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IMPROVING STUDENTS’ SKILL IN WRITING NARRATIVE TEXT THROUGH


ANIMATION MOVIES

Rifki Dwi Ananto Martono, Abdul Asib and Muh. Asrori


English Education Study Program
Sebelas Maret University Surakarta

Email: rifkimartuniz@gmail.com

Abstract: The objectives of the research are: (1) to identify whether or not
animation movies can improve the students’ writing skill at the eighth grade of
SMPN 2 Klego and (2) to describe the class situation. The research findings show
that the use of animation movies can improve students’ writing skill and class
situation. The improvement of students’ writing skill includes: (1) the students
organized their ideas coherently using appropriate generic structure of narrative;
(2) the students used more appropriate vocabularies; (3) the students wrote their
naratives in grammatically correct sentences; (4) the students used spellings and
punctuations correctly in their composition. The class situation also improved : (1)
students were active and creative, they paid attention to the teacher’s
explanation; (2) they did all exercises given by the teacher. Finally, it could be
concluded that the use of animation movies could improve the students’ writing
skill and the class situation.

Keywords: writing comprehension, animation movies

Based on Kurikulum Tingkat Satuan In fact, the students’ writing skill is


Pendidikan 2006, learning writing in Junior still low. Most of them are unable to fulfill
High School is aimed at making the students those requirements because of several
able to express ideas in the written form by factors. Based on the pre-research conducted
using appropriate language variation on the eighth grade of SMP Negeri 2 Klego
fluently and accurately in interaction or and the pre-test conducted in the class VIII D
monologue in the form of descriptive, recount, as the subject of this research, the writer
narrative, procedure, and report. For found some problems dealing with the
especially the eighth graders, it is limited on eighth grade students‘ writing skill, such as ;
narrative, descriptive, and recount. In writing the students had difficulties in appliying
narrative texts, the eighth grade students are language use, using appropriate vocabulary,
expected to be able to write a simple narrative using correct spelling and organizing the idea.
text correctly. They should be able to make A film is one of the visual aids
sentences in the form of past tense and that can be used in a writing class. It makes
develop main idea into short narrative text. In lessons more fun. It can also be used to
this case, the students should know the create situation for writing classes more
sequences of events in the story and the clearly, that the students have big
problem (climax). It is easier for them to get enthusiasm in teaching learning process in
the ideas, use the appropriate vocabulary, and writing class. (Harmer, 2001: 282)
expand the ideas to become a chronological Allen and Gomery (1985: 136) state
story. that movie is an art which portrays man’s
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interpretation of life. Movie as an art movie as movies, the students are able to distinguish
a form of entertainment are both right. The each kind of text from another. The writer
main difference between them is the goal. can develop the students’ ability of writing
The goal of movies as entertainment media is in using appropriate grammar and
to entertain the viewers. Meanwhile, the goal vocabulary, using correct spelling and also
of movie as an art is to give particular organizing the ideas well. He also finds out
messages to the viewers. Since movie gives an interesting method or visual aid to teach
particular messages to the viewers, the writer writing, so the students will be interested in
have a tendency to appreiate movie as an art. writing class. The writer hopes that by using
Another opinion about movie is animation movies, the students in class VIII
given by Hornby (1995: 434). He defines film D of SMP Negeri 2 Klego of 2011/2012
or movie as story, recorded as a set of moving academic year are able to improve their
pictures to be shown on television or cinema. English writing ability and achieve the score
Motion pictures are recorded using specially of their English writing skill at least 74 as the
designed cameras that capture the images on minimum required score or Kriteria
rolls of film. After being processed and Ketuntasan Minimal (KKM). The writer sets
printed, the film is run through a projector, the objectives of the study are: 1) To identify
which shines light through the film, so that the whether or not animation movies can
images are sparked on a screen. Most movies improve students’ writing skill. 2) To
have accompanying sound. The fuction of desribe the class situation when animation
films are to educate, entertain, enlighten and movies are implemented.
inspire the audiences, and in this case the
writer tried to use movie in the teaching RESEARCH METHODS
learning process of writing narrative text. This action research was conducted
Movie can also be used as alternative media at SMP Negeri 2 Klego-one of the state
in teaching writing narrative texts, because the Junior High Schools in Boyolali. It is located
students will get a new experience in their in Kalangan, Klego, Boyolali.The subject of
class that is quite different from their the study is the students of the eighth grade
experience. of SMP Negeri 2 Klego.
From the definition above, it can be The writer applied Classroom
concluded that movie is a motion pictures Action Research. Classroom Action
recorded using specially designed cameras to Research is any systematic inquiry
be shown on television or cinema in order to conducted by teacher researchers, principals,
give particular messages to the viewers. school counselors, or other stakeholders in
Based on the evidence above, the the teaching/learning environment to gather
writer decides to use animation movies to information about the ways that their
improve students’ writing ability, especially particular schools operate, how they teach,
in writing narrative texts. Visual aids has an and how well their students learn; to answer
important function that the teacher can use questions or solve problems about teaching
in teaching and learning process. Visual and learning; to improve the rationally and
aids can also give the students an justice of their own social or educational
opportunity to extend their ability and also to practices, their understanding of these
explore their talent. By using animation practices, and the situations (and
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institutions) in which these practices are First, the students had difficulties in
carried out; and to take a self-reflective, using appropriate grammar. The result of pre
critical, and systematic approach to explore research showed that most of the eighth
your own teaching context. The procedures grade students in class VIII D of SMP
of Classroom Action Research are as Negeri 2 Klego had the problem in using
follows. 1) Planning. The writer prepared appropriate grammar and they did not
lesson plans, materials, observation sheet understand how to use grammar correctly,
that would be used to observe teaching and especially in using tenses in sentences. It
learning process, instrument aids, and test also became the barrier in getting the lesson.
instrument. 2) Acting. This part the Second, there were many students
researcher applied animation movie with limited vocabulary. The students did
technique in teaching and learning process to not really understand what the writer said
deliver the material for the students step by and what the text meant. Therefore, they had
step. 3) Observing. The writer observed the the problem in comprehending the dialogue
students during teaching process whether or or text and it affected the students in learning
not animation movie technique can improve English especially when they were doing the
their writing comprehension and class exercises. They did not know the meaning of
situation. 4) Reflecting. He evaluated the the questions so that they could not answer
result of observation of implementing correctly.
animation movie in the class, both of the Third, the students had difficulties
improvement in writing comprehension and in using correct spelling. They thought
class situation. lightly in applying correct spelling. The
The writer used qualitative and students were unaware with their problems.
quantitative data. The quantitative data were Based on the writer’s observation, the
obtained by calculating the mean score of sources of this problem are the low habit
tests and the researcher got qualitative data of the students’ in writing and writing.
from class observation, field notes, and Fourth, the students had difficulties
interview. To analyze the qualitative data, he in organizing the idea, the text the students
used the steps of assembling the data, coding produced was still in unwell-organized text.
the data, comparing the data, building It was difficult for them to write down their
interpretation, and reporting the outcomes ideas in a well-organized written work. They
(Burns, 1999:156-160). did not know actually what they had to write
in the beginning of writing itself while they
RESEARCH FINDINGS & had a very limited time to do their writing.
DISCUSSION Their ideas were not coherent, sometimes
The result of class observation lost their idea and got stuck, so they could
showed that the students had the problems in not continue their writing.
writing a text because they learnt writing Besides, the questionnaires and
without using a good approach and interview result showed that the students’
treatment. The writer found some attitude and motivation toward the English
problems dealing with the eighth grade lesson especially writing was still low. They
students‘ writing skill. did not seem interested in joining the class,
the problems might be caused by some
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factors. The students were not so interested of students’ writing skill involved some
in learning English especially writing. The aspects of writing, namely content,
teacher did not give adequate time, models, organization, vocabulary, language use, and
and practices for the students to write. mechanism.
Writing got less attention from the writer. After analyzing the observation
Besides, no media and creative techniques result and the test result in the second cycle.
were used in exploring the students’ skill in The writer found the students’ progress in
writing narrative text. Therefore, the action writing ability. The observation result
research was carried out in four meetings in showed that there were some improvements
cycle I, and three meetings in cycle II. achieved after doing the action.
After identifying the problems, Dealing with the improvement of
the writer conducted a pre-test. The pre-test students writing skill1, the animation movies
was done before implementing the teaching stimulated the students to make narrative
learning process using animation movies. easier because they can imagine about the
The test was used to know the students’ way of the story in animation movies, then
writing skill. The mean of the students’ score write it down in a paper. The students were
was 68.91. Based on the observation and able to use past sentences correctly and use
pre-test result, the writer identified that the appropriate vocabulary. It was shown by the
students’ writing skill was still low because students’ exercises in their worksheet which
it was below the passing grade (Kriteria had only fewer mistakes. The students’
Ketuntasan Minimal/KKM) for writing writing skill got improvement from the first
English lesson (74), and must be improved cycle. The test scores in cycle 2 showed the
and overcome by implementing the teaching improvement result. The mean score of the
media. Therefore, the writer used animation pre-test was 68.91, while the mean score of
movies as teaching media to improve the the post-test in cycle 1 was 73.12 and the
students’ writing skill and the students’ mean score of the post-test in cycle 2 was
motivation toward English lesson especially 76.71.
in writing narrative text. The improvement

Table 1. The Improvement of the Indicators of Writing, Pre-test, Post-test Cycle 1 and Post-test Cycle 2

Problem indicators Pre-test Post-test cycle 1 Post-test cycle 2


 The students had Students ideas were not Students were able to Students were able to
difficulties to be able coherent, some of them write paragraph in a write paragraph in a
to use good did not use appropriate good order good order
organization. generic structure of text

 The students had Students wrote incorect Students wrote incorect Student used appropriate
difficulties to be able word choice when they word choice when they and proper vocabulary in
to use good write writing assignment write writing assignment writing
vocabulary.

 The students had Students made mistakes Students still confused to They made sentence
difficulties to be able in applying appropriate use past tense in writing correctly in form of past
to use good language structure of past tense in assignment of narrative tense
use. the text text

 The students had Students did not use Students were able to Students were able to
difficulties to be able comma in their writing use appropriate spelling use appropriate spelling
and punctuation and punctuation
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to use good assignment and they
mechanics. wrote incorrect spelling

Mean score 68.91 73.12 76.71

Related to the improvement of the consists of orientation, complication and


class situation, the students had more resolution. To make their writing
confidence in writing individually after they systematic from beginning until the end,
watched the animation movies. Without animation movies can guide the students to
being asked many times by the writer, they write the narrative in good order because
did their tasks. The students participated they present the systematically description
actively by giving their opinion freely in the line from beginning, middle, and ending.
brainstorming stage and asking questions The students could write the narrative text
when they found any difficulties. They gave easily from beginning until the end after
their full attention to the writer’s explanation watching animation movies.
and responded every instruction and Animation movies gave them
question from the writer. They were also stimulus about certain topics so that they
brave to express their idea and opinion could easily construct and generate the ideas
although they had different opinion. into a narrative story based on the animation
This section presents the discussion movies given. They could also arrange better
of research findings containing important paragraphs based on the generic structure of
points from the first cycle to the second cycle narrative text. Students of VIII D SMP
as the final reflection. Animation movies can Negeri 2 Klego were able to produce
improve students’ writing skill especially on narrative text based on animation movies.
narrative text. The writer used animation According to Sadiman (2002: 76),
movies as media to solve the problem low the message presented in the animation
ability in writing. Students learn about movies can be a fact or fictitious, can be
narrative text easily and enjoyably each informative, educative, or instructive. It is
meeting. Inthe first step, the writer gave informative, it means that much information
building knowledge before going to main from many experts in this world can be
activities and tried to make the students recorded in animation movies tape, so it can
enjoyed the class. After that, the writer be received by the students everywhere they
played the animation movies and asked the are. Animation movie is also educative and
student to do the all task related to the instructive; it means that the message of the
animation movies. It made the students animation movies can give concrete
know the plot of story and could wrote experiences to the students, so they can
narrative text better than before. apply it in their daily life. It means that from
By using the animation movies, the animation movies, the students got
they could easily know about social function information and message then applied or
and generic structure of narrative text. In wrote it in a paper as a narrative text.
organizing the text, they could make a story Animation movie as teaching media
in a good organization and paragraphing improves the class situation. The use of
according to the generic structure of interesting media such as animation movies
narrative text. The students could produce made the students have high motivation and
writing in well-organized text, which interest. As stated by Woolcott, visual
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should provide a source of contextualization, improves the students’ skill in writing


stimulation, and motivation for learners to especially narrative text.
use language in a meaningful way. Based on It is shown from the scores they got
the research the students of VIII D SMP in the tests either in the first or second cycle.
Negeri 2 Klego looked happy when they Based on the first cycle, they got 73.12 and
knew that the writer said to play animation cycle 2 got 76.71; it means that animation
movies in English lesson. movies can improve students’ skill time by
Animation movie has interesting time. Through animation movies, the
visual in teaching learning because students are able to improve their skill in
animation movies improved their interest writing narrative text. They can easily
and motivation to follow English class generate the idea and develop their writing.
especially writing. After the students It also improves the students in constructing
watched the animation movies, they correct sentence structure, choosing
imagined the plot of the story and wrote to appropriate vocabularies, using good
their paper, and started to write narrative punctuation and organizing text structure
text. The writer asked to the students to give properly depending on the story of the
their attention when the animation movies animation movies. 2) Animation movies as
was played and after that he asked to them teaching media improves the class situation.
about the content of the animation movies. Based on the result of the research findings
As what has been said by Stemplesky (1990: above, some conclusions can be drawn.
3), children and adults feel their interest First, the students’ interest, motivation and
quicken when language is experienced in a attitude toward English lesson especially
lively way through television and animation writing narrative text get better after using
movies. Wright (1989: 17) supports that animation movies. The students are
statement by stating that pictures can interested in participating and taking part in
motivate the students and make them want to the lesson and to the media. They got
pay attention and want to take part. involved actively in every activity during the
lesson, it was supported by the writer who
CONCLUSION AND SUGGESTIONS made interesting tasks to the students. Most
From the research, the writer gets of them were brave to ask questions and
some findings: 1) Animation movies as express their different ideas. They were very
teaching media improves students’ skill in enthusiastic and not reluctant to write and do
writing narrative text. Animation movies the tasks. Animation movies in learning
helps the students in getting and developing English helps them have higher motivation
the idea of their writing also helps the and interest in joining writing class,
students to make draft and to make generic animation movies is interesting media to
structure from narrative text (Orientation, apply in English class.
Complication, Resolution). Animation Based on the research findings, some
movies as teaching media helps the students suggestions can be provided to improve the
find the appropriate vocabularies for their students’ writing skill.
writing. The result of this action research To teachers, animation movie is one
shows that the use of animation movies of effective media that can be used in
teaching English writing. The teacher can
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download animation movie from especially researches dealing with the


www.disney.com, because Walt Disney teaching of writing.
Pictures is considered to be the best
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________. 2006. Syllabus of 2006


Kurikulum Tingkat Satuan Pendidikan for
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