CHAPTER I

INTRODUCTION

A. Background

Language is the most important part of human life. People use language to

communicate with each other. Jay (2003, p. 2) states that language is communicative;

it allows us to communicate with others who share the same language. It can also be

used to express our thought and emotion.

English is an international language. Almost all countries have adapted

English and used as a compulsory subject at schools. It is learned by students of

primary up to university level. English as a second language in Indonesia is used as a

compulsory subject at schools.

There are four language skills to teach and to learn any language. Among the

skills, writing is the most difficult skills to acquire, because it highly needs complete

knowledge of language aspects, ranging from vocabulary to punctuation. Even,

creating ideas to express in writing becomes a difficulty to students.

Most of students face the difficulties when they try to write. They frequently

feel bored and not interested to write something. This problem can be influenced by

the method or media that the teacher uses in teaching writing. Teachers often teach

writing to the students by using traditional method, they just explain the theory of

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writing, give the examples and ask the students to produce a writing text. Such a

method is used by many teachers. Many teachers ignore the way of creating

inspirations in the students mind in order to realize in writing products.

Since method greatly enroles in enabling students to produce writing

products, the reasearcher tried to find alternative solution to the students weakness.

The researcher tried to practice using animated film in a classroom. In this research,

the students were sugested to produce narrative text.

Some researches have been conducted on teaching writing narrative texts

using animated film (Akmala (2011); Puspitasari (2007). Both reseachers revealed the

effectiveness of animated film as a technique of teaching writing in classrooms. The

students were enabled to produce narrative texts, although each research was

conducted in different grades and places.

The similarity between the two previous studies and the researchers was in

the variables of the researches. The variables were animated films and writing

narrative texts. However, there were also the difference between the researchers and

the previous studies, that was the method. The researcher used an experimental

method; but the previous studies used an action research method.

B. Research Question

Based on the description in the background section above, through this study

the researcher wants to know wheter the use of animated film can help the students to
 3

teach writing narrative text. The problem is specifically formulated as follows: Is

there a significant effect of using animated film in writing narrative text teaching to

the tenth graders?

C. Research Objective

The goal of this study is to find out the effect of using animated film in

writing narrative text teaching to the tenth graders.

D. Significance of the Study

The researcher highly expected that this study could give useful information

and contributions to the students, teachers, and other researchers.

1. To students, giving new atmosphere in their teaching learning process by using

animated film to teach writing narrative text.

2. To teachers, providing information about the use of animated film to teach writing

narrative text.

3. To other researchers, providing a basis for conducting researches on the same

area.

E. Scope of the Study

The researcher pu the scopes of the research on the effect of animated film in

teaching narrative texts to the tenth graders of SMA Dharma Putra.

 CHAPTER II

LITERATURE REVIEW CONCEPTUAL FRAMEWORK AND

HYPOTHESIS

A. Literature Review

1. Medium in Language Teaching and Learning

a. Media

The word media is derived from the Latin word medium which means

between. Media are the equipment that is used for communication. Media help

people easier understand about the information. Media is a collection of materials

and equipment or devices that are used for communication or transmission of

information between persons (Edutech202, 2012).

Gerlach and Ely (1971, p. 282) define a medium as any person, material or

event that creates circumtances that put the pupils in a position to acquire knowledge,

skills and dispositions. Arsyad (2008, p. 4) states that medium is a component of

learning source or physical vehicles that consists of instructional material in students

environment which can motivate students to learn. It means that medium is used to

convey the materials to the students and reach the purpose of teaching learning

process. Medium can also makes the teaching learning process become interesting

and motivate the students to learn the material.

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b. Functions of Media

According to Edutech202 (2012), there are some functions of media. They

are:

1) to reinforce verbal and visual messages

2) to focus attention

3) to motivate interest

4) to provide source of information and authority

5) to save teachers preparation time

6) to provide experiences not otherwise available

7) to elucidate verbal concepts

8) to provide greater acquisition and longer retention of factual knowledge

9) to offer opportunities for learners to develop communication skills

10) to stimulate self-activity on the part of the learners

c. Classifications of Media

Anderson (in Sumardiyani, 2007, p. 48) classifies the media into three groups,

they are:

1) Visual Media

They are media that can be seen. I would captivate visual sense-eyes-mostly.

It can be form of picture, moving picture or animation or flash card.

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2) Audio Media

They are media that can be listened. It means that audio media has soun in

which listened by us and to mean.

3) Audio-Visual Media

They are media that have sound and picture. Film is example from audio

visual media in teaching.

2. Film

a. General Concept of Film

A film, also called a movie or motion picture, is a series of still images on a

strip of plastic which, when run through a projector and shown on a screen, creates

the illusion of moving images (Wikipedia). In other definition, film is a sequence of

photographs or drawings projected on a screen in such rapid succession that they

create the optical illusion (because of the persistence of vision) of moving persons

and objects (Websters Dictionary).

In other words, films are a media that shows still images which stimulate

people to create their imagination through the images or the film that they watched.

Film is one of the visual media that gives some advantages to the people, not only to

entertain people but it can also stimulate peoples brain. Film can be an affective

media in learning process because film is potential to provide pronounciation of the

nature speakers, contexts, plots and knowledge. The potentials can be empowered to
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take into a language classroom. Through film, students can learn the language skills

and get inspired that help the create new ideas to express. Beasides, by film can

increase the students interests in learning process and make the classroom situation

more fun.

b. The Advantages and Disadvantages of Film

Films as visual media have some advantages and disadvantages. Harmer

(2001, p. 282) states that there are many reasons why film can be used in language

learning:

1) Seeing language in- use

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

language, they see it too. This greatly aids comprehension, since, for example,

general meaning and moods are often conveyed trough expression, gesture and other

visual clues. One can observe how intonation can match facial expression. All such,

paralinguistic features give valuable meaning clues and help viewers to see beyond

what they are listening to, and thus interpret the text deeply.

2) Cross-cultural awareness

A film is uniquely allows students to look at situation far beyond their

classroom. This is especially useful if they want to see, for example, typical British

body language when inviting someone out or how American speaks to waiter. Film
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is also of great values in giving students a chance to see such things as what kinds of

food people eat in other countries and what they wear.

3) The power of creation

When the students make their own film as media in teaching and learning

process, they are giving the potential to create something memorable and enjoyable.

The camera operators and directors suddenly have considerable power. The task of

film making can provoke genuine creative and communicative uses of the language.

4) Motivation

For all the reason so far mentioned, most students show an increased level of

interest when they have a chance to see language in use as well as hear it, and when

this coupled with interesting tasks.

Besides the advantages, film is also has some disadvantages. First, the teacher cant

explain the material when the students watch the film because it can disturbs

the students and the students will also not understand the film if the listening

tools are bad.

c. Genres of Film

Bordwell and Thomson (in Tatum, 1997, p. 50) defines the type of movie or

film as follows :
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1) Documentary Film

A documentary film supports to present factual information about the

world outside the film. As a type of film, documentary presents themselves as

factually trustworthy. Bordwell and Thomson add there are two types of

documentary film, covering:

a) Compilation films; produced by assembling images from archival sources.

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

interference by the film maker.

2) Factional Film

A fictional film presents imaginary being, place or event. Yet, if a film is

fictional, that does not mean that it is completely, unrelated actually. For one

thing, not everything shown or implied by the fiction films needs to be imaginary,

a typical fictional film. Any stage in the film is event; they are designed, planned,

rehearsed, filmed and refilmed. In a fictional film the agents are protrayed or

depicted by an intermediate, not photographed directly in documentary.

3) Experimental

Some filmmakers set out to create films that challenge orthodox motion of

what movies can show and how it can show it. Experimental films are made for

many reasons, they are;

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a) The filmmakers want to express personal experiences or view points

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

itself, and

c) The experimental filmmakers may tell no story but they may create a fictional

story that will usually challenge the viewers.

4) Animated Film

An animated film is distinguished from live action one by the unusual

kinds of work that are done at production stage. Animation film do not do

continuously filming outdoor action in the real time, but they create a series of

image by shooting one frame at a time.

Animated film is a kind of film which use computer graphics to create the

animated images. It is one of the media that can be useful in teaching leraning

process. By using the animated images, it can attract peoples attentions.

In this research, the researcher tries to find out the effect of using

animated film to teach writing narrative text. By using animated film, the

teaching, learning process could be more fun and stimulate students to explore

their ideas to write a text based on the film they have watched.
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d. Film as Visual Aids in Teaching Writing

Visual aid is one of the important things in teaching process because it can make the

students become interest to learn lesson. Asnawir (2002, p. 95) remarks that, a

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

interests. The students can easily understand the lesson by seeing the material

that they are going to learn.

Film as a visual aids can be very useful in teaching writing, especially writing

narrative text. Why? Students are often face the dificulties when they are

trying to make a narrative text, they have to pay attention to their word and

grammar that they want to use. It makes the student feel bored and dont

interest to write. This problem conclude that film can give new atmosphere to

the teaching learning situation and makes the students have big enthusiasm in

class. It is also help students to master the lesson.

3. Writing Narrative Text

a. General Concept of Writing

Writing can be the most difficult of language skills because in writing, one

encounters some aspects such as vocabulary, punctuation, grammar, concept, purpose,

etc, besides exploring their ideas, feeling and experiences Harmer (2004, p. 31) states

that Writing is a way to produce language and express idea, feeling and opinion.
 12

b. Steps in writing

Time for writing (2013) asserts that there are 5 steps in writing, they are:

a. Pre-writing: This is the planning phase of the writing process, when

students brainstorm, research, gather and outline ideas, often using diagrams

for mapping out their thoughts. Audience and purpose should be considered at

this point, and for the older students, a working thesis statement needs to be

started.

b. Drafting: Students create their initial composition by writing down all

their ideas in an organized way to convey a particular idea or present an

argument. Audience and purpose need to be finalized.

c. Revising: Students review, modify, and reorganize their work by

rearranging, adding, or deleting content, and by making the tone, style, and

content appropriate for the intended audience. The goal of this phase of the

writing process is to improve the draft.

d. Editing: At this point in the writing process, writers proofread and correct

errors in grammar and mechanics, and edit to improve style and clarity.

Having another writers feedback in this stage is helpful.

e. Publishing: In this last step of the writing process, the final writing is

shared with the group. Sharing can be accomplished in a variety of ways, and

with the help of computers, it can even be printed or published online.

 13

4. Narrative Text

a The Nature of Narrative Text

Narrative text is a text that tells about tragedy or story in the past. Narrative

text is an interesting text, it teaches the reader to find the problem in the story and

also find the resolution of the story.

Rugayamanan (2012) states that narrative is a text focusing specific

participants which tells an interesting story.

Parera (1993, p. 5) asserts that a narrative is one of the forms of developing

writing; for example, the characters told the history of something based on the

development of writing from time to time.

b Generic Structure of Narrative Text

Munir (2012) states the generic structure of narrative, text covers orientation,

complication, and resolution. Orientation is refered to introduce the participants or

the characters of the story with the time and place set. Orientation actually exists in

every text type though it has different term.

Complication is the crisis of the story. If there is no crisis, the story is not a

narrative text. In a long story, the complication appears in several situations. It means

that sometimes there is more then one complication.

 14

Resolution is the final series of the events which happen in the story. The

resolution can be good or bad. The point is that it has been accomplished by the

characters.

c Language Features of Narrative Text

Gerot and Wignell (1994, p. 204) state that there are some language features

of narrative text. First, focusing on specific and usually individualized participant; for

instances: Po, Aladdin, and Shifu. Second, using relational and mental processes, for

examples: Tigress was unhappy, and everything was so weird. Third, using temporal

conjunctions and temporal circumtances; such as: a few years ago, sometimes, and

once upon a time. Fourth, using past tense; for instances: lived, stayed, and was.

Fifth, using verbal processes; for examples: said, told, and promised. The last is using

material processes,; such as: The bomb exploded, the boy got ill.

d Types of Narrative Text

Suprianti (2009, p. 20-21) states types of narrative on her thesis. They are:
 15

1) Adventure: a story tha includes exciting and dangerous events that characters

have to solve

2) Horror story: a story which attempts to scare the reader or listener with

frightening events but which usually ends happily

3) Romance: a story which deals with romantic love

4) Fairy tale: a well-known story from folklore for children which often involves

fairies or other magical characters

5) Epic: a story which deals with big themes and heroic achievements and events

that are larger than real life

6) Moral tale: a story which explicitly attempts to teach people about the right

way to behave

7) Myth or legend: a story which belongs to a particular ethic group and which

attempt to explain the way of nature and the universe

B. Conceptual Framework

Many students think that writing is the most difficult task. They have to write

down their ideas and also pay attention to linguistic knowledge and technical marks

of writing punctuation.

To solve the problems, the researcher tried to use animated film to teach

writing narrative text. By using film, students could feel more enjoyable, fun and

interested in learning writing and enable them to write a narrative text.

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C. Hypothesis

The hypothesis of the research was as follows:

Ho: There is no significant effect of using animated film in writing narrative text

teaching.
Ha: There is significant effect of using animated film in writing narrative text

teaching.
 CHAPTER III

RESEARCH METHODOLOGY

A. Objective of Research

The specific objective of the research is to find out the effect of using

animated film in writing narrative text teaching.

B. Place and Time of Research

This research took place at SMA Dharma Putra from May to July 2013.

C. Research Method

This was an experimental research aiming at finding out the effect of using

animated film in teaching writing narrative text. This research used statistical

computation in datatesting and analysis.

In the first phase, experimental method required the two groups, The first

group is experimental group that is class XA and the control group, that is class XC.

The researcher applied the animated film to teach writing narrative text to the

experimental group. While to the control group the teacher used the traditional one.

Next, for the last phase, the teacher provided the post test.

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D. Research Variable

There were two variables used in this research. the first variable was

animated; and the second variable was narrative text.

E. Research Design

This research used a true experimental design in Pretest-Posttest Control

Group type. Through this type of design, the two randomized subjects, experimental

and control groups, were given a pre-test and post test. The pre-test was given in

order to investigate whether there were significant differences between the

experimental (Y1) and control group (Y3). However, after the pre-test, the

experimental group was given treatment through teaching using animated film

method (X); while the control group was not. Then, after the treatment. The pre-test

was given in order to investigate whether there were significant differences between

the experimental (Y2) and control group (Y4). The design of research can be

illustrated as follows:

Group Pre-Test Dependent Variable Post Test

(R) Experiment Y1 X Y2
(R) Control Y3 - Y4

The effect of the treatment was seen using the form: (Y2 Y1) (Y4 Y3).
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F. Population and Sample

The population of this research was the students in the first grade of SMA

Dharma Putra. The research sample was the two classes of the first grade of SMA

Dharma Putra: class A and class C. Class A as the experimental group and class C as

the control group. The sampling of this research used random sampling technique.

Random sampling can be defined as a technique of sampling without considering the

strata of the members due to the fact that the members (respondents) of this research

were categorized homogeneous. The sample of the research is figured as follows:

Students
Total
A C
30 30 60

G. Dataand Source of Data

The data of this research were quantitative data: all scores of tests given both

to the experimental and control group. To collect the data, the researcher prepared test

instruments, pre-test and post test. The data were collected from the works of the

tenth graders of SMA Dharma Putra.

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H. Data Collecting Instrument and Technique

The instument of this research was test. But in this research, the researcher did

not make questions to the students. The researcher asked the students to make

narrative text. Consequently, the data were collected using test technique.

I. Data Collection Procedures

The research was conducted using test technique through the following

procedures :

1. Preparing animated films

2. Designing lesson plans both of the experimental and control class

I. Validity and Reliability

Reffered to the test that was used by the researcher was asked the students to

make narrative text. So, there is no validity and reliability in this research because the

researcher did not provide the matery of the test.

K. Data Analysis Technique

The analizing of data will be taken from a calculation of results of the tests by

using the t-test.

Ma - Mb
t= da 2 db 2 1 1
x
Na Nb 2 Na Nb
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Ma = Mean of the first

Mb = Mean of the second

da = Score - deviation on A

db = Score - deviation on B

Na = Number of sample on A

Nb = Number of sample on B
 37

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Ardi, M. (2012). Generic structure of narrative text. Retrieved April 27, 2013 from

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