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CHAPTER ONE
INTRODUCTION
scope of the study, definition of key terms, research reports organization, and
concluding remarks.
Writing narrative text is one of the basic competencies that are learnt 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
She said that students do not write a list of their ideas; they just directly wrote a
teaching aids to help students in writing narrative text. As Celuch, Bourdeau, &
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
also stated that the feedback from pupils about using films in teaching writing has
been positive.
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-
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centered-model. Besides that, the animations could explain complicated contents
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
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
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
The second previous study was conducted by Sabouri and Zohrabi (2015,
Learners”. They found out whether there were significant differences between
males and females in learning vocabulary when watching subtitled movies. Their
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investigated the education-short film relation and the role of short film in
In line with those previous studies, this study was also discuss about using
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.
ability?
narrative text?
1. Finding out the effect of animation short film on students’ narrative text
writing ability.
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1.4 Variables
There were two variables in this study, namely the independent and
dependent. The independent variable was animation short film, while the
1.5 Hypotheses
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
Pedagogically, this study can give significance for the educational field
namely for teachers to develop their teaching and for students to improve
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.
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1.7 Scope of the Study
students’ narrative text writing ability. Thus, students watched the animation short
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
representing the mechanical motions directly while static images could just show
the motions indirectly through arrows and phase diagrams. She carries on
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
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
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resolution. The tale begins with the orientation, moves toward a conflict and
the study, research questions, purposes of the study, significances of the study,
narrative text, animation short film in teaching writing narrative text and writing
assessment.
design, population and sample, research site, research procedure, data collection,
The fourth chapter describes finding and discussion. This chapter presents
The fifth chapter deals with conclusion and suggestion. It restates the
certain issue that being researched and summarizes the findings of the certain
study.
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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
short film, an overview of narrative text, animation short film in teaching writing
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CHAPTER TWO
This chapter deals with the theories that related to the research. They are an
narrative text, animation short film in teaching writing narrative text, and writing
concluding remarks.
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.
person is able to convey feelings, ideas, announcements to others and share ideas
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
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
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,
1. Pre-writing
starting to write. This step is able to gain any ideas from any resources, for
making a web or a story map, and doing anything that could help to come up with
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
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
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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
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
6. Publishing
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
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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).
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
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
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film industry continues to make action movies, biographies (biopics),
others that fall within some genre or subgenre category. The explanations of six
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
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
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
uniqueness of the frightening form, the film industry categorized many sub-genres
3. Scientific Fiction
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settings, fantastic places, great dark and shadowy villains, futuristic technology,
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-
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
stated that the narratives are more than simple lists of sentences or ideas.
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
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sense are not part of the time-line, but still are time-oriented or tensed: They carry
components of the verb. However, they are linked to the main time use somewhat
& Grace (2017, p. 105). They are orientation, complication, resolution, and re-
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
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.
places, and time in order to make the reader easy to comprehend the path of the
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story, to identify the character’s name, the adjectives to characters, and the
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
managing time for teaching. Therefore, animation short film can be used as media
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
2. The film should be suitable and providing opportunities for all students
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3. The film is relevant for the age of the students for their emotional,
4. The story or plot of the film should be easy to be understood by the students;
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
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
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’
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The researcher also provides several activities in implementing animation
1. Previewing activities
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
2. Viewing activities
This stage involves playing and replaying the film and also entire
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
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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
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
teacher submits several questions related to the previous knowledge. The last,
2. Core activity
In this stage, the teacher uses the scientific approach which is combined
a. Observing
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).
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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
(sharing). Furthermore, the teacher guides the students to revise their sharing
d. Associating
Teacher guides the students to pay attention about the writing rule, such as
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
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.
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2.5 Writing Assessment
a judgment about the quality of student work. Besides that, the major purpose of
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
organization, vocabulary, language use and mechanics. The weight of each scores
the story. Organization is the relationship between sentences and main idea.
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.
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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
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
The second study was conducted by Sabouri and Zohrabi (2015, p. 110).
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
created a research entitled, “The Role of Short Film in Education”. By the form of
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.
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(2) Opinions of the students related to questions regarding watching short film
related to questions regarding using short film production within scope of the
It can be concluded that animation short film had suitable and positive
to production.
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
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
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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.
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
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
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.
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
In this study, the quantitative method had been used to acquire data from
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
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
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.
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
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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.
Quantitative
Data Collection
And Analysis (QUAN)
Compare Interpretation
or relate
Qualitative
Data Collection
And Analysis (QUAL)
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
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
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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).
collected the data in the form of the questionnaire to get their perceptions
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.
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).
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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
film in writing narrative text after the treatment. A questionnaire was a form
the researcher (Creswell, 2012, pp. 382). The type of the researcher’s
that open-ended questions were able to elaborate reasons for the closed-
ended responses and identified any response participants might have that
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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
score pre-test and post-test and then he analyzed the data by following
1. The pre-test and the post-test score distributed to the table of raw data for
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
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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
the normality, the researcher used Saphiro-Wilk test with SPSS 22. The
homogenous, it showed that the data had same characteristics. The researcher
used Levene statistic with SPSS 22 as the technique of the homogeneity test.
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H1 is accepted if the significance value (sig.) < 0.05
value was:
̅
𝐷
𝑡=
𝑆𝐷
̅
∑ 𝐷2
∑ 𝐷2−
∑ 𝑆𝐷̅ = √ 𝑁
𝑁(𝑁−1)
Where:
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)
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.
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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
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.
This aim of this stage was determining whether the null hypothesis
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
the data to identify general trends. It means that the researcher computed the
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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
ethical issues that may arise during their studies.” Therefore, the ethical
consideration was very important in conducting the study. Thus, the researcher
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
which supporting the present study, such as research design, research partisipants,
Moreover, the subsequent chapter deals with findings and discussion which can be
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CHAPTER FOUR
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
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
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
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’
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
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
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The researcher found that there were improvement to 25 students that
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
Thus, the researcher took a note that the mean of the difference between
̅ = ∑ 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
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Based on the output of SPSS 22 was known that the significant value
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
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 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,
used to determine whether there is a significant between the mean of two groups.
𝐷̅
𝑡=
𝑆𝐷̅
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
(∑ 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
Continuing with the computation, the 𝑆𝐷̅ value has been computed, so:
𝐷̅ 8.89
𝑡= =
𝑆𝐷̅ 1.93
= 4.6
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
df = N-1
df = 36-1
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:
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
hypotheses as follows:
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
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
40
The questionnaire was conducted to the 36 students in order to investigate
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
100.00%
Percentage
80.00%
60.00%
40.00%
20.00%
0.00%
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
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
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
desired subject. It means that the animation short film has a beneficial effect on
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
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
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%
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
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
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.
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%
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.
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
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’
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
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
researcher concluded that the students perceive the activities of the animation
short film in teaching writing narrative text as the beneficial activities that
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
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
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
47
Besides that, to answer the second research question: “What are students’
perceptions about animation short film in writing narrative text?”, the researcher
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.
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
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
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
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
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
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
the second previous study by Sabouri and Zohrabi (2015). They designed a
Vocabulary Learning in Different Genders of Iranian EFL Learners”, and the last
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,
questionnaire showed that the animation short story had a positive effect on
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
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
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
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
the researcher can draw a conclusion that the effect of animation short film was
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’
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
5.2 Suggestions
Referring the conclusions, the researcher presents some suggestions
addressed to the institution, teacher, students and further researchers who will do
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,
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
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
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
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