-

discovered, and spoofed (Barsam & Monahan, 2009, p. 95)

2.3 An Overview of Narrative Text

Narrative text is a text which is purposed to entertain or amuse a reader.

The definition of narrative text is a kind of story either fictive or real which

contains a series of events in which how the story is told and how the context is

presented as aspects of the story construction (Wedekind, 1990, p. 141). He also

stated that the narratives are more than simple lists of sentences or ideas.

Moreover, narratives are stories.

Narrative is a sequence of predications which typically forms a chain of

action verbs. One of these verbs is the "quotation verb" which brings in most of

the recursion. Quotations embed other texts and other kinds of texts. There are a

few flashbacks, afterthoughts, simultaneous lines, or previews which in a strict

14
sense are not part of the time-line, but still are time-oriented or tensed: They carry

time expressions in the form of temporal NPs, tense/aspect markers, or semantic

components of the verb. However, they are linked to the main time use somewhat

out of phase and out of focus (Broad, 2003, p. 129)

There are some generic structures of narrative text proposed by Sudarwati

& Grace (2017, p. 105). They are orientation, complication, resolution, and re-

orientation. Orientation is about the opening paragraph. It sets the scene-where

and when the story happens-and introduces the participants of the story-who and

what are involved in the story, whereas, complication tells about the beginning of

the problem which leads to the crisis (climax) for the main participants. Then

resolution is when the problem (the crisis) is resolved, either in a happy ending or

a sad (tragic) ending and re-orientation is a closing remark to the story and it is

optional. It contains morals or advices from the writer.

Beside generic structure there are also language feature of narrative text

such as noun that identify the specific characters and places in the story, such as

travellers, bundles, tree, road, etc. Furthermore adjective that provide accurate

descriptions of the characters and settings, such as good, beautiful, handsome, etc.

Then, verbs that show thee actions that occur in the story such as asked, replied,

etc. Also time connectives and conjunctions that connect events to tell when they

occur, for example one day, a week later, then, a long time ago, when, etc. The

narrative text also use the simple past tense and past continuous tense.

In writing a narrative text, the writer have to recognize the characters,

places, and time in order to make the reader easy to comprehend the path of the

15
story, to identify the character’s name, the adjectives to characters, and the

information related to the act of certain character.

2.4 Animation Short Film in Teaching Writing Narrative Text

There are two kinds of film, they are animated film and live-action film

(Lee, 2014, para.1-3). He also said that animated film is more unique visual

medium than live action. Furthermore the researcher delivers the explanation of

animation short film as his study.

Animation short film is a brief film about cartoon or animated. The

duration of the film is about 2 to 8 minutes; so that it could help teacher in

managing time for teaching. Therefore, animation short film can be used as media

for teaching writing narrative text.

Because of narrative text deal with actual/ imaginative experiences in

different ways (Sudarwati & Grace, 2007, p.74) so through animation short film

students can catch the idea of setting, plot and moral value. Therefore, the

students can make their own story based on their imagination after watching the

film.

In order to have suitable films for teaching, the researcher used the criteria

for selection the film that proposed by Kwon (2014, p. 5) and developed by the

researcher. They are as follows:

1. The film are directly related to a school curriculum policy program;

2. The film should be suitable and providing opportunities for all students

regardless of race, sexuality, gender and moral value;

16
3. The film is relevant for the age of the students for their emotional,

intellectual, social, and cultural development;

4. The story or plot of the film should be easy to be understood by the students;

5. The duration of the film approximates 2-8 minutes.

After arranging the criteria for selection the film, the researcher provides

the film in one of the stage in the writing process. He chooses the first stage, pre-

writing stage. He thinks that the stage is suitable with the putting the ideas of

writing so the students can ease their writing and think more how to write

narrative appropriate with the text organization.

In this research, the researcher used the A Mommy’s Sacrifice, Pakan, and

Shoe as the teaching materials in teaching activity. There are some reasons in

choosing the films. The first animation film entitled A Mommy’s Sacrifice. This

film tells about A Mommy’s sacrifice in managing a family. The researcher used

this film because of the moral value. This film educates the students’ behaviour in

order to respect their parent especially their mother.

Furthermore, it is the second animation short film entitled Pakan. This film

provides a story about the struggle of life from a man in the drought district and

he needs a new life. Hopefully, this film gives a good motivation for students’ life

to encounter the challenge. The last film is a shoe. This film tells about a girl who

gives a couple of shoe to the old man, but he feels pity to the girl because she

wants a doll. After that, the old man modifies his shoe to be a shoe-doll and he

gives the doll to the girl. The researcher hopes that this film educates the students’

behaviour in order to help each other in the real life situation.

17
 The researcher also provides several activities in implementing animation

short film in writing process, such as (Johnson, 1996, pp. 1-2):

1. Previewing activities

This stage prepares students to watch the movie by connecting their

background knowledge to the theme used, stimulating students’ interest in the

topic, and lessening their fear of unfamiliar vocabulary by preparing the

vocabulary that is being used in the movie. For example, the teacher tells one of

the scenes showing a girl exchanging her shoes to a bigger one, afterward she

gives it to her father. Furthermore, the researcher asks to write down five items

under each of two heading: Sights (things they expected to see) and Words (words

they expect to hear)

2. Viewing activities

This stage involves playing and replaying the film and also entire

sequences or relevant section and demanding students to focus on the important

aspect such as factual information, plot development and the language used in the

situation. For the example, the teacher asks to focus on watching the film for the

subject of the day and the researcher may ask students to watch and to look for the

answer to questions such as “where are these people?, what are they doing?, what

is their relationship?, and what is going on?” After doing this, the researcher

would ask to students to do several tasks that demand them focus on specific

details, such as the sequence of events or the particular expression used.

18
3. Post-viewing activities

This is the last stage in watching film in the classroom. It requires students

to react to the film they could have watch and practice some particular language

point. This stage include process of writing that would students do, discussion,

related reading, questions answers, and related reading to discuss and to learn

further about the subject given by the researcher that day.

In conducting the animation short film in the teaching learning process,

this research provides several steps of teaching such as:

1. Opening activity

Teacher prepares students to follow the learning process, such as: greeting,

praying, and calling the students’ attendance. Then, teacher motivates students by

delivering the description of representation of narrative text material. Moreover,

teacher submits several questions related to the previous knowledge. The last,

teacher explains the instructional goals.

2. Core activity

In this stage, the teacher uses the scientific approach which is combined

with the process of writing.

a. Observing

Teacher shows the animation short film entitled “A Mommy’s Sacrifice”.

This short film is the first film the teacher used, the duration is 3 minutes 1

second, whereas for the next meeting, they are “Pakan” for the second meeting, it

is 8 minutes 3 seconds and “Shoe” for the last, it is 3 minutes 46 seconds (pre-

writing).

19
b. Questioning

Teacher gives the opportunity for students to write their idea and their

thought in the form of the draft based on the animation short film showed

(drafting). After that, the students share their draft to their friends (sharing).

c. Exploring

Teacher guides the students to comment their friends’ draft result

(sharing). Furthermore, the teacher guides the students to revise their sharing

result to be a final draft (revising).

d. Associating

Teacher guides the students to pay attention about the writing rule, such as

pronunciation, punctuation, and grammar. It is useful to associate all revision

from their friends (editing).

e. Communicating

Teacher and students publish students’ work result by sharing their paper

to their friends to read. Beside that, teacher and students can publish their work to

students’ magazine, blog, website, and social media.

3. Closing activity

Teacher and students conclude the instructional process and then the

teacher delivers the planning for the next meeting. Furthermore, teacher asks the

chief of classroom to lead prayer. The last, teacher closes the instructional

process.

20
2.5 Writing Assessment

Writing assessment is very important thing both teacher and student. It is

used as gathering of information about students learning. The purpose is to render

a judgment about the quality of student work. Besides that, the major purpose of

writing assessment is to provide feedback. Moreover there are some kinds of

writing assessment as proposed by Weigle (2002, pp. 110-114) such as primary

trait scoring, holistic scoring and analytic scoring. In this study, the researcher

uses the holistic writing rubric assessment as a tool to get the students’ feedback.

There are many kinds of writing rubric used by the teacher in assessing

narrative writing, however, the researcher have decided to choose analytic scoring

because of rating script on several aspects of writing or criteria rather than given a

single score (Weigle, 2002, p. 114). A kind of analytic scoring is created by

Jacobs et al (1981). He rated scripts based on five aspects of writing: content,

organization, vocabulary, language use and mechanics. The weight of each scores

emphasize first content, grammar, with organization and vocabulary weighted

equally, and mechanics receiving very little emphasis.

Content is relevance to the topic and the degree of reader understanding to

the story. Organization is the relationship between sentences and main idea.

Furthermore, it is mechanic for assessing the error number of spelling,

capitalization, and punctuation. Then grammar for assessing the number of error

in the use of sentence. The last is vocabulary for the variation of vocabulary used.

21
2.6 Previous Studies
In this section, there are some previous studies to support the present

study. The first previous study was conducted by Ismaili (2013, pp. 121-132). She

created a research entitled, “The Effectiveness of Using Movies in the EFL

Classroom (A Study Conducted at South East European University)”. The data of

the study were in the forms of quantitative data. The aim of the study is to reveal

the effect on students listening and communication skill. The result of this study

concluded that movies attract students’ attention, present language in a more

natural way that found in course-books.

The second study was conducted by Sabouri and Zohrabi (2015, p. 110).

They created a research entitled. “The Impact of Watching English Subtitled

Movies in Vocabulary Learning in Different Genders of Iranian EFL Learners”.

The data of the study were in the forms of quantitative data. The purposed of the

study to find out whether there were significant differences between males and

females in learning vocabulary when watching subtitled movies. The result is that

the use of movies with subtitles can improve students’ engagement in learning and

retrieval of new lexical item.

The third study was conducted by Kabadayi (2012, pp. 316-320). He

created a research entitled, “The Role of Short Film in Education”. By the form of

qualitative data, he collected the data by using questionnaire to investigate the

education-short film relation and the role of short film in education on the basis of

high school and university students. This research produced some results that

could be listed as follow: (1) Age, gender and grade distribution of the students.

22
(2) Opinions of the students related to questions regarding watching short film

within scope of lecture as a supporting material in education, (3) students’ opinion

related to questions regarding using short film production within scope of the

lecture material in education.

It can be concluded that animation short film had suitable and positive

opinions for majority of approaches anticipated using short films in education.

Furthermore, watching and shooting short film is important to understand the

comprehensible subject, clarify abstract subjects and provide active participation

to production.

2.7 Concluding Remarks

In this chapter, the researcher has reviewed the theoretical concepts underpinning

the present study. The theories are also highlighted with regard to the overview of

writing, overview of animation short film, overview of narrative text, animation

short film in teaching writing narrative text, and writing assessment. Some

previous studies have also been discussed to see how this study correlate to and

differ from each other. The forthcoming chapter is research methodology that

would explain the design, participant, research site, procedures, instrument for

collecting data, data analysis technique and ethical consideration

23
 24

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter deals with some aspects of methodology used to guide the

present study. Several points to discuss are research design, research participant,

research site, research procedure, data collection, data analysis, and ethical

considerations.

3.1 Research Design

Related to the research questions and research purposes of this research,

the researcher conducted a mixed method research design. Fraenkel and Wallen

(2014, p.265) stated that mixed method has not discussed about mix or

combination of the two forms of data in a study, but the assumption that both the

forms of data provide different types of information.

Furthermore, a convergent parallel mixed methods design was used

because this strategy combines the result from the quantitative and qualitative data

and the most popular strategy that used by the new researcher so that is

comfortable. According to Creswell (2014, p. 269), in this study, the researcher

collected both quantitative data and qualitative data, analyzed them separately,

and then compared the results to see if the findings confirm or disconfirm each

other.

The researcher conducted pre-experimental design for collecting

quantitative data, therefore he studied a single group and provided an intervention

during experiment (Creswell, 2014, p. 219). In this case, one-group pre-test post-
test were used as instrument of this study. Furthermore, in conducting qualitative

design, the researcher used questionnaire as an instrument of this study.

In this study, the quantitative method had been used to acquire data from

the results of experimental application of animation short film in students’

narrative text writing ability, whereas qualitative method had been used to

understand the relation between results acquired by students after treatment. The

scores that students got after the post-test had been compared with the qualitative

data collection results.

3.2 Research Participant

The researcher chose the eleventh grade at one of senior high school in

Ciamis as population of this study. The sample was taken by using cluster random

sampling. As Fraenkel et al. (2012, p. 96) said that cluster random sampling is a

technique of sampling by choosing groups, not individuals, and randomly

selected. Thus, the researcher selected a particular classes randomly from fourteen

eleventh grade, the selection of the sample used the lottery method as proposed by

Singh (2003, p. 4). He said that all the items of population are numbered and then

put in the box. The last, the sample in the box was mixed and the result was XI

MIPA 1.

3.3 Research Site

According to Creswell (2012, p. 206), “In any given a mixed method

study, you may decide to study a site (e.g., one college campus)...”. Dealing with

Creswell’s statement, this research was conducted in one of a senior high school

in Ciamis regency. This school was selected because the students never learnt

25
using the animation short film and the teaching media supported this study, so that

the researcher could give the assignment of narrative text in this school, then the

result was that students still face some difficulties in writing narrative text.

3.4 Research Procedure

In the research procedure, there were several stages as convergent parallel

mixed method design proposed by Creswell (2014, p. 270). The research

procedure can be seen in the figure 3.1.

Quantitative
Data Collection
And Analysis (QUAN)
Compare Interpretation
or relate

Qualitative
Data Collection
And Analysis (QUAL)

Figure 3.1 Convergent Parallel Mixed Methods

Based on the figure 3.1, the researcher conducted quantitative research.

The researcher began to collect the data by using one-group pre-test post-test

design that include writing narrative text, the students had to write a narrative text

in free topic based on students’ preference. Then, there are five meetings. The first

meeting is pre-test, the second to the fourth meeting is treatment and the fifth

meeting is post-test. In treatment meetings, the researcher conducted three times

treatment in the form of showing an animation short film entitled A Mommy’s

Sacrifice, Pakan, and Shoe. Furthermore, it was a post-test that consist of writing

narrative. After collecting the data, the researcher continued to analyze the data by

26
using the students’ score of pre-test and post-test and then he analyzed the data by

following computation of statistics which was adapted from Burns (2000, p.158).

Moreover the researcher conducted qualitative research. The researcher

collected the data in the form of the questionnaire to get their perceptions

concerning the implementation of animation short film. The kind of questionnaire

was opened-closed ended questions so that the students’ can write their

perceptions freely.

After conducted the data collection, the researcher analyzed the data by

three steps as proposed by Creswell (2012, pp. 399). The first, the researcher

identified response rate and response bias. The second, the researcher

descriptively analyzed the data to identify general trends. The third, the researcher

wrote the report presenting the descriptive results or used advance statistic.

After collecting and analyzing the quantitative and qualitative data, the

researcher compared them to look at the result confirm or disconfirm each other.

Finally, it was interpretation of the research.

3.5 Data Collection

In collecting the data, the researcher used two techniques, namely

3.5.1 One-group pre-test and post-test

It had been conducted to know students’ ability in writing narrative

text and their advancement. In this technique was the only one-group that

had been measured after and before treatment (Fraenkel, Wallen, & Hyun,

2012, p. 269).

27
 The diagram of the design as follow:

O1 X O2
Students’ narrative Teaching by
Students’ narrative
text writing ability Using
text writing ability
before the animation
after the treatment
treatment short film
(Fraenkel, Wallen, & Hyun 2012, p. 269)

Explanation:

O1 : Pre-test

O2 : Post-test

X : Treatment

To collect the data, the researcher used writing narrative test for the

students. Then their text had been assessed by using writing rubric.

3.5.2 Questionnaire

The next instrument of data collection was questionnaire. It had been

conducted to know the students’ perceptions about using of animation short

film in writing narrative text after the treatment. A questionnaire was a form

used in a survey design that participants in a study complete and return to

the researcher (Creswell, 2012, pp. 382). The type of the researcher’s

questionnaire was open-ended questions. Creswell (2012, p. 220) explained

that open-ended questions were able to elaborate reasons for the closed-

ended responses and identified any response participants might have that

were exceed the responses to the closed-ended questions.

The researcher conducted five questions. In each questions, the

researcher provided yes and no choice and opened answers. Furthermore,

28
 the researcher provided the explanation for each questions. The first

question asked about the beneficial effect of English animation short film on

writing narrative text. The second question asked about the students’

agreement if they had learned narrative text by watching the animation short

film. The third question asked about the animation short film help to

understand the narrative subject. The forth question asked about the

students’ interest on animation short film. And the fifth question asked

about the use of animation short film in writing narrative text.

3.6 Data Analysis

3.6.1 One group pre-test post-test design

In processing of the data collection, the researcher used the students’

score pre-test and post-test and then he analyzed the data by following

computation of statistics which was adapted from (Burns, 2000, p. 155).

1. The pre-test and the post-test score distributed to the table of raw data for

within subjects t-test. The table consist of subject, pre-test, post-test,

difference, and D2.

Table of raw data for within subject t-test as follow.

Subject Pre-test Post-test Difference D2

2. Computing mean of difference between pre-test and post-test.

Find the difference D between the two scores for each pair or each

subject. If this difference was zero, the scores would the same for an

individual under both conditions or for both members of the pair. The

direction of any difference was indicated by its result. If D was positive, then

29
the first score was higher than the second score, if D was negative, then the

second score was greater than the first score. After that, find the sum of all the

D scores and divide the number of pairs in order to arrive at the mean

̅ In formula this was signed as ∑ D/N.

difference, D.

3. Then, the researcher conducted normality distribution test. It was used

to measure whether the data had a normal distribution or not. To know

the normality, the researcher used Saphiro-Wilk test with SPSS 22. The

hypothesis for testing normality were:

a. Null hypothesis (H0) : Data is in normal distribution.

b. Alternate Hypothesis (H1) : Data is not in normal distribution.

Criteria of the normality test:

H0 is accepted if the significance value (sig.) > 0.05

H1 is accepted if the significance value (sig.) < 0.05

After that, the researcher conducted homogeneity test to know

whether the variance of the data was homogenous. If the data is

homogenous, it showed that the data had same characteristics. The researcher

used Levene statistic with SPSS 22 as the technique of the homogeneity test.

The hypotheses of homogeneity test were:

a. Null hypothesis (H0) : The variance of data is homogenous.

b. Alternate Hypothesis (H1) : The variance of data is not homogenous.

Criteria of the homogeneity test:

H0 is accepted if the significance value (sig.) > 0.05

30
 H1 is accepted if the significance value (sig.) < 0.05

Furthermore, it was computing t-observed value. The formula of t-test

value was:

̅
𝐷
𝑡=
𝑆𝐷
̅

To get the data of standard error of the difference between two

means(𝑆𝐷̅ ), the researcher followed the formula as follow.

∑ 𝐷2
∑ 𝐷2−
∑ 𝑆𝐷̅ = √ 𝑁
𝑁(𝑁−1)

Where:

∑ 𝐷2 = Sum of the squared difference scores

∑𝐷 = Sum of the difference scores

N = Number of pairs.

Thus, the full formula for t when the samples correlated was as

follow.

̅
𝐷
𝑡=
2
∑ 𝐷 2 − ∑𝐷
√ 𝑁
𝑁(𝑁 − 1)

4. Calculating the degree of freedom (df)

This was used to look up the significance of a result. The formula was

as follow.

df = N – 1
5. Determining the level of significance.

31
 To find out the value of t-table, the researcher chose level of

significance 0.05 for two-tailed test. The difference in the acquired value of t

could be looked up in the table of level significance for two-tailed test. As the

table of level significance for two-tailed, the left marginal column gives the

degrees of freedom while the columns list the values of t which are

significant at the different level.

6. Determining the t-table

The procedure for looking up the significance, namely looked down

the df column until finding the relevant df, and read across to find the levels at

which the obtained value of t is significant. If the exact df for the result was

not tabulated, the researcher would use the nearest number (Burns, 2000, p.

157), smaller df which does appear in the table.

7. Comparing t-observed and t-table

This aim of this stage was determining whether the null hypothesis

was rejected, in favour of the alterative research hypothesis, or not.

8. Making interpretation and conclusion.

3.6.2 Questionnaire

The result of the questionnaire had been analyzed by three steps. The

first, the researcher identified response rate and response bias. It means that

the researcher identified the rate of response such as the frequency of each

response and also the response bias such as exaggerating the truth and

socially desirable answers. The second, the researcher descriptively analyzed

the data to identify general trends. It means that the researcher computed the

32
 frequency and percentage response distribution and provided the opened

response in the table then analyzed it to know finding. The third, the

researcher wrote the report presenting the descriptive results or used advance

statistic. It means that the researcher made a report of the questionnaire

analysis data (Creswell, 2012, pp. 399).

3.7 Ethical Considerations

Creswell (2012, p. 234) argued “The researchers need to anticipate the

ethical issues that may arise during their studies.” Therefore, the ethical

consideration was very important in conducting the study. Thus, the researcher

respected the privacy and the anonymity of individuals by assigning numbers to

returned instruments and kept the identity of individuals. Besides that, the

researcher permitted to the institution, the teacher, and the students who were

being participants for conducting the study related to the implementation of short

animated film in improving students’ writing skill in term of narrative text.

3.8 Concluding Remarks

In this chapter, the researcher has reviewed the research methodology

which supporting the present study, such as research design, research partisipants,

research procedures, data collection, data analysis, and ethical considerations.

Moreover, the subsequent chapter deals with findings and discussion which can be

based on the records from the collected data.

33
 34

CHAPTER FOUR

RESULTS AND DISCUSSIONS

This chapter discusses the data obtained from each data collection

technique. Focusing on the research questions, the data were collected by using

test and also questionnaire. Each phase of discussion is devoted to discover the

answer to the research questions outlined in the first chapter of this paper. In the

end of the chapter, a summary and discussion are also presented.

4.1 Research Findings

This research was carried out from February 27th to March 7th, 2018. This

study was conducted to answer the research question i.e what is the effect of using

animation short film on students’ narrative text writing ability? And what are

students’ perceptions about animation short film in writing narrative text?

4.1.1 The Effect of Animation Short Film on Students’ Narrative Text

Writing Ability

The first research question of this study is: “What is the effect of using

animation short film on students’ narrative text writing ability?” To answer that

research question, the researcher conducted quantitative study. The researcher

obtained the one group pre-test and post-test data from the students’ who had not

and had learn writing narrative text by using animation short film. In the analysis

of quantitative data, the researcher provided the results of test about students’

narrative text writing ability by using animation short film.

 Firstly the researcher provided the result of pre-test and post-test of each

group. It was related with the ways that must be conducted as proposed by Burns

(2000, p. 157). He stated before applying that t-test, the difference and the mean

difference between pre-test and post-test should be shown in the table (see

appendix 6).

Based on the computation, the researcher found that the highest score of

pre-test is 95, the lowest score of pre-test is 45, and the mean score of pre-test is

68.47. Besides that, the highest score of post-test is 100, the lowest score of post-

test is 60, and the mean score of post-test is 77.64. Related to the data, the

researcher found that the mean of post-test is higher than the mean of pre-test.

Therefore, the researcher concluded that the animation short film has positive

effect in students’ narrative text writing ability.

Furthermore, the researcher explained the percentage of students’ score

improvement based on the difference to know the higher, middle and the lower

students’.

Figure 4.1.1
Percentage of Students' Score Improvement
After Conducting Treatment
25%
20%
Percentage

15%
10%
5%
0%
-30 -25 -20 -15 -10 -5 0 5 10 15 20 25 30
Percentage of Students'
Score Improvement After 0% 0% 0% 6% 0% 11%11%19%14%17%11% 6% 3%
Conducting treatment

35
 The researcher found that there were improvement to 25 students that

represented by 69%, constant happened to four students that represented by 11%,

and descent happened to 6 students that represented by 17%. Related to the data,

the researcher found that the students’ score improvement is higher than the

students’ score descent. Therefore, the researcher concluded that the animation

short film could increase students’ narrative text writing ability.

Thus, the researcher took a note that the mean of the difference between

pre-test and post-test was as follow.

̅ = ∑ D/N.
D
̅ = 320/ 36
D
̅ = 8. 89
D (Burns, 2000, p. 156)
Before examining the hypotheses of the study, there were some steps that

have to be examined before; they were normality and homogeneity test. Hence, in

this part, the researcher showed the result of normality test Saphiro-Wilk test and

it was analyzed by using SPSS 22 with ɑ = 0,05. The aim of this analysis was

used to see whether the data in the research was normally distributed. The result

of the normality test could be seen as follows:

Table 4.1 The Output of Normality Test by SPSS

Group Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.
Score Pre-test .191 36 .002 .943 36 .064
Post-
.159 36 .022 .943 36 .065
test
a. Lilliefors Significance Correction

36
 Based on the output of SPSS 22 was known that the significant value

(two-tailed) is 0.064 and 0.065. As the explanation, that H0 is rejected if the

significant value lower than 0.05 (ɑ = 5%). Because the significant value (two-

tailed) was bigger that ɑ that are (0.064 > 0.05) and (0.065 > 0.05), it means that

H0 was accepted and H1 was rejected. So, it can be interpreted that the scores of

both pretest and posttest are normal distribution.

Besides testing the normality, the researcher also tested the homogeneity

of the data. It was conducted to know the variance of the data is homogenous. If

the data was homogenous, it showed that the data had same characteristics. This

test used Levene statistic as the technique of the homogeneity test. The result from

the test of homogeneity of variances by using SPSS 22 was presented as follows:

Table 4.2 The output of Homogeneity of Variances Test

Levene Statistic df1 df2 Sig.

1.401 7 28 .244

The result of homogeneity test from table 4.2 showed that p value > 0.05

in which the p value, 0.244 was greater than 0.05 or (0.244>0.05). Based on the

criteria of test, it meant that H0 was accepted and Ha was rejected. In conclusion,

the variance of the data was homogenous.

Furthermore, the researcher was computing the t-observed value. it was

used to determine whether there is a significant between the mean of two groups.

The formula of t-test value was.

𝐷̅
𝑡=
𝑆𝐷̅

(Burns, 2000, p. 157)

37
 However, the researcher had to get the data of standard error of the

difference between to mean (SD̅ ), so that the researcher followed the formula and

then the computation as follow:

(∑ 𝐷)2
∑ 𝐷2 −
∑ 𝑆𝐷̅ = √ 𝑁
𝑁(𝑁−1)

(−320)2
7550 −
∑ 𝑆𝐷̅ = √ 36
36(35)

7550 − 2844,44
∑ 𝑆𝐷̅ = √
1260

4705,56
∑ 𝑆𝐷̅ = √
1260

∑ 𝑆𝐷̅ = √3.73

∑ 𝑆𝐷̅ = 1.93

(Burns, 2000, p. 157)

Continuing with the computation, the 𝑆𝐷̅ value has been computed, so:

𝐷̅ 8.89
𝑡= =
𝑆𝐷̅ 1.93

= 4.6

(Burns, 2000, p. 157)

Based on the computation, it was found that the t-test or t-observed was

4.6. It indicated that the results data from the computation formula was accepted.

38
 After getting the value of t-test, the researcher calculated the degree of

freedom. It followed the formula below.

df = N-1

df = 36-1

df = 35 (Burns, 2000, p. 157)

Thus, based on the calculation, it was found that the value of degree of

freedom was 35. Furthermore, it was determining the level of significance. In this

matter, the researcher chose 0.05 for two-tailed test and it could be looked up in

the table of significance for two tailed test (see appendix 7).

After computing the result of the test, the researcher got the data as

follows:

Table 4.3 The Result of Data Computation

1. The sum of difference scores 320

2. The sum of squared difference scores 7550

3. The mean of difference 8.89

4. Standard Error of the difference 1.93

5. t-test or t-observed 4.60

6. Degree of freedom 35

7. t-table 2.042

The table showed that the sum of difference scores was 320. The sum of

squared score was 7550. The mean of difference was 8.89. The standard error of

difference was 1.93. The degree of freedom was 35 and t-test or t-observed was

39
4.60. Based on the table of critical value for t at df = 35 and the level of

significance for two tailed test was 0.05 it can be seen that the critical value was

2.042. In this regard, the t-test or t-observed was 4.60. It means that the t-table

was less than t-observed.

As mentioned in the chapter one that the researcher proposed two

hypotheses as follows:

(H0): There is no significant effect on students’ narrative text writing ability

after acquiring learning treatment using the animation short film.

(H1): There is a significant effect on students’ narrative text writing ability

after acquiring learning treatment using the animation short film.

Based on statistical research, null hypotheses (H0) could be rejected of t-

observed was less than t-critical value. On the other hand, alternative hypotheses

(H1) could be accepted if t-observed was bigger than t-critical value. Thus, null

hypotheses (H0) was rejected and the alternative hypotheses (H1) was accepted. In

conclusion, there was a significant effect on students’ narrative text writing ability

after acquiring learning treatment using the animation short film.

4.1.2 The Students’ Perceptions on the Animation Short Film in teaching

Writing Narrative Text

The second research question of this study is: “What are students’

perceptions about animation short film in writing narrative text?” To answer that

research question, the researcher conducted qualitative study. The researcher used

questionnaire after conducting post-test.

40
 The questionnaire was conducted to the 36 students in order to investigate

students’ perceptions on the use of animation short film in teaching writing

narrative text. In this case, there were five questions that included yes and no

choice and opened answer. As the first, the researcher showed the percentage of

questionnaire results from answering yes and no choice.

Figure 4.1.2
The Students' Percentage
in Answering Yes and No Choice

100.00%
Percentage

80.00%
60.00%
40.00%
20.00%
0.00%

Question 1 Question 2 Question 3 Question 4 Question 5

Yes 94% 92% 75% 86% 81%
No 0% 3% 19% 8% 14%
no answer 6% 6% 6% 6% 6%

Furthermore, the opened questionnaire result from answering yes and no

choice could be seen in the following discussion.

The first question concerned with “Do you think watching the English

animation short film has a beneficial effect on writing narrative text? Tell the

reason!”. The reasons can be seen in the table (see appendix 8).

Based on the table, there were 34 students that represented by 94% who

answered yes with this question. The reasons in answering yes were 13 students

(S1, S2, S3, S9, S10, S7, S15, S17, S19, S20, S21, S22, S23, S28, S29,, S30, S32)

41
said that they were easier to understand the subject of narrative text, they can learn

how to write narrative text, they also can learn good writing and more knowledge,

then improve their vocabulary. Next, there were 3 students (S4, S5, S10) stated

that they were accustomed to listen English. Furthermore, 5 students (S12, S18,

S24, S25, S28) answered that they can improve their imagination and also learn

advice to the story they written.

The last, 10 students (S6, S8, S13, S14, S16, S26, S27, S31, S33, S34) said

about their feeling such as they were entertained, no boring, enjoyed and no

saturated in the classroom because they were tired if they learn without

entertainment. From the answer, the researcher concluded that all students have

reasons in the question that the animation short film has a beneficial effect on

writing narrative text, such as ease their understanding, learn how to make a

sentence, improve grammar, accustomed to listen English, improve their

imagination and entertain students in order to enjoy study in the classroom. In

contrast, there were 2 students who did not answered the question, it was

represented by 6%.

In this case, the students’ answer was relevant with Hwang (2012, p. 368)

that the animation short film enabled student to remember the subject easily and

created expression richness, supported creative thinking and focused on the

desired subject. It means that the animation short film has a beneficial effect on

writing narrative text.

42
 The second question concerned with “Do you agree if you had learned

narrative text by watching the animation short film? Tell the reason!”. The

reasons can be seen in the table (see appendix 8).

The result of students’ choice showed that there were 33 students

represented by 92% who answered yes. The reasons of this answer were 9

students (S1, S3, S10, S19, S20, S24, S25, S33, S34) said that they felt entertained

and fun by animation short film. Even 22 students said that they felt easier,

helped, and can improve their imagination because of animation short film. Also

one student (S2) admitted that he or she can think critically and it can test his or

her memory. Furthermore, there was 1 student who represented by 3% answered

no. he or she was signed by S30. It was because of did not want to think about

animation short film. However, there were two students who represented by 6%

who did not answer this question.

The researcher summarized all responses and there were a lot of students

stated agree if they had learned by using animation short film because it can

entertain them in the classroom so that they did not feel bored in learning

narrative; Beside that, the students revealed that they can think critically and

creative; also they can be easy to create, and understand a narrative text subject,

their imagination can be improved too. Whereas, there was a students who did not

like to write a narrative text. In this case, the students answer was relevant with

Ruusunen (2011, p. 14) that film emphasized that film scenes can make easier to

teach the subject because of their visuality and their greater feeling of reality.

43
 The third question was “Does the animation short film help to understand

the narrative text subject? Tell the reason!”. In responding this question, the

researcher provided the table (see appendix 8).

Based on the table, there were 27 students that represented by 75% who

answered yes with this question. The explanations were 18 students (S1, S2, S5,

S6, S8, S10, S11, S14, S15, S16, S17, S20, S24, S26, S27, S28, S29, S32, S33)

stated that the animation short film ease their learning of narrative text and helped

them to understand how to write orientation, problem, reorientation, so that the

requirement of narrative text can be completed. Furthermore, 5 students (S3, S4,

S7, S9, S34) said that the animation short film made fun and not boring. Then, a

student (S25) said that it made more creative and not tired. Also there was a

student (S19) admitted that it made him or her feel the situation than read the

books.

Furthermore, there were 7 students that represented by 19% who answered

no with this question. 4 students (S12, S18, S21, S22) said that they were still

confused because there was not subject in the animation short film, 4 students

(S13, S23, S30, S31) were still difficult to understand the subject. From the

answer, the researcher concluded that all of the students have reasons toward the

animation short film help to understand the narrative text subject because of they

were easier and understand how to write generic structure and make them fun to

learn narrative text. However, there were two students that represented by 6%

who did not answer this question.

44
 In addition, the most of students’ statement was also appropriate with

Ismaili (2013, p. 121) who explained that the animation short movie attract

students’ attention.

The fourth question was “Are you interested in writing narrative text if the

teacher uses English animation short film as teaching materials? Tell the reason!”

In responding this question, the researcher provided the table (see appendix 8).

By looking at the table, the total of students who answered yes were 31

students represented by 86%. It was because there were 6 students (S4, S7, S8,

S11, S25, S34) said that they were fun and enjoyed while they were writing. Then,

10 students (S2, S3, S6, S14, S19, S24, S26, S27, S32, S33) said that they were

interested in animation short film for helping them in instructional, did not make

them bored and saturated in the classroom. Next, the animation short film made

students easy to create and helped them to imagine and some students admitted

that the animation short film gave an inspiration for writing narrative text.

Moreover, the sum of students who answered no were 3 students

represented by 8%. The reasons were because there was a student (S1) who did

not like writing. Also there were 2 students (S5, S30) who felt difficult to

understand and he or she was having a bad mood. From the answers, the

researcher concluded that they felt fun, interested, easier to create, and inspired.

However, a student said that he or she did not like writing and 2 students were

difficult to understand, whereas they had been helped by animation short film.

However, the sum of student who did not answer the question is two students

represented by 6%.

45
 In this case, the most of students answers were relevant with Ismaili (2013,

p. 124) that the students seem to be very bored because they were asked to read

the whole book and complete the quiz at the end, but also students usually fail to

complete them. By conducting this animation short film, the students were

interested to write narrative text.

Finally, the fifth question on “Do you think the animation short film is

useful in writing narrative text? Tell the reason!” The answers of students’

questionnaire can be seen in the table (see appendix 8).

From the table, it showed that there were 29 students (81%) who answered

yes with this question. It proved by 9 students (S1, S2, S10, S16, S19, S23, S25,

S30, S34) said that the animation short film helped the students to get an

inspiration, imagination, and knowledge, so that they can write narrative text

easily and creatively. A student (S2) admitted that the animation short film was

helpful because it trained the language, vocabulary, capitalization usage,

punctuation mark, so that he or she can write a good and correct narrative text.

There were 9 students (S4, S5, S6, S7, S8, S11, S24, S32, S33) that gave reason

toward animation short film, that was helpful to write a narrative text. Also there

were a student (S9) answered that the animation short film can be a reference to

make a narrative text. Next, 7 students (S14, S15, S17, S26, S27, S28, S29) said

that the parts of animation short film gave a clear information about generic

structure of narrative text so that the students knew every detail in narrative text.

However, there were 5 students (6%) who answered no. it was proved by 6

students (S12, S13, S18, S20, S21, S22) who felt that the information was not

46
give an unclear information. Furthermore, 2 students (6%) who did not answered

the question. In this case, the students’ answer was relevant with Vaden (2015, p.

103) that the film provided an entertainment and a source of meaning for people

to escape from reality that offers a deficiency of significance and meaning.

In conclusion, based on the data collected through questionnaire, the

researcher concluded that the students perceive the activities of the animation

short film in teaching writing narrative text as the beneficial activities that

effected to learning activities, students’ agreement, students’ understanding, and

students’ interest.

4.2 Discussion
This section presented the discussion of this study that cover up some

points to be discussed. In this case, there were two results of this study that

concerned with what the effect of animation short story on students’ narrative text

writing ability is and what are students’ perceptions about animation short film in

writing narrative text.

The first result of the study for answering the first research question:

“What is the effect of animation short film on student’s narrative text writing

ability?” showed that there is a significance effect on students’ narrative text

writing ability after acquiring learning treatment using the animation short film. It

was shown by finding of the study in the pre-test score that students’ writing skill

was still bad. In the post-test score, it could be seen from the t-observed of

students that improved the students’ narrative text writing ability by using

animation short film.

47
 Besides that, to answer the second research question: “What are students’

perceptions about animation short film in writing narrative text?”, the researcher

analyzed the student’s perceptions by sharing the questionnaire that consists of 5

questions in the end of the last meeting. The questionnaires had been shared to 36

students in the participant’s classroom. The result showed a lot of various answer

in each question.

The first question was about the beneficial effect about animation short

film on students’ narrative text writing ability. From the analysis had been found

in the first question of questionnaire, the result showed that there were 34 students

(94%) who answered yes. The reasons of the first question answers were to easier

students to understand the subject of narrative text, learn how to write narrative

text, learn how to learn a good writing, and improve their vocabulary. Meanwhile,

there are 2 students (6%) who did not answer the question.

The second question was about student’s agreement to learn by using

animation short film. From the analysis had been found in the second question of

questionnaire, the result showed that there were 33 students’ (92%) who agreed

with that question. The reasons of student stated that they felt entertained and be

fun, even they felt easier, helped and can improve their imagination because of

animation short film. Meanwhile, there was 1 students (3%) said no because the

students did not want to think about this question. However, 2 students (6%) did

not answer the question.

The third question was about the help of animation short film to students’

understanding on the narrative text subject. From the analysis had been found

48
showed that 25 students (75%) said yes that the animation short film helped them

to learn narrative text. The reasons of this question, the students said that the

animation short film ease their learning of narrative text and helped them to

understand how to write orientation, problem, reorientation, so that the generic

structure of narrative text can be completed. Furthermore, the students said that

they felt fun and interesting. Also it can make the student creative, not tired, and

feel the situation than read the books. However, there were 7 students (19%) said

no because of they were still confused and difficult to understand the subject and

2 students (6%) did not answer the question.

The fourth question was about the student’s interest if the teacher teaches

narrative text using animation short film. From the analysis had been found

showed that 31 students (86%) said yes that the students were interested in the

animation short film become a teaching aids on narrative subject. The reasons

were the students were fun, enjoyed while they were writing, interested, and easy

to create narrative text. It is because of the animation short film gave them

inspiration for writing narrative text. Whereas, there were 3 students (8%) did not

like writing because they were still difficult to understand and 2 students (6%) did

not answer the question.

Finally, the fifth question is about the advantage of animation short film in

writing narrative text. From the answers of students showed that 29 students

(81%) said yes because the animation short film gave them an inspiration,

imagination, and knowledge, so that they can write narrative text easily and

creatively. Also they felt be trained their language, vocabulary, capitalization

49
usage, punctuation marks, so that the students can write a good narrative text.

However, there were 5 students (14%) said no because the parts of animation

short film gave an unclear information and 2 students (6%) did not answer the

question.

The result of this study has difference with the previous study. Some

previous studies had analyzed about using animation short film used by teacher in

classroom interaction, however the researcher tried to analyze with the different

purposes in identifying the data than previous studies. The first previous study

which conducted by Ismaili (2013) entitled “The Effectiveness of Using Movies

in the EFL Classroom (A Study Conducted at South East European University)”,

the second previous study by Sabouri and Zohrabi (2015). They designed a

research entitled “The Impact of Watching English Subtitled Movies in

Vocabulary Learning in Different Genders of Iranian EFL Learners”, and the last

previous study by Kabadayi (2012) entitled “The Role of Short Film in

Education”. From those previous studies, they did not focus on student’s narrative

text writing ability. Thus, in the present study, the researcher analyzed and

explored more focus about the effect of animation short film in teaching,

particularly on student’s narrative text ability.

In summary, both of results between one group pre-test post-test and

questionnaire showed that the animation short story had a positive effect on

students’ narrative text writing ability.

50
4.3 Concluding Remarks

The discussion in this chapter had discovered several related points which

provide the answers to the research questions. The findings were based upon the

data from test and questionnaire. In this sense, the final conclusions would be

presented in the forthcoming chapter together with some suggestions for further

research.

51
 52

CHAPTER FIVE

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the present study, offers some conclusions and

suggestions. The first section presents the conclusions that are developed on the

basis of research findings and discussion. The second section presents some

suggestions addressed to the institution, teacher, students and further researcher.

5.1 Conclusions

In responding the first research question, the researcher found that the

effect of animation short film on student’s narrative text writing ability that was

given to a sample group in senior high student clearly had a positive effect. It can

be seen from the computation result of pre-test and post-test that was given in the

beginning and the last meeting.

In the beginning meeting, the researcher conducted the pre-test and the

result was not good. They looked confused what to write and began to cheat to

their friends. Furthermore, the researcher gave the treatment regarding animation

short film. The respond of students was good when the researcher was giving the

treatment. They focused to the provided screen that was prepared in front of their

classroom. Some students thought and mumbled about the story from the

animation short film. After watching the animation short film, the teacher gave the

opportunities to the students to make a group discussion. They told the story to

their friends and they can make a narrative text through speaking. After that, the

researcher asked students to write the story in the form of narrative text based on

their own words. In the process of watching and then writing, the students began
to understand and made their own text whereas they still followed the provided

story in animation short film. In the last meeting, the researcher gave the post-test

and the result was good. They wrote the narrative text based on their own words.

Almost all of students focused to their test and they did not cheat to their friends

anymore.

The answer of the first research question regarding the effect of animation

short film on students’ narrative text writing ability was according to

aforementioned procedures and a sequence of computation from the test. Finally,

the researcher can draw a conclusion that the effect of animation short film was

good on student’s narrative text writing ability.

Second, regarding the second research question was about the student’s

perceptions about animation short film in writing narrative text. The researcher

asserts that the students generally happy and have a good excitement in animation

short film. They assumed that animation short film could ease their understanding

toward narrative text such as generic structure and language feature, improve their

imagination, increase their critical thinking and creativity, and also students’

comprehension of learning experiences using new teaching aids. Besides,

animation short film has weaknesses such as the unclear information related with

the characters’ names and a little bit of conversation, the story in animation short

film is difficult to understand, and less of tools availability.

5.2 Suggestions
Referring the conclusions, the researcher presents some suggestions

addressed to the institution, teacher, students and further researchers who will do

the research in the same field.

53
 For the institutions, the schools should provide instructional facilities to

support teaching and learning activities, particularly for English lesson which

requires the teaching media such as computer/ laptop, projector, active speaker,

screen, and any others.

For the teacher, it is hoped to increase in teaching creativity to maximize

teaching learning process. Besides, it is very important for the teacher to have a

variety of teaching aids that helps students to keep their interest. The teacher also

should attempt to implement technology based learning in the instructional

process and provide students to be able know a new innovation in order to create a

new instructional atmosphere by using teaching aids that was entertaining and fun.

For the students, it is hoped that the students want to learn and write more

creative about writing narrative text and then publish it to public, such as blog,

students’ magazine, mass media and any others. The last, the researcher expects

that it is necessary to conduct the study for further researchers in other level of

education to gain more specific result related to the reason of using animation

short film in education field.

5.3 Concluding Remarks

This chapter has so far reviewed the conclusions, and suggestions of the

present study. The chapter included the conclusion of the present study, and

suggestions for the readers, especially lecturers, students, and other researchers.

Then, the chapter is the end of the chapters of this research paper.

54
 BIBLIOGRAPHY

Barsam, M., & Monahan, D. (2009). Looking at Movies (3rd ed.). (P. Simon, Ed.)
New York: W. W. Norton & Company Ltd.

Broad, B. (2003). What We Really Value : Beyond Rubrics in Teaching. Utah:

Utah State University Press.

Burns, R. (2000). Introduction to Research Method. Longman: Australia.

Celuch, K., Bourdeau, B., & Smothers, J. (2014). Thinking Innovatively about
Teaching Innovation And Ideation: Getting Students to Think Differently.
Journal of Research in Innovative Teaching, 7(1), 27-36.

Creswell, J., W. (2014). Research Design : Qualitative, Quantitative, and Mixed

Method Approaches. (4th ed). Thousand Oaks: SAGE Publications, Inc.

Creswell, J., W. (2012). Educational research planning, conducting and

evaluating quantitative and qualitative research. (4th ed). Boston: Pearson
Education.

Cristobal, C. (2012). Industry Profile: Animation. Phillipines : Board of

Investments. Retrieved from http://www.animationcouncil.org/index.php/
philippine-animation-industry-profile.

Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research
research in education (8th ed.). New York: McGraw-Hill, Inc.

Gay, R., Mills, G.E., & Airasian, W. (2012). Educational Research:

Competencies for Analysis and Application (10th Ed.). Upper Saddle
River : Pearson.

Hwang, I., Tam, M., Lam, S., & Lam, P. (2012). Review of Use of Animation as a
Supplementary Learning Material of Physiology Content in Four
Academic Years Centre for Learning Enhancement and Research, The
Chinese University of Electronic Journal of E-Learning, 10(4), 368–377.

International Design School. (2013). Mengenal Jenis Film dari Jenis

Pemeran dan Durasinya. Retrieved from
http://www.idseducation.com/articles/mengenal -jenis-film-dari-
jenis-pemeran-dan-durasinya/

55
Ismaili, M. (2013). The Effectiveness of Using Movies in the EFL Classroom – A
Study Conducted at South East European University. Academic Journal of
Interdisciplinary Studies, 2(4), 121–132.
https://doi.org/10.5901/ajis.2012.v2n4p121

Johnson, K. (1996). Film in the Classroom. American Studies Center, pp.1-2.

Kabadayi, L. (2012). The Role of Short Film in Education. Procedia - Social and
Behavioral Sciences, 47 (2012), 316–320.
https://doi.org/10.1016/j.sbspro.2012.06.657

Kupiainen, R. (2015). Classroom strategies in teaching the media. Eesti

Haridusteaduste Ajakiri, 3(3), 104–129.

Kwon, W. (2014). Selecting Movies for English Language Learning & Teaching.
Tomato's English. 5. Retrieved from https://ssrn.com/abstract=2690890

Nunan, David. (2003). Practical English Language Teaching. New York: The
McGraw Hill.

Qomar, H. (2016). An analysis of the third semester students’ ability in

developing narrative text of english education study program in
muhammadiyah university of metro. Premise Journal, 5(1), 24–47.

Ruusunen, R. (2011). Using Movies in EFL Teaching: the point of view of

teachers. (Master’s Thesis). Department of English, University of
Jyväskylä, Finland.

Sabouri, H., & Zohrabi, M. (2015). The Impact of Watching English Subtitled
Movies in Vocabulary Learning in Different Genders of Iranian EFL
Learners. International Journal on Studies in English Language and
Literature (IJSELL), 3(2), 110–125.

Sharma, L., Pooja, P.. (2016). Enhancing students interest in English language via
multimedia presentation. International Journal of Applied Research, 2(1),
275–281.

Siburian, T. A. (2013). Improving Students’ Achievement on Writing Descriptive

Text through Think Pair Share. International Journal of Language
Learning and Applied Linguistics World (IJLLALW), 3(3), 30-43

Theresia, T., & Grace, E. (2016). Pathway to English 2. Jakarta : Erlangga.

56
The Sheffield Institute. (2017). Short Films vs. Feature Length Films.
Retrieved from http://www.sheffieldav.com/education/short-films-vs-
feature-length-films

Vaden, M. (2015). Literature and Film: Fantasy Across Media. Caesura, 2(2), 87-
107

Wedekind, K. (1990). Generating Narratives. New York: Mouton de Gruyter.

Weigle, S. (2002). Assessing Writing. Cambridge: Cambridge University Press.

57