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A THESIS
Submitted to the Faculty of Teacher Training and Education Universitas
Muhammadiyah Makassar in Part Fulfillment of the Requirement for the
Degree of Education in English Department
MEGAWATI
10535617114
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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MOTTO
بنى ٱذهبوا فتحسسوا من يوسف وأخيه ول إنه سوا من ر ايـ ت ي ۥ ل يايـ س وح ٱلل
إل وح ٱلل فرون من ر ٱلقوم ٱلك
“Wahai anak-anakku! Pergilah kamu, carilah (berita) tentang Yusuf dan
saudaranya dan jangan kamu berputus asa dari rahmat Allah. Sesungguhnya yang
berputus asa dari rahmat Allah, hanyalah orang-orang yang kafir.”
(Q.S Yusuf: 87)
“Parents, they sacrificed their sleep so you could dream big.”
I dedicated this thesis
For my beloved family, my friends
And all the people who love and pray for me…
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ABSTRACT
Megawati. 2021. The Effectiveness of Animated Short Movie to Increase Student’s
Ability to Write Narrative Text(A Pre-Experimental Research at Tenth Grade
Students of SMK Muhammadiyah 2 Bontoala Makassar Academic 2020/2021). Faculty
of Teachers Training and Education, Muhammadiyah University of Makassar (supervised
by Erwin Akib and Ardiana).
This research aims to finding out wether the Animated Short Movie is effective to
increase ability in writing narrative text.The research employed pre-experimental method
with one group pre-test - post-test design, and the data were collected by using a writing
test. The sample of the research was the tenth grade students which consists of 35
students. The sample was taken by cluster random sampling technique.
The research findings indicated that the application of animated short movies
were significant to improve the students’ writing skill performance in terms of
grammatical features and organization. The students’ score pre-test in term of
grammatical features (59.77) was different from the post-test (86.34) and for the term of
organization pre-test (59.82) was also different than the post-test (87.28). It showed that
the mean score of the students’ post-test was higher than the pre-test. Therefore,
hypothesis H0 was rejected and Ha was accepted. Based on the finding and discussion of
this research, it concluded that using animated short movies was effective to increase the
students’ writing skill performance at the tenth grade students of SMK Muhammadiyah 2
Botoala, Makassar.
Keywords: Writing Ability, Animated Short Movie, Narrative Text
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ABSTRAK
Megawati, 2021. Efektivitas Film Pendek Animasi untuk Meningkatkan
Kemampuan Siswa dalam Menulis Teks Naratif (Penelitian Pra Eksperimen Pada
Siswa Kelas 10 SMK Muhammadiyah 2 Bontoala Makassar Tahun Akademik
2020/2021). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Erwin Akib dan
Ardiana.
Penelitian ini bertujuan untuk mengetahui efektivitas peningkatan kemampuan
siswa dalam Menulis teks Narasi dengan menggunakan film pendek animasi sebagai alat
yang berfokus pada Menonton film animasi untuk mengidentifikasi cerita dari film
tersebut.
Penelitian ini menggunakan metode pra-eksperimen dengan desain one group pre-
test - post-test design, dan pengumpulan data berdasarkan tes. Sampel penelitian ini
adalah siswa kelas X yang berjumlah 35 siswa. Pengambilan sampel dilakukan dengan
teknik cluster sampling.
Temuan penelitian menunjukkan bahwa penerapan film pendek animasi
signifikan untuk meningkatkan kinerja keterampilan menulis siswa dalam hal fitur tata
bahasa dan organisasi. Nilai pre-test siswa dalam hal fitur gramatikal (59,77) berbeda
dengan post-test (86,34) dan untuk pre-test organisasi (59,82) juga berbeda dari post-test
(87,28). Hal ini menunjukkan bahwa nilai rata-rata post-test siswa lebih tinggi dari pada
pre-test. Oleh karena itu, hipotesis H0 ditolak dan Ha diterima. Berdasarkan temuan dan
pembahasan penelitian ini, disimpulkan bahwa penggunaan film pendek animasi efektif
untuk meningkatkan kinerja keterampilan menulis siswa pada siswa kelas X SMK
Muhammadiyah 2 Botoala Makassar.
Kata kunci: Kemampuan Menulis, Film Pendek Animasi, Teks Naratif.
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ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Assalamu’alaikum Warahmatullahi Wabarokatuh.
In the name of Allah, the Beneficent, the Merciful. Alhamdulillah, all
praises be to Allah, the single power, the Lord of the universe, master of the day
of judgment, God Almighty, for all blessings and mercies so the researcher was
able to finish this thesis and peace and blessing are addressed to the final chosen
religious messenger, the Prophet Muhammad SAW as his followers in this world.
The researcher received advice and guidance from a number of people
from various participations in the process of preparation and completion of this
thesis. The researcher wants to say the greatest thanks to her parents (Mr. Muh
Said and Mrs. Helmawati) who give the best support, prayers, and sacrifices during
her life. My greatest thanks to Erwin Akib, S.Pd., M.Pd., Ph.D, as my first
consultant and Ardiana., S.Pd., M.Pd. as my second consultant who has guided me
patiently and gave valuable suggestion, encouragement, and correction for the
completeness of this paper. The researcher realizes that many hands had given
their helps and useful suggestion for the completion of this paper. Without the
assistance of these people, this paper would never have existed. Therefore, the
researcher would like to express her appreciation and sincere grateful to all of
them particularly:
1. Prof. Dr. H. Ambo Asse, M.Ag, the rector of Muhammmadiyah
University of Makassar.
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2. Erwin Akib, S.Pd., M.Pd., Ph.D., dean of Teacher Training and
Education Faculty (FKIP).
3. Dr. Ummi Khaerati Syam, M.Pd., Head of English Education
Department of FKIP UNISMUH Makassar.
4. My heartful thank to all lectures of the FKIP UNISMUH especially to
the lectures of English Department and all staff of Muhammadiyah
university of Makassar.
5. Her beloved family and all her big family who always gives inspiration
and motivation to continue her study.
6. Her beloved friends who have always been in the researcher side in
facing all the laughter and tears during her study Mawar Indahyani,
Andriani, S.Pd., Kusherdianti Khaeri, S.Pd., Nilam Cahya Kasman,
S.Pd, M. Ari Syafril, Dian Agri Busman, S.Pd., Evi Fheny Sabriani
Amir, S.Pd. and the other friends who the researcher counseling with.
7. All her beloved friends of English Education Department Class J 2014
(JAGUAR) whose name cannot be mentioned one by one who always
help and motivate her in accomplishing this research.
8. Finally, for everyone that cannot be mentioned one by one and may
Almighty Allah blesses us now and forever.
Makassar, 13 Juni 2021
Megawati
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Page
TITLE .................................................................................................................. i
APPROVAL SHEET ........................................................................................... ii
COUNSELLING SHEET ................................................................................... iii
SURAT PERNYATAAN ................................................................................... vi
SURAT PERJANJIAN ...................................................................................... vii
MOTTO ........................................................................................................... viii
ABSTRACT ........................................................................................................ x
ABSTRAK ......................................................................................................... xi
ACKNOWLEDGEMENT ................................................................................. xii
TABLE OF CONTENTS.................................................................................. xiv
LIST OF TABLES .......................................................................................... xvii
LIST OF APPENDICES ................................................................................... xvi
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background .............................................................................................. 1
B. Problem Statment ...................................................................................... 3
C. Objective of the Research.......................................................................... 4
D. Significance of the Research ..................................................................... 4
E. Scope and Limitation ................................................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE ...................................... 5
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A. Previous Related Research Findings .......................................................... 5
B. Some Pertinent Ideas ................................................................................ 6
C. Conceptual Framework ........................................................................... 19
D. Hypothesis .............................................................................................. 20
CHAPTER III RESEARCH METHOD ............................................................. 21
A. Research Design ..................................................................................... 21
B. Reseach Variables ................................................................................... 21
C. Subject of the Study ................................................................................ 22
D. Research Instrument................................................................................ 22
E. Procedure of Data Collection .................................................................. 22
F. Technique of Data Analysis ................................................................... 23
CHAPTER IV FINDINGS AND DISCUSSIONS ............................................. 27
A. Findings .................................................................................................. 27
B. Discussion .............................................................................................. 32
CHAPTER V CONCLUSION AND SUGGESTION ........................................ 38
A. Conclusion .............................................................................................. 38
B. Suggestion .............................................................................................. 38
BIBLIOGRAPHY ............................................................................................. 41
APPENDICES................................................................................................... 43
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CURRICULUM VITAE .................................................................................... 96
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LIST OF TABLES
Tables Page
Table 3.1 Classification in Scoring grammatical features ................................. 24
Table 3.2 Classification in Scoring Organization ............................................. 25
Table 3.3 Hypothesis Testing........................................................................... 26
Table 4.1 The classification of grammatical features in pre-test and
post-test................................................................................................27
Table 4.2 The classification of organization in pre-test and post-test…………..28
Table 4.3 The comparison of t-test and t-table score……………………………29
Table 4.4 The students’ grammatical features achievement in pre-test and
post-test…………………………………………………………….…30
Table 4.5 The students’ organization achievement in pre-test and post-test…….31
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LIST OF APPENDICES
APPENDIX 1 The students’ score on Grammatical Feature (Grammar/Structure) in
pre-test and post-test ........................................................................................ 45
APPENDIX 2 The students’ score on Organization (Narrative Text) in pre-test and
post-test ........................................................................................................... 47
APPENDIX 3 The students’ mean score on pre-test and post-test .................... 49
APPENDIX 4 The students’ score of pre-test (X₁) and post-test (X₂) , gain/difference
between the matched pairs (D) and square of the gain (D²) in term of grammatical
features (grammar) ......................................................................................... 50
APPENDIX 5 The students’ score of pre-test (X₁) and post-test (X₂) , gain/difference
between the matched pairs (D) and square of the gain (D²) in term of Organization
(Narrative Text) .............................................................................................. 52
APPENDIX 6 Scoring classification of the students pre-test and post-testing term of
grammatical features (grammar) ..................................................................... 54
APPENDIX 7 Scoring classification of the students pre-test and post-testing term of
organization (narrative text) ............................................................................ 56
APPENDIX 8 The percentage of the students’ improvement on pre-test and post-test
........................................................................................................................ 58
APPENDIX 9 Calculating test of significance ................................................. 59
APPENDIX Table distribution of t-value ......................................................... 61
APPENDIX 11 Instruments (Pre-test and Post-test) ........................................ 63
APPENDIX 12 Lesson Plan ............................................................................ 64
APPENDIX 13 Documentation ....................................................................... 80
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CHAPTER I
INTRODUCTION
A. Background
The importance of English as one of the topics in schools is because
English is a foreign language, a global language that people in most countries
around the world use to communicate. Moreover, in science books, newspapers or
articles relating to knowledge and technology, English is often used. Thus English
is taught in Indonesia from the elementary level to the university level as a foreign
language in order to develop science, knowledge and technology and
communicate with people around the world
English is taught at schools in order that students are able to master the
four skills, they are listening, speaking, reading, and writing. Harmer (2007)
stated that we use language in terms of four skills- reading, writing, speaking and
listening. These are often divided into two types. Receptive skills is a term used
for reading and listening, skills where meaning is extracted from the discourse.
Productive skills is the term for speaking and writing skills where students
actually have to produce language themselves.
Writing is one of the language skills that is important to be improved in
academic life. As stated by Harmer (2004) that, “Writing (as one of the four skills
of listening, speaking, reading, and writing) has always formed part of the
syllabus in the teaching of English”. It means that English is a part of language
education. Through writing, students can express their feelings, process
information, and learn actively. English is not a new thing for Senior high school
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students, but they still have difficulties in studying English, especially in writing.
Therefore, students need motivation to overcome their difficulties in writing.
Writing is one of the most important skills in language, especially in
English language. Writing is one of the language skills that have an important
position. Budiyanti (2014:68) argues that writing is a way of learning and
developing the students‟ communication skill as one of the effective ways to
develop a students’ communication skill as one of effective ways to develop
students’ thinking, to understand their thought and feelings more precisely than
just expressing them orally. Besides, writing can improve the students’ language
and stimulate the students‟ cognitive which is useful for students who learn a
language. In accordance to the importance in learning writing, students must
master writing beside the other skill of English language, such as listening,
speaking and also reading. Writing skills will develop students’ ability in other
skills. Through writing they can know the structure, rules of language and
grammar, especially in English language.
Writing is a process of communication among people to share information.
It is generally considered one of the most difficult and very complex that other
skills to learn for foreign language students.Faisal and Suwandita
(2013:240)writing is physical action to pour some words or idea to some medium,
while the same time our mental working to inventing ideas, thinking how to
express into some words and arranging them into statements and paragraphs that
able to be understood by the readers. Javedet. al (2013:138) stated that writing
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skill plays a pivotal role to improve students’ exposure and competency for the
purpose of communication and interaction.
Writing is the primary focus of teachers teaching English in Senior High
Schoolit is explained when the teacher at SMK Muhammadiyah2 Bontoala has
been interviewed by the researcher. The researcher found that they almost do not
understand all the content in their book, so when their teacher asked them to write,
they did not know what they had to write because of their lack of writing skills.
The teacher needs changes and improvements written based on the facts
above.The teacher had found the media to make students interest to build their self
confidence in writing. According to Lynne (2001), one of the many factors in
achieving the goal of learning English is the students' interest. That is why
animated movies are a medium that can be used to motivate students to learn how
to write even though they listen to the voice but see the situations in the story and
then they are more motivated and interesting with animated movies in the class.
Lavery (2008) argues that movies and video can motivate students to understand
the language effectively. The students are getting interested and will try to
redesign the story from the movies by using animated short movies.The researcher
will explore a genre in writing, that is, narrative, because narrative is an
interesting genre for students because they can share their idea, opinion and their
own experience, like writing in a diary.According to New, Anita (2009) defines
that narrative is the ability to tell a story, whether spoken or written, is a common
and often complex form of communication. The primary purpose of narrative to
describe an experience, event, or sequence of events in the form of a story and set
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the story up for the listener, describing the time, place, and the own involvement.
A narrative text is very suitable for the students in writing class because they can
easily express they idea drawn from they experience at school, house or
anywhere, in narrative writing.
Starting from the problems arising in teaching English writing and the
students' achievements of writing which were unsatisfactory, the researcher
decided to conduct a research entitled “Using Animated Short Movie in
Teaching Writing on Narrative Text”. This teaching learning method used
animated short movies with focus on teaching writing on narrative text by using
animated short movies. The researcher’s purpose was that the students were able
to make a good composition of narrative text better than before.
B. Problem Statement
Based on the background above, the researcher formulated the questions
of problem as follow:
Is the use of animated short movies effective to improve students’ writing
skill on grammatical features and organization at the tenth grade of SMK
Muhammadiyah 2 Bontoala?
C. Objective of the Research
Based on the problem statement previously, the researcher intended to find
out whether there is an improvement of students’ Writing skill before and after
taught through Animated short movie in SMK Muhammadiyah 2 Bontoala.
D. Significance of the research
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This research was expected to provide both theoretical and practical
contribution significantly for the education world. Theoretically, this study hope
to enrich the theories and literature reviews in teaching writing skill especially in
using media such as animated short movies. It also strengthens some previous
research findings related to implementing animation movies in teaching writing
English text, especially narrative text. Practically, this study was expected to give
knowledge and understanding for both English teachers and readers about
implementing animation movies in teaching writing English text especially
narrative text.
E. Scope of the research
The scope of the study focuses on students to write a narrative based on an
animated movie by the tenth grade students of SMK Muhammadiyah 2 Bontoala
in the academic year 2020/2021. To make it deeper, the problem is limited to: The
students’ writing skill improvement in grammatical features (grammar) and
organization (chronological order or narrative text).While the kind of text used in
this study is narrative text.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Some studies have been carried out regarding the writing of teaching. The
following section gives some of the findings of the related research.
Astiti Astiti (2012). A study entitled "Improving narrative text ability to
write with animation films" found in their research that the use of animation
movies can help students improve their narrative text writing skills in terms of
ideas, grammatical features and organization. The students' interest and
motivation to participate in the teaching and learning process through the use of
animated movies.
Indriana's (2015). Research titled "Enhancing the writing of narrative text
by combining story sequence cards and the round table technique by students"
Based on this research, the researcher suggests that Combined Story Sequencing
cards with Round Table technology should be used as a medium for learning to
write, in particular in teaching narrative text types because it improved the
achievements of students in writing narrative text.
Andayani (2016) conducted a research entitled “Improving students’
ability in writing narrative text by using picture series”. In her research, she
divided into two cycles. Every cycle was divided into four stages, including
planning, implementing, observing, and reflecting and it was focused on the
students’ ability in writing narrative text by getting idea from a picture and
developing the idea with the guidance from a series of pictures.
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In the researcher’s point of view, the related studies present complicated
strategies in improving students’ writing narrative by using some strategies and
techniques. They had a similarity with this research because all of them have
some objectives to improve the students’ writing. In contrast, this research has
difference with the research above, because it will be conducted by different
strategy and procedure. Finally, the researcher tries to use strategy namely
animated short movie. This strategy can help students more understand what they
have to write, especially in writing narrative text.
B. Some Pertinent Idea
1. The Concept of Writing
a. Definition of Writing
There are several definitions of writing stated by some experts. According
to Hyland (2004: 09), He said writing is a way of sharing personal meanings.
People build their own opinions on the subject. The views of a person may
different from the views of others. It depends on your convictions. Therefore,
people must make it understandable and acceptable when constructing their
opinions (ideas).
According to Meyers (2005: 2) He said that when you do and when you
speak, writing will be a way of producing language. Writing is verbally interactive
with others. Meyers says: Writing is a way to create language that you naturally
do when you talk. Writing is verbally interactive with others. Writing is also an
action-process in which your ideas are discovered and organized and reworked
and reworks them.
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Writing encourages students to concentrate on correct language and since
they think that writing can lead to language development by resolving issues that
write puts in their minds (Harmer, 2004: 31). Writing is essentially about
arranging phrases, fitting them into prescribed patterns. Writing is a process
where ideas are invented, the ways to express them in good writing are thought
through, and ideas clearly arranged in statement and paragraph.
Mary (2005) Writing is one of the four language skills: read, write, hear and
speak. Writing is an ability to produce. It means that language is produced instead
of received. Writing doesn't only concern precision. It also involves having a
message and successfully communicating to others.
Harmer (2004) He said writing was a process which we frequently write
highly influenced by genres constraints, and these elements must then be included
in the work of learning. This means that whatever idea can be called writing from
our minds abstractly and put into the written text. Finally, writing is a way of
producing language from our thinking. We can share our thoughts, feelings or
anything that exists in our mind by writing.
b. The Process of Writing
At the end of the writing process, the researcher will produce a product of
writing. It will be as the form of an essay, a paper or a story. According to
Zemach and Rumisek (2003: 3) in the writing process, process of writing devided
become four steps are Pre-writing, Drafting, Reviewing and revising and
Rewriting.
1. Pre-Writing
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There were three crucial activities which have to be done in prewriting.
Those are choosing a topic, gathering ideas, and organizing. In additional, to
choosing topic, gather ideas, and organize the writing, there were three prewriting
techniques that could be applied to the students. Those are follows:
a. Free writing
Free writing simply means getting ideas on paper as fast as you could
(Kane, 2000:15). The free-writing is a very important step. In this step, the
researcher beside the topic. The topic is selected depending on the purposes of the
researcher it self. In this step, the researcher gather ideas all things that are related
to the topic.in this step, we focus to explore our ideas as much as possible.
b. Brainstorming
Brainstorming is define as generating a group of thoughts or ideas on a
particular subject that may be used in a piece of writing Smith et.al (2001: 1) in
this step, write down ideas of all kind-good or bad on a piece of paper.
c. Clustering
Clustering technique is also known as diagramming or mapping technique
that could be used to generate material for a paper. It could helped students to
represent ideas or thinking in a visual way. It ussualy use lines, boxes, arrows and
cyrcle to show relationship among the idea and detail that accur, it make the step
of writing process easily. Firsly, Stating the subject in the few words in the center
sheet of paper, put the ideas into boxes or cycle around the subject and draw lines
to connect them. Secondly, put minor idea in the smaller cycle or boxes and use
connecting lines. Every word can be developing until specific term.
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2. Drafting
In the drafting step, researcher put their ideas into sentences. Then they
build their sentences into paragraphs (Smith et.al,2001:2).The researcher begin to
write. The outline will be guided for the writers to write in in the writing process.
The researcher should develop their ideas in the paragraph. The paragraph should
be coherentbetween one with another.
3. Reviewing and revising
The third is reviewing and revising. The researcher reviewing structure and
content. In this step, the writers should check their writing. When researcher
revice their stucture and content of text. They will makesome changes, they often
add a whole paragraph or more, take out one or more paragraph, and so on.
4. Rewriting
The last is Rewriting. In this step the researcher do revise structure and
content. The writers should take attention to detail of all words, sentences and
paragraphs. It is the final paper of the researcher writing and the result of the
writing process. In this step the students need edit the mistakes in a spelling,
grammar and vocabulary, thus the students should always edit their writing after
they revise it.
c. The Form of Writing
Written type is a type of talk. It can be divided in three different forms. The
stories, descriptions and exposures were.
1. Narration
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Oshima (2017) Defines "narrative text is time-order paragraphs." On the
other hand the narrative text tells the reader a story. Parker (2017) Saying that this
story comes from the mind of the writer, it tells the sequence. In other words, a
narrative can be based on a real experience, can be fully imaginative, or can mix
reality with imagination.
2. Description
Oshima (2017) said Description is about how someone or somebody looks
and uses the order of space. Something is different from the narrative, and
description speaks only to something that looks physically.According to Asruni
(2013) description Writing is whenever students describe something like object,
persons or place.
3. Exposition
Oshima (2017) Specified Exposition is a written form that explains
something. When the question of what, how and why often answered. The
exhibition's aim is to develop an idea, to clarify it and to build information.
d. The Components of Writing
The writing components discuss grammar, vocabulary, contents and
organization. The important rule of the play in creating a speech is that they
certainly exist in a single speech or text..
a. Grammar
Armin (2017) stated that Grammar is like putting words together to make
the right phrase. In every line in a text, the researcher notices grammar. It requires
students to measure their improvement. The writer should be careful to use
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Grammatical Rules relating to times, preposition, conjunction, clauses, adjectives,
adverb, article, etc. to have good grammar in writing. The absence of good
grammar vaguely makes the writing content vague and may make
misunderstandings, such as in tenses. The researcher teaches only grammar
shortly to students which focuses on words or languages..
b. Vocabulary
Vocabulary is one of the linguistic aspects of the writing process. The writer
always thinks that words are placed in sentences, sentences in paragraphs, until a
place is created. Therefore, without many vocabularies we cannot understand the
text.
According to Kaye (2017) Vocabulary is one of the linguistic aspects of the
writing process. The writer always considers the use of words in sentences and
places sentences in paragraphs until they can write.
c. Organization
The organization deals with the way ideas are changed and information
spoils them in written words. Organization is necessary in the narrative text since
it is chronological. Chronological order shows that the text is narrative. According
to Heaton (2017) organization is concerned about the way ideas are organized in
writing that are mutually relevant.
d. Mechanics
According to Heaton (2017) The mechanical application is due to
capitalization, even spelling punctuation in writing. These aspects make it
understandable to write. The clear mechanic makes it easy for the readers to group
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the ideas or massage into the written materials. Futher the explanation about
mechanic is as follow:
1. Capitalization
In writing a text, the use of capitalisation plays an important part. It could
explain ideas if the sentences were not properly capitalized, ambiguous and
incomprehensible. In addition, clarification of the content; capitalisation also
helped a writer to distinguish between the sentence and the other. The word that
was capitalised at the start was: the first word of its own that presents a dialog
People name, Form name People.
2. Punctuation
Asruni (2013) explained Punctuation could help readers to identify words to
be understood and to suggest how their units relate to each other.
3. Spelling
Asruni (2013) In the correct use of spelling, there are three important roles.
You're adding suffixes. For example, add (gerund and present participle).
Specifications are also written by students and can be read using a word mistake.
For instance, change the "Im" to "in" prefix, etc.
2. The Concept of Narrative Text
a. Definition of Narrative text
Narrative text is a kind of text that tells about a story that is based on the
some events or experience. Narratives contain of problematic events which lead to
a crisis or turning point of some kind, which in turn find a resolution. According
to Schweiker (2002:2) Narrative writing related a series of events of an actual
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occurrence or a proposed occurrence at a particular time and in a particular place.
It requires writers to closely observe, explore and reflect upon a wide range of
experiences.
Bleiman and Webster (2009:50) Described types of narrative text, there are
adventure, mystery, detective , fantasy, war, romance, family saga, thriller, novel
of ideas, science fiction, gothic horror, coming-of-age.Meyers (2005) defined that
A story that tells about an event is narration. The events in the order in which they
took place or in any other effective way should be detailed and clear.
According to Anderson in Jafar (2017) A narrative is a piece of text that
tells a story, entertaining or telling the reader or listener. Narrative is to entertain,
impress, and deal in different ways with a true or variety of experiences.
Narratives address problem events leading to a crisis or turns of some kind, which
in turn find a resolution. Tales may take the form of legends, fables, fairy tales,
etc.
Drajati (2009) stated that Narrative text telling of an event sequence. Two
types of story, short story and autobiography / account were available.Pardiyono
in Jafar (2017) had opinion that A narrative was one form of writing development,
for instance characters that tells something from time to time based on the
development of writing.
Based on the definition above, it can be concluded that the narrative text is a
text that tells an event story and usually organized in a time order.
b. The Generic Structures of Narrative Text
15
Sudarwati and Grace (2007) Divided into four parts the general structure of
the narrative text: organization, complication, resolution, reorientation.
1) Orientation: the writer tells the audience about who the character in the
story are, where the story is taking place, and when the action is happen.
2) Complication: the writer tells the beginning of the problem which leads to
be crisis of the main participants.
3) Resolution: the writer tells that the problem (the crisis) is resolved, either in
a happy ending or in a sad (tragic) ending.
4) Re-orientation : which is closing remark to the story and it is optional. It
consists of a moral lesson, advice or teaching from the writer.
On other hand, Anderson in Jafar (2017) Specified that orientation,
complication, action, event sequence, cymax, resolution/ falling action are the
steps for building the narrative.
1) Orientation/exposition
The readers are introduced to the main character and possibly some minor
character. Some indicators are generally given of where the action is located and
when it is taking place.
2) Complication/Rising action
A series of events led to the complication, in which the problem usually
presupposes some sort of complication. It wouldn't be so important if something
unexpected didn't happen, this is the main character and the oven serves
temporarily to prevent them from reaching their destination
3) Sequence of events/climax
16
This is where the writer tells the character how the complexity reacts. The
felling and what they do are part of it. In chronological order the event can be
reported in flashback. The public has a point of view of the narrator.
4) Resolution/falling action
This part may solve the implications better or worse, but they rarely remain
completely unresolved (although it is possible in certain narrative types that make
us wonder how the implication ended).
c. The Elements of Narrative Text
According to Milhorn (2006:4-7) The narrative text elements are divided
into six Plot, story, structure: setting, character, perspective, prose, subject and
theme.
1. Plot
Plot is a sequence of historical events that the author chooses to organize.
Each of the events is the result of certain previous events and the cause of certain
events following. It's about helping readers to build up tentions so that they feel
like they need to know what's next.
2. Story
Story is the squence of events in a work of fiction in the order they actually
occur. Story and plot may different because the researcher use defises like
flashback, recollections, imtrospections, and flash forward so that the plot does
not always produced in a chronological order.
3. Structure
17
Structure is the way the plot is arranged in both a logical and a dramatic
manner to create maximum suspense. In all case it consist of a title, a beginning, a
middle and an end.
4. Setting
Setting is the background on which the writers build the plot and characters.
It involved the entire enviroment: time, place, experience and mood. Setting can
revealed throughnarration and dialogue and illustrated by the characters’ actions,
thoughts, and speech paterns.
5. Voice and Characters
Characters are usually human, but can be anilals, aliens, robots or anything
you want to them. Characters have names, physical appearances and personalities.
They often wear certains kinds of clothes, speak using slang or jargon, and
sometimes have accents. They communicates with each other verbally and non
verbally.Characters were classified as either major and minor, depending on the
magnitudes of their roles in the story. Some characters may be either major and
minor, also depending on their roles in the story.
6. Point of view
Point of view is the perspective from which the reader allowed to view the
action and the characters. The point of view most often used in genre fiction first
person and third person.
7. Prose
18
The selection of vocabulary, including the use of figurative language,
contributes to the overall effect of the story and ultimately to achieving its
purpose.
8. Theme and Subject.
According to Carver (2003:196) The theme is the container for your story.
Theme will attempt to hold all the elements of your story in place.
d. Language Features of Narrative Text
Narrative text has social function, generic structure and language features,
Pardiyono (2007:93) stated that narrative has function to amuse and give the good
lesson for the readers. On the other hands, Suprapto and Darwis (2006:38) stated
that narrative deal with problematic events which lead to crisis of turning point of
some kind, which in turn finds resolution and entertain listeners or readers with
true experience or imaginary one. Based on the explanation above, it means that
the social functions of narrative text were to amuse and entertain the readers with
the story.
3. Movie
a. Definiton of Movie
Movie as kind of entertainment is still a greater popularity among the
students. Hence, by combining English learning with the appreciation of classical
western movies effectively, students’ interest in English will be greatly
stimulated.Summer in Astiti (2012) stated that movie is :
1) A roll of material which is sensitive to light and which is used in
camerafor taking photographs or moving pictures for the cinema.
19
2) A story, play, etc. recorded on movie to be shown in the cinema, on
television, etc.
Meanwhile, Kirkpatrick in Astiti (2012) defines movie as aseries of
connected cinematographic images projected on a screen. Coulson in Astiti (2012)
states that movie is story, incident, etc. recorded on movie in, moving pictures. In
addition, Lorimor in Astiti (2012) states that movies can record culture, and they
can treat social or political issues and other aspect of societies to see aspect of the
world that are difficult or impossible to observe with naked eyes.
Based on the definition of movie it can be concluded that movie is a work
combining a story, scenes, history, incident, and also music, it is recorded on
movie shown as a motion picture in a cinema, TV, etc. Movie can also be used as
an alternative method in teaching narrative text writing, because the student will
get anew experience in their class that is quite different from their daily
experience in their class, and for the teacher a movie can be used as an alternative
method in teaching that is suitable with their classroom situation.
b. Types of Movie
Bordwell and Thompson in Astiti (2012) defined the types of movie or
movie as follow;
1) Documentary movie
A documentary movie supports to present factual information about the
world outside the movie. As a type of movies, documentaries present themselves
as factually trustworthy. According to Bordwell and Thompson in Astiti (2012)
there are two types of documentary movies, they are;
20
a. Compilation movies; produced by assembling images from archival
sources.
b. Direct cinema; recording an ongoing event ‘as it happens’ with minimal
interference by the moviemaker.
2) Fictional movie
A fictional movie presents imaginary beings, places or events. And if a
movie is fictional, that does not mean that it is completely unrelated actuality. For
one thing, not everything shown or implied by the fiction movies needs to be
imaginary, a typical fictional movie stages its events; they are designed, planned,
rehearsed, movieed and removieed. In a fictional movie the agents are portrayed
or depicted by an intermediate, not photographed directly in documentary.
3) Animated movie
Animated movies are distinguished from live-action ones by the unusual
kinds of work that are done at production stage. Animation movies do not do
continuously movieing outdoor action in the real time, but they create a series of
images by shooting one frame at a time.
4) Experimental or avant-grade movie
Some moviemakers set out to create movies that challenge orthodox notion
of what movies can show and how it can show it. Experimental movies are made
for many reasons, they are;
1) The moviemakers want to express personal experience or view point,
2) The moviemakers may also want to explore some possibilities of the
medium itself.
21
3) The experimental moviemakers may tell no story but theymay create a
fictional story that will usually challenge the viewer.
Based on the theory above, researcher used animation moviesto
improvestudents’ narrative writing skills. Animations are not a strictly-
definedgenre category, but rather a movie technique, although they often
containgenre-like elements. Animation, fairy tales, and stop-motion movies
oftenappeal to children, but it would marginalize animations to view themonly as
children's entertainment. Animated movies are often directed to, orappeal most to
children, but easily can be enjoyed by all.(moviesite.org/animatedmovies.html)
C. Conceptual Framework
22
The conceptual framework above describes that students’ writing skill will
be examined in pre-test, meanwhile, after doing the treatment by teaching
animation movie that focus on narrative text, in this case the generic structure of
narrative text. After conducting the treatment in the same way, it also will be
exercised in post-test. Then, the researcher can see the difference in students’
achievement between pre-test and post-test in improving students’ writing skill
specially on grammar and organization .
D. Hypothesis
Concerning the literature review above, the hypothesis can be formulated as
follow:
H1 : The use of animated short movie is effective to increase students’
ability to write narative text.
H0 : The use of animated short movie is not effective to increase
students’ ability to write narative text.
23
CHAPTER III
RESEARCH METHOD
A. Research Design
This research was pre-experimental research design which used one group
pretest posttest design in order to find out the significant difference of students’
Writing skill before and after had been taught animated short movies. The design
used one class, as the experimental class which received the treatment of animated
short movies. In this research, pretest (O1) was given before the researcher taught
animated short movies and in order to measure the students’ competence before
they were given the treatment. Then, treatments had been given four times by
teaching animated short movies to improve students’ Writing skill. Post-test (O2)
was given after teaching animated short movies and to measure how far the
students’ improvement after they got the treatment.
In this design, there must be a difference between the pre-test and the post-
test scores. According to Sugiyono (2016:111) the research design can be
represented as follows:
O1 X O2
Explanation:
O1 : Pre-test
X : Treatment
O2 : Post-test (Gay et al,2006)
24
A. Research Variables
There were two variables in this research, they are: independent and
dependent variables. Independent variable was Animated short movies and the
dependent variable was narrative text.
A. Subject of the study
1. Population
The population of this research was all of students of tenth grade in SMK
Muhammadiyah 2 Bontoala in Makassar. There are eight classes of the tenth
grade that consists of 288 students.
2. Sample
Based on the population, the researcher determined the sample used
cluster technique. The researcher had determined the sample by looking at the
characteristics of the class and based on information from the teacher. The
researcher chose one of the classes of grade tenth as a sample that consisted of 35
students.
A. Research Instrument
To conduct the research, the researcher used research instruments. This
research instrument was a writing test. The test was a way to know the students’
understanding about the lesson. Ridwan (2007) defined a test as the questions or
exercises that are used to measure skills, intelligence or talent. In this research, the
test focused on the narrative text material. This test was designed based on the
curriculum and the syllabus of SMK Muhammadiyah 2 Bontoala Grade tenth
about narrative text. The researcher asked the students to write a narrative text.
25
The purpose of the test was to measure the students’ ability in writing narrative
text. From the test, the researcher would know the students’ improvement in
writing narrative text.
A. Procedure of Data Collection
The procedures of collecting data in this research were follows:
1. Pre-test
Prior doing the treatment, the students had been given pre-test to know
their knowledge in writing. The test consisted of a writing test.
2. Treatment
The sample had been treated by using animated short movies. They had
been given treatment for four meetings by using animated short movies as a media
in teaching and learning process. The procedures of the treatment as follows:
1) The researcher introduced and explained about animated short movies as
a media in teaching writing on narrative text. After that, the researcher
played an animated movie entitled Malin Kundang (meeting 1)
2) The researcher asked the students to make their own narrative text based
on the video entitled Sangkuriang (meeting 2).
3) The researcher asked the students to describe their own narrative text
entitled Bawang Merah Bawang Putih (meeting 3).
4) The researcher asked the students to describe their own narrative text
entitled Danau Toba (meeting 4).
3. Post-test
26
After the treatment, the post-test was conducted to find out the students’
achievement in Writing skill, it used to check the result of the treatments; it was
useful to know whether the animated short movies used effectively to improve the
students’ Writing skill. The test contained Writing test.
A. Tehnique of Data Analysis
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the result of the students’ test classified as follows:
The researcher scored the students writing based on the analogies scale for
writing.
a. Grammatical Features
Table 3.1 Classification in Scoring grammatical features
Classification Score Criteria
Excellent 80-100 Effective complex construction, few
errors of agreement, tense, number,
word order/function, articles,
prepositions.
Good 70-79 Effective but simply construction,
minor problem in complex
construction, several errors of
agreement, tense, number, word
order/function, articles, preposition
bur meaning seldom obscured.
27
Fair 60-69 Major problems in simple/complex
construction, frequent errors of
negation, agreement, tense, number,
word order/function, articles,
preposition and fragments, meaning
confused or obscured.
Poor >59 Virtually no mastery of sentence
constructions rules, dominated by
errors, does not communicate or not
enough to evaluate.
Dastgeer , (2015)
a. Organization
Table 3.3 Classification in Scoring Organization
Classification Score Criteria
Excellent 80-100 Fluently expression – ideas clearly
Good 70-79 Not fluent but ideas stand out
Fair 60-69 Not fluent and ideas confuse or
disconnect
Poor >59 Does not communicate, no
organization
Dastgeer , (2015)
28
2. Calculation the mean score of the students by using formula:
𝑋 =∑𝑋
𝑁
Where: 𝑋 = Mean score (symbol for the population mean)
∑𝑋 = The sum of all score
𝑁 = Total sample/number of students
Gay, (2006:338)
3. To know the percentage of the students’ increase by using formula:
X₂-X₁
𝑃 =𝑥₂ − 𝑥₁
𝑥₁𝑥100%
Where : P = Improvement
X₂ = The mean score of Post-test
X₁ = The mean score of Pre-test
Gay, (2006:337)
4. To find out the significance difference between the students’ pre-test and
post-test, the researcher used the formula as follow:
𝑡 =𝐷
√∑ 𝐷2 − (∑ 𝐷)2
𝑛(𝑛 − 1)
Where: 𝐷 = 𝑥₂ − 𝑥₁
t = Test of significance
𝐷 = The mean score of difference (X1-X2)
∑D = The sum of the total score difference
29
n = The total number
1 = Number of variable
Gay, (2006:400)
5. The criteria for the hypothesis testing as follow:
Table 3.4 Hypothesis Testing
Comparison Hypothesis
H₀ H₁
t-test < t-table Accepted Rejected
t-test > t-table Rejected Accepted
Gay, (2006)
27
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The findings of this research showed the result description of the research
through the mean score of the students in pre-test and post-test in terms of
grammatical features and organization achievement by using animated short movies
as a media in teaching narrative text. The findings obtained through writing test at the
tenth grade students of SMK Muhammadiyah 2 Bontoala Makassar were describe as
follows:
1. Students’ Achievement on Narrative Paragraph
Table 4.1 The classification of grammatical features in pre-test and post-test
No Classification Score Pre-test Post-test
F % F %
1 Excellent 90-100 0 0% 27 77%
2 Good 70-79 0 0% 8 23%
3 Fair 60-69 20 57% 0 0%
4 Poor >-59 15 43% 0 0%
Total 35 100% 35 100%
Table 4.1 shows the students’ achievement in pre-test and post-test in terms of
28
grammatical features. In pre-test, no one of the students’ can achieved an excellent
and good score but most of the students achieve a fair score. On the other side, in the
post-test the table shows that there is a significant improvement because 27 students
achieved excellent scores and no one of the students got fair and poor scores. It
means that using animated short movies was successful to increase students’ ability in
writing narrative in terms of grammatical features.
Table 4.2 The classification of organization in pre-test and post-test
No Classification Score Pre-test Post-test
F % F %
1 Excellent 90-100 0 0% 29 83%
2 Good 70-79 0 0% 6 17%
3 Fair 60-69 20 57% 0 0%
4 Poor >-59 15 43% 0 0%
Total 35 100% 35 100%
Table 4.2 shows that before giving treatment in terms of organization by using
animated short movies, in pre-test most of the students only achieved a fair score and
no one of the students can achieve an excellent or good score. It is so different with
students’ scores in post-test, 29 students got excellent scores. It proved that animated
short movies can help the students’ to increase their writing narrative text especially
in organization.
29
The hypothesis was tested by using inferential analysis. In this case, the
researcher used t-test (test of significance) for independent variable test, that was a
test to know the significant difference between the result of students’ mean scores in
pre-test and post-test. The researcher used t-test analysis on the level of significant (α)
= 0.025 with the degree of freedom (df) = N-1, where N= number of subject (35
students) then the value of t-table was 2.03 the t-test statistical, analysis for
independent variable was applied.
The result of the data analysis t-test of the students’ writing on narrative text
by using animated short movies as a media in table 4.5.
Table 4.3 The comparison of t-test and t-table score
Variables T-test T-table Description
Grammatical
Features
27.08 2.03 Significance
Organization 48 2.03 Significance
Table 4.3 showes that the value of t-test in writing narrative text by using
animated short movies was higher than the value of t-table. The t-test value were
greater than t-table (27.08>2.03). It showed that the null hypothesis (H₀) rejected and
the alternative hypothesis (H₁) accepted. It means that there was a significant
differences between the result of students’ writing on narrative text after giving
treatment that using animated short movies as teaching media. Furthermore, the t-test
30
value was higher than t-table at the level of significance 0.025 and degree freedom
(df) 35 (N-1=35-1), thus the alternative hypothesis (H₁) was accepted and null
hypothesis (H₀) was rejected. In contrary, if the value was lower than t-table at the
level of significance 0.025 and the degree freedom 20, thus the alternative hypothesis
was rejected and the null hypothesis was accepted.
a. The Improvement of Students’ Writing on Narrative Text in terms of
Grammatical Features
Students’ writing on narrative text in terms of grammatical features by using
animated short movies as teaching media was different in pre-test and post-test. The
result of the students of pre-test and post-test in this research could be seen in the
following table:
Table 4.4 The students’ grammatical features achievement in pre-test and post-
test
Indicator The students’ score Improvement
(%) Pre-test Post-test
Grammatical
Features
59.77 86.34 44.45%
Table 4.4 shows that there is a significant improvement percentages of
students in writing on narrative text in terms of grammatical features was 44.45%
after using animated short movies as teaching media. The mean score of the students
31
in pre-test were 59.77 and post-test with the mean score 86.34.
Figure 4.1 Graphic of the mean score of pre-test and post-test in terms of
grammatical features
Figure 4.1 shows that there was improvement of the students in writing on
narrative text through animated short movies in terms of grammatical features from
pretest with the mean score was 59,77 to post-test with the mean score was 86.34.
b. The Improvement of Students’ Writing on Narrative Text in terms of
Organization
The following table shows the distribution of the main score in pre- test, post-
test, and improvement of the students' organization.
Table 4.5 The students’ organization achievement in pre-test and post-test
59.77
86.34
0
10
20
30
40
50
60
70
80
90
100
(Main score of pre-test) (Main score of post-test)
pre test post test
32
Indicator The students’ score Improvement
(%) Pre-test Post-test
Organization 59.82 87.28 45.95%
Table 4.5 approves that using animated short movies to increase students’
ability to write narrative in terms of organization is successful because the students’
improvement is 45.95%
Figure 4.2 Graphic of the mean score of pre-test and post-test in terms of
organization
Figure 4.2 showes that there was improvement of the students in writing on
narrative text through animated short movies in terms of organization from pretest
with the mean score was 59.82 to post-test with the mean score 87.28.
59.82
87.28
0
10
20
30
40
50
60
70
80
90
100
(Main score of pre-test) (Main score of post-test)
pre test post test
33
B. Discussion
1. Students’ Achievement in Narrative Text
a. The Improvement of Students’ Writing on Narrative Text in termss of
Grammatical Features
The research findings indicated that the students’ writing on narrative text by
using animated short movies showed the improvement of the students writing on
narrative text in terms of grammatical features. Measuring the students’ achievement
between pre-test and post-test in terms of grammar, the results in pre-test were poor
59.77 because the students did not use past tense to write their narrative text. After
giving treatment, the students’ scores in post-test were good enough 86.34 because
the students already used past tense in their narrative text. The result showed that
animated short movies could give influence to the students’ writing on narrative text.
It could be seen from the result of the score of post-test that higher than the score of
pre-test. Therefore, most of the students were easy to get information and could
organize their ideas better as well. Students were able to write a good paragraph on
narrative text.
At the beginning, the students’ writing skill was bad and the result of students’
in pre-test was low. It was caused by the students making many mistakes in writing
and most of the students were difficult to write and did not know what they were
going to write. The class situation before the researcher giving a treatment is the
students’ did not excited to learn about narrative text. They even did not know about
34
what the narrative text is. Because of that, the researcher gave a solution by using an
animated short movies to increase their interest to learn narrative text and it helped
the students to understand about narrative text and to write a good story of narrative
text. The improvement of the class situation before and after the treatment was the
students more enthusiastic, motivated, and interested in joining the teaching and
learning process.
The researcher gave the treatment by using animated short movies. Using
animated short movies as a teaching media could help to increase the students'
interest, could pay more attention and also become more active in the learning
process. Animated short movies also helped the students to think critically in giving
responses such as comments, questions or descriptions about the story of the
animated short movies that the researcher played. Then, the students’ writing on
narrative text got better day by day.
During the treatment process, the students were able to write a good narrative
text. It showed that the students writing achievements in terms of grammatical
features was significantly improved. The description of the data collection through
writing test as explained to the previous findings section that the students’ writing on
narrative text in terms of grammatical features after using animated short movies was
significant. By using animated short movies in writing on narrative text, the
researcher found that the mean score of post-test students’ achievement was better
than pre-test. It can also be concluded that using animated short movies as a teaching
media was effective in improving students' writing capable on narrative text of
35
grammatical features at the tenth grade students of SMK Muhammadiyah 2 Bontoala
Makassar. It was supported by seeing the percentage of the result of the students’
score after writing narrative text by using animated short movies was better than
before giving the treatment.
Based on the research finding, it can be concluded that teaching by animation
movies can improve student’s ability in writing narrative. It supported by Lavery
(2008) argued that movies and videos are effective ways in motivating and helping
students in understanding the language. Animation movies can be used to teach all
aspects in writing such as grammar and vocabularies because the movies provide the
language or subtitle. The students can learn from the dialogue or subtitle movies’.
Subtitle can help to reinforce acquisition of new vocabularies.
Beside the data, the researcher also found another research from Retno Ayu
(2007: 107) said that the using of animation movies (her movies’s title was Brother
Bear) in writing class can develop students’ ability in writing narrative text,
especially in content and grammar
Finally, the researcher conclude according to the data that was found and
supported by some theories and other researches in which the using of animation
movies can improve students’ ability in writing narrative text. Consequently,
animation movies can be used by the English teacher in teaching narrative text in the
classroom.
b. The Improvement of Students’ Writing on Narrative Text in terms of
Organization
36
The research findings indicated that the students’ writing on narrative text by
using animated short movies showed the improvement of the students writing on
narrative text in terms of organization. It could be seen from the result of the
students’ score of post-test that higher than the score of pre-test. After checking the
students’ score in pre-test, the score of the students in terms of organization were
poor 59.82 because the paragraphs were not organized as well, the students can not
made a good narrative text because they can not classify the orientation, complication
and resolution from their paragraphs . After giving treatment, the students’ scores in
post-test were good enough 87.28 because the ideas were clear and the students could
perform good text which deals with the generic structure of narrative text.
Based on the background of the problem in SMK Muhammadiyah 2 Bontoala
Makassar, students always felt difficult in organizing their ideas and did not know
what they wanted to write. Besides, the students are also not interested and less
motivated in the teaching and learning process. In order to solve the problem, the
researcher gave treatment several times by using animated short movies as a media in
teaching writing on narrative text. With the presence of using animated short movies
as teaching media was expected that students can express and be productive in
generating their ideas, interested and motivated in the learning process and
understand the benefit of writing activities that are implemented.
The researcher gave a treatment for the students by using animated short
movies at SMK MUHAMMADIYAH 2 BONTOALA for four meetings. The first
meeting was on Thursday, January 7, 2021.in this meeting, the students’ difficulty
37
was they did not know how to write a narrative text because they did not have any
idea about the story, lack of vocabularies and did not know the use of past tense in the
story.
During this meeting, the students were so excited with the animated short
movies to help them understand about the narrative text. However, the students still
felt it was so difficult to understand the story from the animated short movies because
the movies had english subtitles. They watched the first animated short movies
entitled Malin Kundang. After that, the researcher explained about the story of Malin
Kundang and guided the students to rewrite the narrative text by focusing on the
general structure and the use of past tense in their story.
The students’ writing test results in the first meeting were better than in pre-
test. The result showed that in pre-test the students were so difficult to arrange their
paragraph into a good story. However, in the first meeting the result showed that the
students’ knew how to write a good story by focusing on the organization such as
orientation, complication and the resolution of the story.
The second meeting was on Monday, January 11, 2021. The researcher also
used the animated short movies as a media in teaching entitled Sangkuriang with
similar genre, duration and procedure of teaching. In this meeting, the researcher did
not introduce the animated short movies, but only reviewed what the researcher had
explained in the first meeting.
Next, the third meeting was on Thursday, January 14, 2021 with the same
procedures and the movies entitled Bawang Merah Bawang Putih with the genre and
38
the duration that also similar with the two last movies.And the fourth meeting was on
Monday, January 18, 2021 with the movies entitled Danau Toba. The last step is the
researcher gave a post-test on Thursday, January 21, 2021.
The findings above have proven that using animated short movies was able to
improve the students’ ability in writing narrative text. It related with the theoretical
by Irdawati (2014) stated that animated fable video is a visual aid which can help the
students in writing the narrative text easily. As a visual aids dimension makes
students easily to understand by gestures and context. The gestures where in animated
fable video using the animal characters is a body movement that intended to suggest a
certain meaning and context that come before or after a word, phrase, sentence, etc.
Animated fable video as a media and additional technique is a special extra
dimension in learning experience, it allows the students to hear and see language.
It can be revealed that teaching animation movies can improve students’
ability in writing narrative text. Therefore, students could understand easily in
learning writing aspects (Content, grammar, vocabulary, organization, and mechanic)
and write narrative text because animation movies provided some elements of generic
structure and language feature of narrative text. Students can learn aspect of writing
through animation movies because it showed real images and simple story and
provided the dialogue that can be used to learn grammar and vocabulary aspect.
On the other hand, during the implementation technique, the researcher found
that the students still confused using structure of sentences especially in utilizing past
tense and how to apply the terms and vocabulary in writing text.
40
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussions in a previous chapter, the researcher
concludes that:
Using animated short movies was significantly effective to improve the
students’ writing skill performance in terms of grammatical features and organization.
It can be seen by the difference of students’ achievement in pre-test and post-test. In
grammatical features the students’ score in pre-test was 59.77 and in post-test was
86.34. Furthermore, in organization also improved. It was proven by the students’
achievement in pre-test was 59.82 and in post-test was 86.62. It means that
hypothesis H0 rejected and H1 accepted
B. Suggestion
Based on the conclusion, the researcher proposes the following suggestion:
1. The implementation could significantly improve the students’ writing
narrative text of the tenth grade at SMK Muhammadiyah 2 Bontoala. So, it is
strongly suggested to be applied in teaching English writing in the classroom
in order to improve the students’ achievement in writing.
2. The English teacher should be more creative to choose technique or approach
in teaching writing. Therefore the students will be more interested and
41
motivated to study English. This is the best way to fulfill the education need
to implement the active learning at school.
3. The English teacher can apply this technique as a way to improve students'
writing ability. This is because the concept of this strategy is learning by
doing. The students are given the opportunity to experience by themselves, the
learning process. This is the best way to provide the meaningful education for
our students.
4. The researcher use animated short movie to increase the students’ ability in
writing specially in grammar and organization, but for another researcher can
try to implementing this media to improve students’ vocabulary or another
aspects in writing. Beside that, this media also can improve students’ speaking
and listening skill.
42
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46
McMillan.
43
APPENDICES
APPENDIX I The students’ score on Grammatical Features
(Grammar/Structure) in pre-test and post-test
APPENDIX II The students’ score on Organization (Narrative Text)
in pre-test and post-test
APPENDIX III The students’ mean score on pre-test and post-test
APPENDIX IV The students’ score of pre-test (X₁) and post-test (X₂) ,
gain/difference between the matched pairs (D) and
square of the gain (D²) in term of grammatical features
(grammar)
APPENDIX V The students’ score of pre-test (X₁) and post-test (X₂) ,
gain/difference between the matched pairs (D) and
square of the gain (D²) in term of Organization
(Narrative Text)
APPENDIX VI Scoring classification of the students pre-test and post-
testing term of grammatical features (grammar)
APPENDIX VII Scoring classification of the students pre-test and post-
testing term of organization (narrative text)
APPENDI VIII The percentage of the students’ improvement on pre-
test and post-test
APPENDIX IX Calculating test of significance
APPENDIX X Table distribution of t-value
APPENDIX XI Instruments (Pre-test and Post-test)
44
APPENDIX XII Lesson plan
APPENDIX XIII Documentation
45
APPENDIX I
The result of students’ score on Gramatical Features in pre-test and post-test:
Sample Pre-Test Post-Test
S1 65 95
S2 60 85
S3 62 87
S4 62 89
S5 55 75
S6 59 85
S7 58 79
S8 58 80
S9 60 93
S10 59 90
S11 60 90
S12 65 95
S13 67 97
S14 59 89
S15 55 75
S16 60 90
S17 50 85
S18 55 75
S19 50 70
46
S20 65 93
S21 60 90
S22 52 75
S23 52 79
S24 65 90
S25 65 95
S26 60 85
S27 59 80
S28 59 90
S29 60 93
S30 62 95
S31 67 95
S32 60 87
S33 58 80
S34 69 89
S35 60 82
Total 2092 3022
47
APPENDIX II
The result of students’ score on organization in pre-test and post-test:
Sample Pre-Test Post-Test
S1 60 79
S2 62 85
S3 65 90
S4 59 80
S5 65 95
S6 55 85
S7 50 75
S8 55 85
S9 59 85
S10 65 90
S11 65 90
S12 55 85
S13 55 80
S14 60 90
S15 65 95
S16 60 90
S17 55 85
S18 50 75
S19 50 75
48
S20 65 90
S21 69 95
S22 69 95
S23 65 90
S24 60 85
S25 50 79
S26 55 80
S27 65 95
S28 63 90
S29 65 90
S30 69 95
S31 59 85
S32 65 95
S33 60 90
S34 55 85
S35 50 79
Total 2094 3032
49
APPENDIX III
The Result of Students’ Mean Score on Pre-test and Post-test.
1. Calculating Mean Score of Grammatical Features:
𝑋 =∑𝑋
𝑁
⮚ Mean score of the students pre-test:
𝑋 = 2092
35
𝑋 = 59.77
⮚ Mean score of the students post-test:
𝑋 = 3022
35
𝑋 = 86.34
2. Calculating Mean Score of Organization:
𝑋 =∑𝑋
𝑁
⮚ Mean score of the students pre-test:
𝑋 = 2094
35
𝑋 = 59.82
⮚ Mean score of the students post-test:
𝑋 = 3032
35
𝑋 = 86.62
50
APPENDIX IV
The students’ score of pre-test (X₁) and post-test (X₂) , gain/difference between
the matched pairs (D) and square of the gain (D²) in term of Grammatical
Features:
Sample Pre-Test
(X1)
Post-Test
(X2) (X1)² (X2)² D(X₂-X₁) D²
S1 65 95 4225 9025 4800 23040000
S2 60 85 3600 7225 3625 13140625
S3 62 87 3844 7569 3725 13875625
S4 62 89 3844 7921 4077 16621929
S5 55 75 3025 5625 2600 6760000
S6 59 85 3481 7225 3744 14017536
S7 58 79 3364 6241 2877 8277129
S8 58 80 3364 6400 3036 9217296
S9 60 93 3600 8649 5049 25492401
S10 59 90 3481 8100 4619 21335161
S11 60 90 3600 8100 4500 20250000
S12 65 95 4225 9025 4800 23040000
S13 67 97 4489 9409 4920 24206400
S14 59 89 3481 7921 4440 19713600
S15 55 75 3025 5625 2600 6760000
S16 60 90 3600 8100 4500 20250000
S17 50 85 2500 7225 4725 22325625
S18 55 75 3025 5625 2600 6760000
S19 50 70 2500 4900 2400 5760000
51
S20 65 93 4225 8649 4424 19571776
S21 60 90 3600 8100 4500 20250000
S22 52 75 2704 5625 2921 8532241
S23 52 79 2704 6241 3537 12510369
S24 65 90 4225 8100 3875 15015625
S25 65 95 4225 9025 4800 23040000
S26 60 85 3600 7225 3625 13140625
S27 59 80 3481 6400 2919 8520561
S28 59 90 3481 8100 4619 21335161
S29 60 93 3600 8649 5049 25492401
S30 62 95 3844 9025 5181 26842761
S31 67 95 4489 9025 4536 20575296
S32 60 87 3600 7569 3969 15752961
S33 58 80 3364 6400 3036 9217296
S34 69 89 4761 7921 3160 9985600
S35 60 82 3600 6724 3124 9759376
Ʃ 2092 3022 125776 262688 136912 560385376
59.77 86.34
3911.8
52
APPENDIX V
The students’ score of pre-test (X₁) and post-test (X₂) , gain/difference between
the matched pairs (D) and square of the gain (D²) in term of Organization:
Sample Pre-Test
(X1)
Post-Test
(X2) (X1)² (X2)² D(X₂-X₁) D²
S1 60 79 3600 6241 2641 6974881
S2 62 85 3844 7225 3381 11431161
S3 65 90 4225 8100 3875 15015625
S4 59 80 3481 6400 2919 8520561
S5 65 95 4225 9025 4800 23040000
S6 55 85 3025 7225 4200 17640000
S7 50 75 2500 5625 3125 9765625
S8 55 85 3025 7225 4200 17640000
S9 59 85 3481 7225 3744 14017536
S10 65 90 4225 8100 3875 15015625
S11 65 90 4225 8100 3875 15015625
S12 55 85 3025 7225 4200 17640000
S13 55 80 3025 6400 3375 11390625
S14 60 90 3600 8100 4500 20250000
S15 65 95 4225 9025 4800 23040000
S16 60 90 3600 8100 4500 20250000
S17 55 85 3025 7225 4200 17640000
S18 50 75 2500 5625 3125 9765625
S19 50 75 2500 5625 3125 9765625
53
S20 65 90 4225 8100 3875 15015625
S21 69 95 4761 9025 4264 18181696
S22 69 95 4761 9025 4264 18181696
S23 65 90 4225 8100 3875 15015625
S24 60 85 3600 7225 3625 13140625
S25 50 79 2500 6241 3741 13995081
S26 55 80 3025 6400 3375 11390625
S27 65 95 4225 9025 4800 23040000
S28 63 90 3969 8100 4131 17065161
S29 65 90 4225 8100 3875 15015625
S30 69 95 4761 9025 4264 18181696
S31 59 85 3481 7225 3744 14017536
S32 65 95 4225 9025 4800 23040000
S33 60 90 3600 8100 4500 20250000
S34 55 85 3025 7225 4200 17640000
S35 50 79 2500 6241 3741 13995081
Ʃ 2094 3032 126464 263998 137534 550984586
59.8 86.62
3929.5
54
APPENDIX VI
Scoring classification of the students’ pre-test and post-test in term of
Grammatical Features:
Sample Pre-test Post-test
Score Classification Score Classification
S1 65 Fair 95 Excellent
S2 60 Fair 85 Excellent
S3 62 Fair 87 Excellent
S4 62 Fair 89 Excellent
S5 55 Poor 75 Good
S6 59 Poor 85 Excellent
S7 58 Poor 79 Good
S8 58 Poor 80 Excellent
S9 60 Fair 93 Excellent
S10 59 Poor 90 Excellent
S11 60 Fair 90 Excellent
S12 65 Fair 95 Excellent
S13 67 Fair 97 Excellent
S14 59 Poor 89 Excellent
S15 55 Poor 75 Good
S16 60 Fair 90 Excellent
S17 50 Poor 85 Excellent
S18 55 Poor 75 Good
55
S19 50 Poor 70 Good
S20 65 Fair 93 Excellent
S21 60 Fair 90 Excellent
S22 52 Poor 75 Good
S23 52 Poor 79 Good
S24 65 Fair 90 Excellent
S25 65 Fair 95 Excellent
S26 60 Fair 85 Excellent
S27 59 Poor 80 Excellent
S28 59 Poor 90 Excellent
S29 60 Fair 93 Excellent
S30 62 Fair 95 Excellent
S31 67 Fair 95 Excellent
S32 60 Fair 87 Excellent
S33 58 Poor 80 Excellent
S34 69 Fair 89 Excellent
S35 60 Fair 82 Excellent
56
APPENDIX VII
Scoring classification of the students’ pre-test and post-test in term of
Organization:
Sample Pre-test Post-test
Score Classification Score Classification
S1 60 Fair 79 Good
S2 62 Fair 85 Excellent
S3 65 Fair 90 Excellent
S4 59 Poor 80 Excellent
S5 65 Fair 95 Excellent
S6 55 Poor 85 Excellent
S7 50 Poor 75 Good
S8 55 Poor 85 Excellent
S9 59 Poor 85 Excellent
S10 65 Fair 90 Excellent
S11 65 Fair 90 Excellent
S12 55 Poor 85 Excellent
S13 55 Poor 80 Excellent
S14 60 Fair 90 Excellent
S15 65 Fair 95 Excellent
S16 60 Fair 90 Excellent
S17 55 Poor 85 Excellent
S18 50 Poor 75 Good
57
S19 50 Poor 75 Good
S20 65 Fair 90 Excellent
S21 69 Fair 95 Excellent
S22 69 Fair 95 Excellent
S23 65 Fair 90 Excellent
S24 60 Fair 85 Excellent
S25 50 Poor 79 Good
S26 55 Poor 80 Excellent
S27 65 Fair 95 Excellent
S28 63 Fair 90 Excellent
S29 65 Fair 90 Excellent
S30 69 Fair 95 Excellent
S31 59 Poor 85 Excellent
S32 65 Fair 95 Excellent
S33 60 Fair 90 Excellent
S34 55 Poor 85 Excellent
S35 50 Poor 79 Good
58
APPENDIX VIII
The percentage of the students’ improvement on pre-test and post-test.
1. The improvement of the students’ percentage in Grammatical Features:
𝑃 =𝑥2 − 𝑥₁
𝑥₁𝑥100%
P = 86.34−59.77
59.77𝑥100%
P= 26.57
59.77𝑥100%
P= 44.45%
2. The improvement of the students’ percentage in Organization:
𝑃 =𝑥2 − 𝑥₁
𝑥₁𝑥100%
P = 86.62−59.8
59.8𝑥100%
P= 26.82
59.8𝑥100%
P= 44.85%
59
APPENDIX IX
Calculating test of significance.
1. T-test value for grammatical features (grammar):
𝑡 =𝐷
√∑ 𝐷2 − (∑ 𝐷)2
𝑛(𝑛 − 1)
𝑡 =3911.8
√560385376 −(136912)2
3535(35 − 1)
𝑡 =3911.8
√560385376 −18744895744
3535(34)
𝑡 =3911.8
√560385376 − 535568449.8285714 1190
𝑡 =3911.8
√24816926.1714286 1190
𝑡 =3911.8
√20854.55980792319
𝑡 =3911.8
144.4110792423
𝑡 = 27.08
1 Ndft table
= 35-1
df = 34
60
t-table = 2.03224
2. T-test value for organization (narrative text):
𝑡 =𝐷
√∑ 𝐷2 − (∑ 𝐷)2
𝑛(𝑛 − 1)
𝑡 =3929.5
√550984586 −(137534)2
3535(35 − 1)
𝑡 =3929.5
√550984586 −18915601156
3535(34)
𝑡 =3929.5
√550984586 − 540445747.31428571190
𝑡 =3929.5
√10538838.68571431190
𝑡 =3929.5
√8856.166962785126
𝑡 =3929.5
94.1072099405
𝑡 =41.75
1 Ndft table
= 35-1
df = 34
t-table = 2.03224
61
APPENDIX X
Table distribution of t-value. Degree of freedom (df) = N – 1 =35 – 1=34, T-table
= 2.03224
Pr
Df
0.25
0.50
0.10
0.20
0.05
0.10
0.025
0.050
0.01
0.02
0.005
0.010
0.001
0.002
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
1.00000
0.81650
0.76489
0.74070
0.72669
0.71756
0.71114
0.70639
0.70272
0.69981
0.69745
0.69548
0.69383
0.69242
0.69120
0.69013
0.68920
0.68836
0.68762
0.68695
0.68635
0.68581
0.68531
3.07768
1.88562
1.63774
1.53321
1.47588
1.43976
1.41492
1.39682
1.38303
1.37218
1.36343
1.35622
1.35017
1.34503
1.34061
1.33676
1.33338
1.33039
1.32773
1.32534
1.32319
1.32124
1.31946
6.31375
2.91999
2.35336
2.13185
2.01505
1.94318
1.89458
1.85955
1.83311
1.81246
1.79588
1.78229
1.77093
1.76131
1.75305
1.74588
1.73961
1.73406
1.72913
1.72472
1.72074
1.71714
1.71387
12.70620
4.30265
3.18245
2.77645
2.57058
2.44691
2.36462
2.30600
2.26216
2.22814
2.20099
2.17881
2.16037
2.14479
2.13145
2.11991
2.10982
2.10092
2.09302
2.08596
2.07961
2.07387
2.06866
31.82052
6.96456
4.54070
3.74695
3.36493
3.14267
2.99795
2.89646
2.82144
2.76377
2.71808
2.68100
2.65031
2.62449
2.60248
2.58349
2.56693
2.55238
2.53948
2.52798
2.51765
2.50832
2.49987
63.6567
4
9.92484
5.84091
4.60409
4.03214
3.70743
3.49948
3.35539
3.24984
3.16927
3.10581
3.05454
3.01228
2.97684
2.94671
2.92078
2.89823
2.87844
2.86093
2.84534
2.83136
2.81876
318.308
84
22.3271
2
10.2145
3
7.17318
5.89343
5.20763
4.78529
4.50079
4.29681
4.14370
4.02470
3.92963
3.85198
3.78739
3.73283
3.68615
3.64577
3.61048
3.57940
3.55181
62
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
0.68485
0.68443
0.68404
0.68368
0.68335
0.68304
0.68276
0.68249
0.68223
0.68200
0.68177
0.68156
0.68137
0.68118
0.68100
0.68083
0.68067
1.31784
1.31635
1.31497
1.31370
1.31253
1.31143
1.31042
1.30946
1.30857
1.30774
1.30695
1.30621
1.30551
1.30485
1.30423
1.30364
1.30308
1.71088
1.70814
1.70562
1.70329
1.70113
1.69913
1.69726
1.69552
1.69389
1.69236
1.69092
1.68957
1.68830
1.68709
1.68595
1.68488
1.68385
2.06390
2.05954
2.05553
2.05183
2.04841
2.04523
2.04227
2.03951
2.03693
2.03452
2.03224
2.03011
2.02809
2.02619
2.02439
2.02269
2.02108
2.49216
2.48511
2.47863
2.47266
2.46714
2.46202
2.45726
2.45282
2.44868
2.44479
2.44115
2.43772
2.43449
2.43145
2.42857
2.42584
2.42326
2.80734
2.79694
2.78744
2.77871
2.77068
2.76326
2.75639
2.75000
2.74404
2.73848
2.73328
2.72839
2.72381
2.71948
2.71541
2.71156
2.70791
2.70446
3.52715
3.50499
3.48496
3.46678
3.45019
3.43500
3.42103
3.40816
3.39624
3.38518
3.37490
3.36531
3.35634
3.34793
3.34005
3.33262
3.32563
3.31903
3.31279
3.30688
63
APPENDIX XI
1. Pre-test and Post-test
NAMA :
KELAS :
Write down a Narrative Text Below.
64
APPENDIX XII
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK Muhammadiyah 2 Bontoala
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Ganjil
Materi Pokok : Teks naratif lisan dan tulis berbentuk legenda
sederhana
Alokasi Waktu : 4 Minggu x 2 Jam Pelajaran @45 Menit
A. Kompetensi Inti
KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab,
responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
65
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.9 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks
naratif sederhana berbentuk
legenda rakyat, sesuai
dengan konteks
penggunaannya.
Menunjukkan fungsi sosial, struktur teks, dan
unsur kebahasaan pada teks naratif sederhana
berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15 Menangkap makna teks
naratif lisan dan tulis
berbentuk legenda
bsederhana.
Memahami makna teks lisan melalui berbagai
macam strategi mendengarkan.
Memahami makna teks tulis melalui berbagai
macam strategi membaca.
Menjawab berbagai pertanyaan mengenai teks
naratif lisan dan tulis berbentuk cerita pendek.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
• Mengetahui fungsi kalimat narrative
• Mengetahui ciri khas kebahasaan teks naratif
• Menulis teks pendek sederhana dalam bentuk naratif
D. Materi Pembelajaran
66
Narrative adalah teks yang menceritakan sesuatu yang imajinatif atau sesuatu
yang hanya khayalan belaka dan tujuannya hanya untuk menghibur pembaca.
Fungsi narrative text adalah untuk menghibur pendengar atau pembaca
tentang suatu kisah atau cerita masa lampau yang bertalian dengan
pengalaman nyata, khayal atau peristiwa-peristiwa pelik yang mengarah ke
suatu krisis, yang pada akhirnya menemukan suatu penyelesaian.
Generic structure/ciri-ciri narrative text:
1. Orientation: the setting of the scene, where and when the story happened,
introduce the participants of the story, and what is involved in the story.
2. Complication: telling the beginning of the problem which leads to the
crisis of the main participants.
3. Resolution: the problem (the crisis) resolved, either in a happy or sad
ending.
Language features:
1. Mengunakan Action Verb dalam bentuk Past Tense. Misalnya: Climbed,
Turned, Brought, dsb.
2. Menggunakan Nouns tertentu sebagai kata ganti orang, hewan dan benda
tertentu dalam cerita. Misalnya: the king, the queen, dsb.
3. Menggunakan Adjectives yang membentuk noun phrase. Misalnya: long
black hair, two red apples, dsb.
4. Menggunakan Time Connectives dan Conjunctions untuk mengurutkan
kejadian-kejadian. Misalnya: then, before, after, soon, dsb.
5. Menggunakan Adverbs dan Adverbial Phrase untuk menunjukkan lokasi
kejadian atau peristiwa. Misalnya: here, in the mountain, happily ever
after, dsb
Example:
The Fairy Tulip
Once upon a time, there was a good old woman who lived in a
67
little house. She had a bed in her beautiful striped tulip garden. One
night, she was awakened by the sound of sweet singing and babies
laughing. The sounds seemed to come from the tulip bed, but she could
see nothing.
On the following night she was again awakened by the sweet
singing and the babies' laughing. She arose and walked quietly to the
garden. To her surprise, she saw a little fairy mother crooning and
rocking atthe flower like a cradle. In each cup of the flower lay a little
fairy baby playing and laughing.
The old woman walked back to her house, and from that time on
she never picked the flowers, nor did she allow her neighbors to touch
them
E. Metode Pembelajaran
Metode : PPP (Presentation, Practice, and Production)
F. Media Pembelajaran
1. Media
Audio dan Video
2. Alat/Bahan
Laptop, LCD, dan Speaker Active, Power point presentation
G. Sumber Belajar
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X,
Kemendikbud, Revisi Tahun 2016
Kamus Bahasa Inggris
H. Langkah-Langkah Pembelajaran
68
1. Pertemuan Ke-1 (2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
69
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Teks naratif lisan dan tulis berbentuk legenda sederhana
dengan cara :
→ Mengamati
Dalam kegiatan mengamati, siswa:
Siswa menyimak berbagai contoh teks naratif yang diberikan
/diperdengarkan guru
Siswa mengamati fungsi social, struktur teks dan unsur kebahasaan
Siswa belajar menemukan gagasan utama, infromasi rinci dan
informasi tertentu dari film yang diperlihatkan guru
→ Menanya
Dengan kegiatan menanya, siswa:
Siswa mempertanyakan gagasan utama, informasi rinci, dan
informasi tertentu
→ Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memutarkan video tentang teks naratif sederhana berbentuk
animated short film
Meminta peserta didik untuk memahami alur cerita dari animated
short film
Memperlihatkan teks naratif
Meminta siswa untuk mengamati dan memahami isi cerita
Mulai dari fungsi social, structure teks dan unsur kebahasaan pada
teks naratif sederhana berbentuk animated short film sesuai dengan
konteks penggunaan
→ Elaborasi
70
Dalam kegiatan elaborasi, guru:
Meminta peserta didik memperhatikan penjelasan guru tentang
langkah retorika menulis teks naratif
Meminta peserta didik untuk membuat teks naratif sederhana sesuai
dengan topic pilihan teks naratif
Siswa membuat sendiri kalimat past tense sesuai dengan tema.
→ Konfirmasi
Dalam kegiatan konfirmasi, guru:
Bertanya jawab tentang materi yang belum dimengerti peserta didik
Memberikan penguatan dan penyimpulan materi
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru diselesaikan.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
perbedaan cara pengungkapan dari masing-masing konteks dalam memberi dan
meminta informasi terkait jati diri dan hubungan keluarga
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas.
2. Pertemuan Ke-2 (2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit)
Guru :
71
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Teks naratif lisan dan tulis berbentuk legenda sederhana
dengan cara :
72
rangsangan) → Mengamati
Dalam kegiatan mengamati, siswa:
Siswa menyimak berbagai contoh teks naratif yang diberikan
/diperdengarkan guru
Siswa mengamati fungsi social, struktur teks dan unsur kebahasaan
Siswa belajar menemukan gagasan utama, infromasi rinci dan
informasi tertentu dari film yang diperlihatkan guru
→ Menanya
Dengan kegiatan menanya, siswa:
Siswa mempertanyakan gagasan utama, informasi rinci, dan
informasi tertentu
→ Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memutarkan video tentang teks naratif sederhana berbentuk
animated short film
Meminta peserta didik untuk memahami alur cerita dari animated
short film
Memperlihatkan teks naratif
Meminta siswa untuk mengamati dan memahami isi cerita
Mulai dari fungsi social, structure teks dan unsur kebahasaan pada
teks naratif sederhana berbentuk animated short film sesuai dengan
konteks penggunaan
→ Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta peserta didik memperhatikan penjelasan guru tentang
langkah retorika menulis teks naratif
73
Meminta peserta didik untuk membuat teks naratif sederhana sesuai
dengan topic pilihan teks naratif
Siswa membuat sendiri kalimat past tense sesuai dengan tema.
→ Konfirmasi
Dalam kegiatan konfirmasi, guru:
Bertanya jawab tentang materi yang belum dimengerti peserta didik
Memberikan penguatan dan penyimpulan materi
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru diselesaikan.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
perbedaan cara pengungkapan dari masing-masing konteks dalam memberi dan
meminta informasi terkait jati diri dan hubungan keluarga
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas.
3. Pertemuan Ke-3 (2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
74
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Teks naratif lisan dan tulis berbentuk legenda sederhana
dengan cara :
→ Mengamati
Dalam kegiatan mengamati, siswa:
Siswa menyimak berbagai contoh teks naratif yang diberikan
75
/diperdengarkan guru
Siswa mengamati fungsi social, struktur teks dan unsur kebahasaan
Siswa belajar menemukan gagasan utama, infromasi rinci dan
informasi tertentu dari film yang diperlihatkan guru
→ Menanya
Dengan kegiatan menanya, siswa:
Siswa mempertanyakan gagasan utama, informasi rinci, dan
informasi tertentu
→ Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memutarkan video tentang teks naratif sederhana berbentuk
animated short film
Meminta peserta didik untuk memahami alur cerita dari animated
short film
Memperlihatkan teks naratif
Meminta siswa untuk mengamati dan memahami isi cerita
Mulai dari fungsi social, structure teks dan unsur kebahasaan pada
teks naratif sederhana berbentuk animated short film sesuai dengan
konteks penggunaan
→ Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta peserta didik memperhatikan penjelasan guru tentang
langkah retorika menulis teks naratif
Meminta peserta didik untuk membuat teks naratif sederhana sesuai
dengan topic pilihan teks naratif
Siswa membuat sendiri kalimat past tense sesuai dengan tema.
76
→ Konfirmasi
Dalam kegiatan konfirmasi, guru:
Bertanya jawab tentang materi yang belum dimengerti peserta didik
Memberikan penguatan dan penyimpulan materi
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi Teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran teks naratif lisan dan tulis
berbentuk legenda sederhana yang baru diselesaikan.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
perbedaan cara pengungkapan dari masing-masing konteks dalam memberi dan
meminta informasi terkait jati diri dan hubungan keluarga
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas.
4. Pertemuan Ke-4 (2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
77
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pada topik materi Teks naratif lisan dan tulis berbentuk legenda sederhana
dengan cara :
→ Mengamati
Dalam kegiatan mengamati, siswa:
Siswa menyimak berbagai contoh teks naratif yang diberikan
/diperdengarkan guru
Siswa mengamati fungsi social, struktur teks dan unsur kebahasaan
Siswa belajar menemukan gagasan utama, infromasi rinci dan
78
informasi tertentu dari film yang diperlihatkan guru
→ Menanya
Dengan kegiatan menanya, siswa:
Siswa mempertanyakan gagasan utama, informasi rinci, dan
informasi tertentu
→ Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memutarkan video tentang teks naratif sederhana berbentuk
animated short film
Meminta peserta didik untuk memahami alur cerita dari animated
short film
Memperlihatkan teks naratif
Meminta siswa untuk mengamati dan memahami isi cerita
Mulai dari fungsi social, structure teks dan unsur kebahasaan pada
teks naratif sederhana berbentuk animated short film sesuai dengan
konteks penggunaan
→ Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta peserta didik memperhatikan penjelasan guru tentang
langkah retorika menulis teks naratif
Meminta peserta didik untuk membuat teks naratif sederhana sesuai
dengan topic pilihan teks naratif
Siswa membuat sendiri kalimat past tense sesuai dengan tema.
→ Konfirmasi
Dalam kegiatan konfirmasi, guru:
Bertanya jawab tentang materi yang belum dimengerti peserta didik
79
Memberikan penguatan dan penyimpulan materi
I. Penilaian
a. Teknik : Teks tertulis.
b. Bentuk : Free writing.
c. Instrument : Write a narrative text about the movie story that the teacher has
given to you in the class.Your writing should consist of at least 3
(three) paragraphs.
J. Prosedur Penilaian
a. Rubrik penilaian writing (performance assesment):
Components of
writing
Scores Indicators
content
4 Relevant to the topic and easy to understand
3 Rather relevant to the topic and easy to
understand
2 Relevant to the topic but not quite easy to
understand
1 Quite relevant to the topic but is not quite easy
to understand
Organization
4 Most of the sentences are related to main idea
3 Some sentences are related to the main idea
2 Few sentences related to the main idea
1 The sentences are unrelated to each other
Mechanic
4 A few errors of spelling, capitalization and
punctuation
3 Occasional errors of spelling, capitalization and
punctuation
2 Frequent errors of spelling, capitalization and
punctuation
1 Dominated by errors of spelling, capitalization
and punctuation
80
Grammar 4 There is almost no error in the use of sentence.
3 There are a few errors in the use of sentence
2 There are many errors in the use of sentence.
1 Almost all sentences contain errors.
Vocabulary 4 Many vocabulary variations
3 Few vocabulary variations
2 Almost no vocabulary variations
1 Lack of vocabulary variations
Total Score = Jumlah total semua criteria x 5
Makassar, 1 Oktober 2020
Mengetahui
Kepala Sekolah SMK Muhammadiyah Guru Mata Pelajaran
2 Bontoala
Muhammad Ilham, S.Pd., M.Pd Megawati
NIP 197312122005021010 NIM.105356171154
81
APPENDIX XIII
1. Pre-Test
82
83
84
85
86
2 Post-Test
87
88
89
90
91
92
93
94
95
96
97
CURRICULUM VITAE
Megawati was born on September 19th, 1996 in Raha,
Southeast Sulawesi. She has no sibling. She is the only child
from the marriage of her parents, M. Said and Helmawati.
She began her education in TK Aisyiyah Bustanul Atfal and
graduated in 2002. Then she went to SDN Baraya 1 for 5 years and moved to SD
Impres Perumnas 3 and graduated in 2008. She continued her study in SMP Negeri
33 Makassar then graduated in 2011, and continued her study in SMA Negeri 16
Makassar and graduated in 2014. In the same year, she was accepted as a student in
English Department Faculty of Teacher Training and Education, Universitas
Muhammadiyah Makassar. She could finished her study in 2021 with the thesis under
the title “The Effectiveness of Animated Short Movie to Increase Students’
Ability to Write Narrative Text”.
