1

USING ANIMATED SHORT FILM IN TEACHING WRITING ON

NARRATIVE TEXT

(A Pre-Experimental Research Design at the 10th

Grade Students’ in SMK

Muhammadiyah 2 Bontoala Makassar)

A THESIS

Submitted A Fulfilment of Recruitment Degree a Faculty of Teacher Training

and Education Muhammadiyah University of Makassar

NASRUDDIN

105356 281 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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SURAT PERNYATAAN

Saya yang bertandatangan di bawahini:

Nama : NASRUDDIN

NIM : 10535 6281 15

Jurusan : PendidikanBahasaInggris

JudulSkripsi : USING ANIMATED SHORT FILM IN TEACHING

WRITING ON NARRATIVE TEXT (A Pre Experimental

Research Design at the 10th

Grade Students’ in SMK

MUHAMMADIYAH 2 BONTOALA MAKASSAR)

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, October 2020

Yang Membuat Pernyataan

NASRUDDIN

5

SURAT PERJANJIAN

Saya yang bertandatangan di bawahini:

Nama : NASRUDDIN

NIM : 10535 6281 15

Jurusan :Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, October 2020

Yang Membuat Perjanjian

NASRUDDIN

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MOTTOS AND DEDICATIONS

o Everything Who Comes From Our Heart Exactly Will Be In Every Heart.

o Learn From The Mistakes In The Past, Try By Using A Different Way

And Always Hope For A Successful In The Future.

o Q.S. Al- Insyirah 5-6

o Prayer Can Change Our Destiny And Goodness Can Extent Our Age.

This little words I dedicatedto:

My beloved parents, My hero, My beloved brothers, My beloved

sister and all of My best friends, British Class,

“Thanks for always support me everyday”

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ABSTRACT

Nasruddin. 2019. Using Animated Short Film in Teaching Writing on

Narrative Text (A Pre-Experimental Research Design at the Tenth Grade of

SMK Muhammadiyah 2 Bontoala Makassar). Faculty of Teachers Training and

Education, Universitas Muhammadiyah Makassar (supervised by Syamsiarna

Nappu, and Farisha Andi Baso).

This research aimed at finding out whether or not using animated short film

as a tool is effective to improve the students‟ English writing performance in

terms of grammatiacal features (grammar), mechanic (capitalization) and

organization (narrative text). This research applied pre experimental research with

one group pre and post-tests design. There were two variables: independent

variable and dependent variable. Independent variable was animated short film

and dependent variable was narrative text. The populations of this research were

the tenth grade students of SMK Muhammadiyah 2 Bontoala Makassar. The

numbers of population were 288 students. The samples were 35 students that were

chosen by using Purposive Sampling Technique.

The result of this research showed that the t-test value of grammatical

features (grammar) (27.08) which was higher than the value of t-table (2.03) while

the t-test value of mechanic (capitalization) (27.85) which was higher than the

value of t-table (2.03). and the t-test value of organization (narrative text) (48)

which was higher than the value of t-table (2.03). It meant that there was

significant difference between before and after giving the treatment. It indicated

that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was

rejected. It was concluded that using animated short film as a media is effective to

improve the students‟ writing performance on narrative text in terms of

grammatical features (grammar) mechanic (capitalization) and organization

(narrative text).

Key words: Writing Performance, Animated Short Film, Narrative Text

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ABSTRACT

Nasruddin. 2019. Menggunakan Film Pendek Animasi dalam Pengajaran

Menulis pada Teks Naratif (Desain Penelitian Pra-Eksperimental di Kelas X

SMK Muhammadiyah 2 Bontoala Makassar). Sebuah Penelitian Pendidikan

Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Muhammadiyah Makassar (Dibimbing oleh Syamsiarna Nappu dan Farisha Andi

Baso).

Penelitian ini bertujuan untuk mengetahui apakah menggunakan film

pendek animasi sebagai alat efektif untuk meningkatkan kinerja menulis bahasa

Inggris siswa dalam hal fitur tata bahasa (tata bahasa), mekanik (huruf besar) dan

organisasi (teks naratif). Penelitian ini menggunakan penelitian pra eksperimen

dengan desain satu kelompok sebelum dan sesudah tes. Ada dua variabel: variabel

independen dan variabel dependen. Variabel bebas adalah film pendek animasi

dan variabel terikat adalah teks naratif. Populasi penelitian ini adalah siswa kelas

X SMK Muhammadiyah 2 Bontoala Makassar. Jumlah populasi adalah 288 siswa.

Sampel adalah 35 siswa yang dipilih dengan menggunakan Purposive Sampling

Technique. Hasil penelitian ini menunjukkan bahwa nilai t-test fitur gramatikal

(tata bahasa) (27,08) yang lebih tinggi dari nilai t-tabel (2,03) sedangkan nilai uji

t-test fitur mekanik (kapitalisasi) (27,85) yang lebih tinggi dari nilai t-tabel (2,03).

dan nilai t-test organisasi (teks naratif) (48) yang lebih tinggi dari nilai t-tabel

(2,03). Ini berarti bahwa ada perbedaan yang signifikan antara sebelum dan

sesudah menggunakan film pendek animasi. Ini menunjukkan bahwa hipotesis

alternatif (H1) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa

menggunakan film pendek animasi sebagai media efektif untuk meningkatkan

kinerja menulis siswa pada teks naratif dalam hal fitur tata bahasa (tata bahasa)

mekanik (huruf besar) dan organisasi (teks naratif).

Kata Kunci: Kinerja Menulis, Film Pendek Animasi, Teks Naratif

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ACKNOWLEDGEMENT

Alhamdulillahi Robbil Alamin.the researcher expresses hishighest

gratitude to the almighty Allah SWT, who has given guidance, blessing, and

mercy tohim in completing this thesis. Salam and Shalawat are addressed to the

final, chosen, religious messenger, the prophet Muhammad S.A.W.

Further, the researcher also expresses his sincerely deepest gratitude tohis

beloved parents; his father Abdul Karim and his lovely mother Hasmah for their

prayer, financial, motivation and sacrificed for hissuccess,and their love sincerely

and purely without time and also his beloved brother Zulkifli and beloved sister,

Hasdiana.

The researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidance,

assistance, and advice for the completion of this thesis. Therefore the researcher

would like to acknowledgment them:

a. Prof. Dr. H. Abd. Rahman Rahim, MM., the Rector of Muhammadiyah

University of Makassar.

b. Erwin Akib, M.Pd., Ph.D., the Dekan of FKIP UNISMUH Makassar.

c. Ummi Khaerati Syam, S.Pd, M.Pd, the head of English education department

of FKIP UNISMUH Makassar, who gave her valuable authorities and

suggestion in doing this thesis.

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d. His greatest thanks are due to the first consultant Mrs. Dr. Syamsiarna Nappu

M.Pd. as the first consultant and Mrs. Farisha Andi Baso, S.Pd.,M.Pd.as the

second consultant who have given their valuable time and patient, to support

assistance and guidance to finish this thesis.

e. His greatest thanks to Firdaus Yusuf, S.Pd., M.Pd. the head master of SMK

Muhammadiyah 2 Bontoala Makassar for permitting me to do a research.

f. His greatest thanks to Mrs. Kurnia Ningsih, S.Pd., M.Pd for guidance him

during his research in SMK Muhammadiyah 2 Bontoala Makassar.

g. His greatest thanks to BRITISH Class as a class who have given experiences

in developing his character.

h. His greatest thanks to his family who always give mesupport, motivation, and

suggestion in completing this thesis.

i. His greatest thanks also to everybody that ask him „Apa Kabar Skripsi?‟ here

you go! Finally, he finished it.

j. Finally, for everyone who have given valuable suggestion, guidance,

assistance, and advice to completion this thesis may Allah S.W.T. be with us

now and everafter.

Makassar, 13 October 2020

The Researcher

Nasruddin

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TABLE OF CONTENTS

COVER ............................................................................................................ i

APPROVAL SHEET ....................................................................................... ii

CONSELLING SHEET ................................................................................... iii

SURAT PERNYATAAN................................................................................. iv

SURAT PERJANJIAN .................................................................................... v

MOTTO ........................................................................................................... vi

ABSTRACT.......... ........................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................. viii

TABLE OF CONTENTS ................................................................................. ix

LIST OF FIGURES ......................................................................................... x

LIST OF TABLES ........................................................................................... xi

LIST OF APPENDIXES .................................................................................. xii

CHAPTER I INTRODUCTION ................................................................. 1

A. Background ................................................................... 1

B. Problem Statement ........................................................ 4

C. Objectives of the Study ................................................. 5

D. Significance of the Study .............................................. 5

E. Scope of the Study ........................................................ 5

CHAPTER II REVIEW OF THE RELATED LITERATURE ............... 6

A. Previous Related Research Findings ............................. 6

B. Some Pertinent Ideas ..................................................... 7

C. Conceptual Framework ................................................. 24

D. Hypothesis ..................................................................... 25

CHAPTER III RESEARCH METHOD .................................................... 26

A. Research Design ............................................................ 26

B. Research Variables ........................................................ 27

C. Subject of The Study ..................................................... 27

D. Research Instrument ...................................................... 27

E. Procedure of Data Collection ........................................ 28

F. Technique of Data Analysis .......................................... 29

CHAPTER IV FINDINGS AND DISCUSSIONS..................................... 32

A. Findings........................................................................ . 32

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B. Discussions.................................................................... 38

CHAPTER V CONCLUSION AND SUGGESTIONS............................. 46

A. Conclusions................................................................... 46

B. Suggestions................................................................... 47

BIBLIOGRAPHY

APPENDIXES

DOCUMENTATION

CURRICULUM VITAE

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LIST OF FIGURES

Figure 2.1 : Conseptual Framework ...................................................................... 24

Figure 4.1 : The mean score in term of grammatical features .............................. 32

Figure 4.2 : The mean score in term of mechanic .................................................. 33

Figure 4.2 : The mean score in term of organization ............................................. 35

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LIST OF TABLE

Table 3.1: Score of the grammatical features........................................................ 29

Table 3.2: Score of the mechanic .......................................................................... 30

Table 3.3 : Score classification in organization .................................................... 30

Table 4.1: The students‟ score in grammatical features ....................................... 32

Table 4.2 : The students‟ score in mechanic ......................................................... 33

Table 4.3 : The students‟ score in organization ..................................................... 35

Table 4.4 : Score classification in grammatical features ....................................... 36

Table 4.5 : Score classification in mechanic ......................................................... 36

Table 4.6 : Score classification in organization .................................................... 37

Table 4.5 : The comparison t-test and t-table score ............................................. 38

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LIST OF APPENDIXES

Appendix A: RPP .......................................................................................................

Appendix B: Writing Test of Pre-Test .......................................................................

Appendix C: Writing Test of Post-Test .....................................................................

Appendix D: The List of Students‟ Score Pre-Test and Post-Test in Terms of

Content and Vocabulary .............................................................................................

Appendix E: Table of Writing Component ................................................................

Appendix F: Documentation

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CHAPTER I

INTRODUCTION

A. Background

English as one of the subjects in schools has an important role because

English is a foreign language, an international language which is widely used

in communication by people in most countries in the world. Furthermore,

English is often used in writing science books, journals, or articles about

knowledge and technology. Therefore, in order to be able to develop science,

knowledge, and technology, and to communicate with people from other

countries, English is taught in Indonesia as a foreign language from

elementary level to university level.

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)

states 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 as a part of

language education. Through writing, students can express their feeling,

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process information, and learn actively. English is not a new thing for Senior

high school 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 skill in language, especially in

English language. Writing is one of language skills that have the important

posititon. 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 skil 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, as

listening, speaking and also reading. Writing skill will develop students‟

ability in other skills. Through writing they can know the structure rule of

language and grammar, especially in English language.

Writing is a process of communication among people to share

information. It is generally consideredone 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

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and paragraphs that able to be understood by the readers. Javedet. al (2013:

138) stated that writing skill plays a pivotal role to improve students‟ exposure

and competency for the purpose of communication and interaction

Writing becomes the main concern for teachers who teach English in

Senior High School it is proved when the researcher interviewed the teacher at

SMK Muhammadiyah 2 Bontoala. Researcher found that they almost do not

understand all the content in their book, so when their teacher asked them to

write, they do not know what they have to write because their writing is still

lack.

Based on the facts above, the teacher needed variations in teaching

writing. The teacher had find the media to make students interest to build their

self confidence in writing. According Lynne (2001) the students interest is one

of the many factors to achieve the goal of teaching learning English. For that

reason, animated film is a medium that can be used to increase students

motivation in learning writing cause students can hear the voice but they will

see the situations that happen in the story and then they will be more interest

and motivate using animation film in the class. Lavery (2008) argues that film

and video are effective ways in motivating and helping students to understand

language. So, with teaching using animated film, students will get interest and

try to re-write the story from the film.

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

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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 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 achivements of writing which are unsatisfactory, the researcher

decided to conduct a research entitled “Using Animated Short Film in

Teaching Writing on Narrative Text”. This teaching learning method used

animated short film with focus on teaching writing on narrative text by using

animated short film. 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 formulates the questions

of problem as follow:

Is the use of animated short film effective to improve students‟ writing

skill on grammatical features, mechanic and organization at the tenth grade of

SMK Muhammadiyah 2 Bontoala?

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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 film in SMK Muhammadiyah 2 Bontoala.

D. Significance of the research

This research was expected to provide both theoretical and practical

contribution significantly for education world. Theoretically, this study was

hoped to enrich the theories and literature reviews in teaching writing skill

especially in using media such as animated short film. It also strengthen some

previous research findings related to implementing animation movie 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 movie in teaching writing English

text especially narrative text.

E. Scope of the research

The scope of the study focused on students to write narrative based on

film at the tenth grade students of SMK Muhammadiyah 2 Bontoala in

academic year 2019/2020. To make it deeper, the problem was be limited to:

The students‟ writing skill improvement in grammatical features (grammar),

mechanic (capitalization) and organization (chronological order or narrative

text) While the kind of text used in this study was narrative text.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

There were some researches which have been conducted relating to

teaching writing. Some of findings of related research are presented in the

following section.

Astiti (2012). Conducted a research entitled “Improving ability to

write narrative text using animation movies” in her research found that using

animation movie is able to improve students‟ writing skill of narrative text in

terms of ideas, grammatical features, and organization. Through the use of

animation movie, the students‟ were enthusiastic and motivated to join the

teaching and learning process.

Indriani (2015) Conducted a research entitled “Improving students‟

writing narrative text by using the combination of story sequencing cards and

round table technique”. Based on result of this research, the researcher

suggest that Combination of story sequencing cards and round table

technique should be used as an educational media and technique in teaching

writing, especially in teaching writing narrative text type, since it improved

students‟ achievements 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

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students‟ ability in writing narrative text by getting idea from a picture and

developing the idea with the guidance from a series of pictures.

In the researcher‟s point of view, the above 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 had some objectives to improve the students‟ writing. In contrast,

this research has difference with the research above, because it would be

conducted by different strategy and procedure. Finally, the researcher tried to

use strategy namely animated short film. This strategy could 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 were several definitions of writing stated by some experts.

According to Hyland (2004: 09), stated that writing is a way to share

personal meanings. The people construct their own views on topic. A

person‟s views may be different from other people‟s views. It depends on

their belief. Therefore, when constructing their views (ideas), the people

have to make it understandable and acceptable.

According to Meyers (2005: 2) stated that writing is a way to

produce language when you do and when you speak. Writing is

communicating with others in a verbal way. Meyers states: Writing is a

way to produce language, which you do naturally when you speak.

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Writing is communicating with others in a verbal way. Writing is also an

action-a process of discovering and organizing your ideas, putting them

on a paper and reshaping and revising them.

Writing encourages students to focus on accurate language used

and because they think as they write, it may well provokes language

development as they resolves problems which the writing puts into their

minds (Harmer, 2004: 31). Writing is basically a matter of arrangement,

of fitting sentences and paragraphs into prescribed patterns. writing is the

process of thinking to invent ideas, thinking about how to express into

good writing, and arranging the ideas into statement and paragraph

clearly.

Mary (2005) Writing is one of the four language skills: reading,

writing, listening, and speaking. Writing is a productive skill. It means it

involves producing languagerather than receiving it. Writing is not just

about accuracy. It is also about having a message and communicating it

successfully to other people.

Harmer (2004) stated that writing is a process that what we write

often heavily influenced by the constraints of genres, and then these

elements have to be present in learning activities. It means that whatever

idea in abstract from in our mind and pour it in written text can be called

as writing. In conclusion, writing is a way to produce language that

comes from our thought. By using writing, we can share our ideas, feeling

or anything that exist in our mind

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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

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

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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.

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 coherent

between 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

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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

Type in writing is kinds of a discourse. It can be divided into three

forms. They were narration, description and exposition.

1. Narration

Oshima in Jafar (2017) defines “narrative text is paragraphs

which have time order”. In other hand, it can be concluded that

narrative text tells a story to the reader. Parker in Jafar (2017) said the

story that is delivered comes from writer mind, it tells sequence. In

other words, a narrative can be based on an actual experience, or it can

be totally imaginary or it can be mixture of both reality and imagination

2. Description

Oshima in Jafar (2017) said description is writing about how

something or someone looks and uses space order. Writing something is

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different from narrative, description only talks the something looks like

through physic from, covers, and viewpoint. According to Asruni

(2013) description writing is where the students‟ describe about

something such as object, people or place which it like is.

3. Exposition

Oshima in Jafar (2017) defined Exposition is a form of writing

that explains something. If often answer to the question of what, how,

and why. The purpose of the exposition is developing idea, make it

clear, and build information.

d. The Components of Writing

The components of writing talks about grammar, vocabulary, content

and Organization. The play important rule in building a discourse,

furthermore, they surely exist in one discourse or text.

a. Grammar

Armin in Jafar (2017) stated that Grammar is the way words were

put together to make correct sentence. The researcher notices grammar

in every line in a text. It needs as the measurement of the improvement

of students. In order to have a good grammar in the writing, writer

should pay attention to use of grammatical rule concerning tenses,

preposition, conjunction, clauses, adjective, adverb, article, etc. the lack

of the good grammar will make the content of writing vague and can

make misunderstanding, for example the use of tenses. The researcher

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only teaches students briefly grammar which focuses on signal words or

language feature.

b. Vocabulary

Vocabulary is one of language aspect dealing with process of

writing. The writer always think about putting words into sentences,

putting sentences into paragraph until they can create a place of writing.

Therefore, we cannot understand the writing passage without having a

lot of vocabularies.

According to Kaye in Jafar (2017) Vocabulary is one of the

language aspect dealing with the process of writing. The writer always

think about putting words into sentences, putting sentences into

paragraph until they can a place writing.

c. Organization

Organization concerns the way of alter idea and information in

mind spoils it in writing text. In narrative text, organization is needed

because it has chronological order. Chronological order indicates that it

is narrative text. According to Heaton in Jafar (2017) organization

concerns the way of organizing ideas in writing which is relevant each

other

d. Mechanics

According to Heaton in Jafar (2017) the use of mechanic is due to

capitalization, punctuation even spelling in writing. These aspects

influence the writing in other that understandable. The clearly of the

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mechanic will make readers easy to group the conveying ideas or

massage to the written materials. Futher the explanation about mechanic

is as follow:

1. Capitalization

The use of capitalization plays important rule in writing a text.

It could clarify the ideas if the sentences were not capitalized

correctly, ambiguous, and misunderstanding will appear. Beside,

clarify on the content; capitalization also helped a writer to

differentiate from sentence to the others. The word which was

capitalized at the beginning were: the first word of own word that

presents a dialogue the name of the people, name of form.

2. Punctuation

Asruni (2013) explained punctuation could helped readers to

identify words were to be taken as an unmet meaning and suggest

how the units of it related to each other.

3. Spelling

Asruni (2013) there are three important roles follows in using

spelling appropriately. They are suffixes addition. Such as add

(gerund and present participle). Spelling also consist of students‟

writing, it can be read by using any mistake of putting words. For

example changing of prefix “Im-“to “In” and so on.

31

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 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 narration is telling a story which tell about an event. It

should be detailed and clear with events arranged in the order in which they

happened or in some other effective way.

According to Anderson in Jafar (2017) a narrative is a piece of text

which tells a story and, in doing so entertains or informs the reader or

listener. Narrative is to amuse, entertain and to deal with an actual or

vicarious experience in different ways. Narratives deal with problematic

events that lead to a crisis or turning points of some kind, which in turn finds

a resolution. Narratives can be in the form of a legend, fables, fairy tales,

etc.

32

Drajati (2009) stated that narrative text that tells about a sequence of

event. There were two kinds of narrative, short story and auto biography/

recount. Pardiyono in Jafar (2017) had opinion that a narrative was one the

forms of developing writing, for example characters told the history of

something based on the development of writing from time to time.

Based on the definition above, it can be concluded that narrative text

is a text which tells a story of an event and usually arranged in a

chronological, in the order in which they occurred in time.

b. The Generic Structures of Narrative Text

Sudarwati and Grace (2007) divided the generic structure of narrative

text into four parts, they are organization, complication, resolution, re-

orientation.

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.

33

On other hand, Anderson in Jafar (2017) stated that the steps for

constructing a narrative are orientation/exposition, complication/rising

action, sequences of event, cimax,resolution/falling action.

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

The complication was pushed along by a series of events, during

which usually expect some sort of complication of the problem to arise. It

just would not be so interesting if something unexpected did not happen,

this complication will involve the main character and oven serves to

temporally toward them from reaching the goal.

3). Sequence of events/climax

This is where the narrator tells how the character reacts to the

complication. It includes the felling and what they do. To event can be

told in chronological order in flashback. The audience is given the

narrator‟s point of view.

4). Resolution/falling action

34

In this part, the implication may be resolved for better or worse, but it is

rarely left completely unresolved (although this of course possible in certain

typed of narrative which leaves us wondering “how did it end”).

c. The Elements of Narrative Text

According to Milhorn (2006: 4-7) The elements of narrative text

devided into 6 there Plot, story, Structure : setting, Characters, point of view,

prose, and theme and subject.

1. Plot

Plot is squence of events in story as the author chooses to arrange

them. It is a chain of events, each of event the result of some prior events

and the cause of some subsequent events.Its purpose is to get readers

invelop by creating tention so they feel a need to know what happens

next. The hiro and the villain each keep thwarting the other, forcing each

to improve under pressure. This contunues until finally gains the upper

hand.

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.

35

3. Structure

Structure is the way the p lot 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.

36

The point of view most often used in genre fiction first person and third

person.

7. Prose

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.

37

3. Film

a. Definiton of Film

Film 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 film is:

1) A roll of material which is sensitive to light and which is used in camera

for taking photographs or moving pictures for the cinema.

2) A story, play, etc. recorded on film to be shown in the cinema, on

television, etc.

Meanwhile, Kirkpatrick in Astiti (2012) defines film as aseries of

connected cinematographic images projected on a screen. Coulson in Astiti

(2012) states that film is story, incident, etc. recorded on film in, moving

pictures. In addition, Lorimor in Astiti (2012) states that films 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 film it can be concluded that film is a

work combining a story, scenes, history, incident, and also music, it is

recorded on film 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 a new experience in their class that is quite

38

different from their daily experience in their class, and for the teacher a film

can be used as an alternative method in teaching that is suitable with their

classroom situation.

b. Types of Film

Bordwell and Thompson in Astiti (2012) defined the types of movie or film

as follow;

(1). Documentary film

A documentary film supports to present factual information

about the world outside the film. As a type of films, documentaries

present themselves as factually trustworthy. According to Bordwell and

Thompson in Astiti (2012) there are two types of documentary films,

they are;

a. Compilation films; produced by assembling images from archival

sources.

b. Direct cinema; recording an ongoing event „as it happens‟ with

minimal interference by the filmmaker.

(2). Fictional film

A fictional film presents imaginary beings, places or events.

And if a film is fictional, that does not mean that it is completely

unrelated actuality. For one thing, not everything shown or implied by

the fiction films needs to be imaginary, a typical fictional film stages its

39

events; they are designed, planned, rehearsed, filmed and refilmed. In a

fictional film the agents are portrayed or depicted by an intermediate, not

photographed directly in documentary.

(3). Animated film

Animated films are distinguished from live-action ones by the

unusual kinds of work that are done at production stage. Animation films

do not do continuously filming 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 film

Some film makers set out to create films that challenge orthodox

notion of what movies can show and how it can show it. Experimental

films are made for many reasons, they are;

1). The film makers want to express personal experience or view point,

2). The film makers may also want to explore some possibilities of the

medium itself.

3) The experimental film makers may tell no story but they may create a

fictional story that will usually challenge the viewer.

Based on the theory above, researcher used animation moviesto improve

students‟ narrative writing skills. Animations are not a strictly-defined

genre category, but rather a film technique, although they often contain

genre-like elements. Animation, fairy tales, and stop-motion films often

40

appeal to children, but it would marginalize animations to view them

only as children's entertainment. Animated films are often directed to, or

appeal most to children, but easily can be enjoyed by all.

(filmsite.org/animatedfilms.html)

C. Conceptual Framework

Figure 2.1 Conceptual Framework

The conceptual framework above described that students‟ writing

skill would be examined in pre-test, meanwhile, after doing the treatment

by teaching animation movie that focused on narrative text, in this case

the generic structure of narrative text. After conducting the treatment in

the same way, it also would be exercised in post-test. Thus, the

Writing Skill

Narrative Text :

Using Animation Movie

Students' Achievement

Pre-Test

Post-Test

41

researcher could see the difference students‟ achievement between pre-

test and post-test in improving students‟ writing skill.

D. Hypothesis

Concerning the literature review above, the hypothesis could be

formulated as follow:

H1 : There is significant difference of students‟ Writing skill before and

after taught through Animation movie.

H0 : There is no significant difference of students‟ Writing skill before

and after taught through Animation Movie.

42

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 being taught animated short film. The

design used one class, as the experimental class which received the treatment

of animated short film. In this research, pretest (O1) is given before the

researcher teaches animated short film and in order to measure the students‟

competence before they are given the treatment. Then, treatments are given in

four times by teaching animated short film to improve students‟ Writing skill.

Post-test (O2) is given after teaching animated short film and to measure how

far the students‟ improvement after they get the treatment.

In this design, there must be a different between the pre-test and the

post-test scores. According to Sugiyono (2016: 111) the research design could

be represented a follows:

O1 X O2

Explanation:

O1 : Pre-test

X : Treatment

O2 : Post-test (Gay et al,2006)

23

43

B. Research Variables

There are two variables in this research, they are: independent and

dependent variables. Independent variable was Animated short film and the

dependent variable was narrative text.

C. 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 were eight classes of

the tenth grade that consists of 288 students.

2. Sample

Based on the population, the researcher determined the sample

used purposive technique. The researcher determined the sample by looking

the characteristics of the class and based on information from the teacher.

The researcher chose one of the class of grade tenth as sample that consists

of 35 students.

D. Research Instrument

To conduct the research, the researcher used research instruments. This

research instruments is writing test; The test is a way to know the students‟

understanding about the lesson. Riduwan (2007) defined a test is 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

44

narrative text. The purpose of the test was to measure the students‟ ability in

writing narrative text. From the test, the researcher knew the students‟

improvement in writing narrative text.

E. Procedure of Data Collection

The procedures of collecting data in this research are as follows:

1. Pre-test

Prior doing the treatment, the students gave pre-test to know their

knowledge in Writing. The test consist a writing test.

2. Treatment

The sample treated by using animated short film. The students was

given treatment for four meetings by using animated short film as a media in

teaching and learning process. The procedures of the treatment as follows:

1) The researcher introduced and explained about animated short film

as a media in teaching writing on narrative text. (meeting 1)

2) The researcher asked the students to made their own narrative text

based on the video (meeting 2).

3) The researcher asked the students to describe their own narrative

text about Malin Kundang (meeting 3).

4) The researcher asked the students to describe their own photograph

Keong Mas (meeting 4).

3. Post-test

After the treatment, the post-test was conducted to find out the

students‟ achievement in Writing skill, it was used to check the result of

45

the treatments; it was useful to know whether the animated short film

used effective to improve the students‟ Writing skill. The test was also

contains Writing test.

F. Tehnique of Data Analysis

In analyzing the data, the researcher applied some steps as follows:

1. Scoring the result of the students‟ test classify as follows:

The researcher correct 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.

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 G, (2015)

46

b. Mechanic

Table 3.2 Classification in Scoring Mechanic

Classification Score Criteria

Excellent 80-100 Demonstrates mastery of conventions,

few errors of spelling, capitalization,

paraghraping.

Good 70-79 Occasional errors of spelling,

capitalization, paragraphing but

meaning not obscured.

Fair 60-69 Frequent errors of spelling,

capitalization, paraghraphing, poor

handwriting, meaning confused or

obscured.

Poor >59 No mastery of conventions,

dominated by errors of spelling,

capitalization, paragraphing,

handwriting illegible or not enough to

evaluate.

Dastgeer G, (2015)

c. 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 G, (2015)

2. Calculation the mean score of the students by using formula:

Where: = Mean score (symbol for the population mean)

= The sum of all score

= Total sample/number of students

Gay, (2006:338)

3. To know the percentage of the students‟ increase by using formula:

47

X₂-X₁

₂ ₁

₁

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:

√ ( )

( )

Where: ₂ ₁

t = Test of significance

= The mean score of difference (X1-X2)

∑D = The sum of the total score difference

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)

48

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, mechanic and organization achievement by

using animated short film as teaching media. 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

1.1. The Improvement of Students’ Writing on Narrative Text in

term of Grammatical Features

Students‟ writing on narrative text in term of grammatical features by

using animated short film as teaching media had 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 4.1 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 4.1 showed that the improvement percentages of students in

writing on narrative text in term of grammatical features was 44.45% after

using animated short film as teaching media. The mean score of the students

49

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

term of grammatical features

Figure 4.1 showed that there was improvement of the students in

writing on narrative text through animated short film in term of

grammatical features from pre-test with the mean score was 59,77 to

post-test with the mean score was 86.34.

1.2. The Improvement of Students’ Writing on Narrative Text in

term of Mechanic

The following table shows the distribution of main score in pre-

test, post-test, and improvement of the students' mechanic.

Table 4.2 The students’ mechanic achievement in pre-test and post-

test

Indicator The students’ score Improvement

(%) Pre-test Post-test

Mechanic 57.8 84.5 46.08%

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

50

Table 4.2 showed that the improvement percentages of students in

writing on narrative text in term of mechanic was 46.08% after using

animated short film as teaching media. The mean score of the students

in pre-test were 57.8 and post-test which to be 84.5.

Figure 4.2 Graphic of the mean score of pre-test and post-test in

term of mechanic

Figure 4.2 showed that there was improvement of the students in

writing on narrative text through animated short film in term of

mechanic from pre-test with the mean score was 57.8 to post-test with

the mean score 84.5.

1.3. The Improvement of Students’ Writing on Narrative Text in

term of Organization

The following table shows the distribution of main score in pre-

test, post-test, and improvement of the students' organization.

57.8

84.5

0

10

20

30

40

50

60

70

80

90

(Main score of pre-test) (Main score of post-test)

pre test post test

51

Table 4.3 The students’ organization achievement in pre-test and

post-test

Indicator The students’ score Improvement

(%) Pre-test Post-test

Organization 59.82 87.28 45.95%

Table 4.3 showed that the improvement percentages of students in

writing on narrative text in term of organization was 45.95% after using

animated short film as teaching media. The mean score of the students

in pre-test were 59.82 and post-test which to be 87.28.

Figure 4.3 Graphic of the mean score of pre-test and post-test in

term of organization

Figure 4.3 showed that there was improvement of the students in

writing on narrative text through animated short film in term of

organization from pre-test 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

52

Table 4.4 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 4.4 showed that the classification of the students score of identify

the grammatical features in pre-test there were 20 (57%) students got fair score,

and 15 (43%) students got poor score. After giving treatment, there was

improvement in post-test were 27 (77%) out of 35 students were classified into

excellent, and 8 (23%) students got good score.

Table 4.5 The classification of mechanic in pre-test and post-test

No Classification Score Pre-test Post-test

F % F %

1 Excellent 90-100 0 0% 28 80%

2 Good 70-79 0 0% 7 20%

3 Fair 60-69 16 46% 0 0%

4 Poor >-59 19 54% 0 0%

Total 35 100% 35 100%

Table 4.5 showed that before giving treatment in term of mechanic by

using animated short film, in pre-test there were only 16 (46%) out of 35

students were classified into fair score, and 19 (54%) students got poor score.

After giving treatment, there was improvement in post-test were 28 (80%) out of

35 students were classified into excellent score, and 7 (20%) students got good.

53

Table 4.6 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 4.6 showed that before giving treatment in term of organization by

using animated short film, in pre-test there were only 20 (57%) out of 35

students were classified into fair score, and 15 (43%) students got poor score.

After giving treatment, there was improvement in post-test were 29 (83%) out of

35 students were classified into excellent score, and 6 (17%) students got poor

score.

The hyphothesis 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 film as teaching media in table 4.7.

54

Table 4.7 The comparison of t-test and t-table score

Variables T-test T-table Description

Grammatical

Features

27.08 2.03 Significance

Mechanic 27.85 2.03 Significance

Organization 48 2.03 Significance

Table 4.5 showed that the value of t-test in writing on narrative text by

using animated short film 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 hyphothesis (H₀)

rejected and the alternative hyphothesis (H₁) accepted. It means that there was a

significance differences between the result of students‟ writing on narrative text

after giving treatment that using animated short film as teaching media.

Furthermore, the t-test 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 hyphothesis

(H₁) was accepted and null hyphothesis (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 hyphothesis was rejected and null hyphothesis

was accepted.

B. Discussion

1. Students’ Achievement in Narrative Text

1.1. The Improvement of Students’ Writing on Narrative Text in term

of Grammatical Features

The research findings indicated that the students‟ writing on narrative

text by using animated short film showed the improvement of the students

writing on narrative text in term of grammatical features. After checking the

55

students‟ score in pre-test, the score of the students in term of grammar were

poor 59.77 because the paragraph was used present tense. After giving

treatment, the students‟ score in post-test were good enough 86.34 because

the students was used past tense in narrative text. The result showed that

animated short film 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 students were easy to got information

and could organize their ideas better as well. Students were able to write a

good paragraph on narrative text.

At the beginning, their writing skill was less good and the result of

students‟ pre-test was low. It caused that students did many mistakes in

writing and most of the students were difficult in writing and do not know

what they were going to write. The class situation before giving the treatment,

a lot of students were not interested in learning activities. Some of the

students were do not pay attention, doing other activities, and some of them

also talking each other while the learning process. To solve the problem, the

researcher using animated short film that famous for the students to make

them interested and motivated in learning activities and the students also

would like to used animated short film to worked the writing assignment. The

improvement of the class situation before and after the treatment are the

students more enthusiastic, motivated, and interested in joining the teaching

and learning process.

The researcher gave the treatment by using animated short film. Using

56

animated short film as teaching media could help the students more interested

and pay a good attention and also become more active in learning process.

Animated short film also help the students become more critically in giving

responses such as comments, question or description about the topic of the

material that using animated short film. Then, the students‟ writing on

narrative text were good day by day.

During the treatment, the students are able to write a good narrative

text. It showed that the students writing achievements in term 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 term of grammatical features after using

animated short film was significant. By using animated short film in writing

on narrative text, the researcher found that the mean score of post-test

students‟ achievement was greater than pre-test. It can also be concluded that

using animated short film as a teaching media was effective to improve

students writing on narrative text in term of grammatical features at the tenth

grade students of SMK Muhammadiyah 2 Bontoala Makassar. It was

supported by seen the frequency and the percentage of the result of the

students‟ score after writing narrative text by using animated short film was

better than before the treatment given to the students.

Based on the finding of the research, it can be revealed that teaching

animation film can improve students‟ narrative writing. It is also supported by

Lavery (2008) argues that film and video are effective ways in motivating and

57

helping students to understand the language. Animation film can be used to

teach all of aspects of writing such asgrammar and vocabulary because the

film provides the language or subtitle. The students can learn from the

dialogue or subtitle films‟ subtitle can help to reinforce acquisition of new

vocabulary.

Beside the researchers‟ data, the researcher found another research

from Retno Ayu (2007: 107) that the use of animation film or movie (her

film‟s title was Brother Bear) in writing class can develope students‟ ability in

narrative text, especially in content and grammar.

Finally, the researcher can take the conclusion based on the data that

was found by researcher and was supported by some theories and another

research in which the use of animation film can improve students‟ narrative

writing ability. Consequently, animation film can be used by the English

teacher in teaching narrative text in the class room.

1.2. The Improvement of Students’ Writing on Narrative Text in term of

Mechanic

The research findings indicated that the students‟ writing on narrative

text by using animated short film showed the improvement of the students

writing on narrative text in term of mechanic. After checking the students‟

score in pre-test, the score of the students in term of mechanic were poor 57.8

because In Mechanic students were still low in using capitals. The students

always put capital in incorrect place. After giving treatment, the students‟

score in post-test were good enough 84.5 because the students put capital in

correct place. The result showed that animated short film could give influence

58

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.

Refering to the matter, researcher try modifying the procedures

without eliminating the essense of strategy. First, the researcher asked students

questions relating to the narrative then explained the definition of narrative.

Second, the students watching the animated short film that choosen of some

criteria. Third, the researcher explained the generic structure of narrative text

and guide the students to write brieftly about the generic structure of the film

that they have watched such as the orientation (who, when, where),

complication (the problem), resolution (problem solving), and re-orientation

(moral value). Fourth, the researcher explained about the language features of

the text such as simple past tense and the mechanics of the text such as

capitalization. Then the students practice to arrange the generic structure that

they have writen into a complete text with the language feature and also the

mechanics.

1.3. The Improvement of Students’ Writing on Narrative Text in term of

Organization

The research findings indicated that the students‟ writing on narrative

text by using animated short film showed the improvement of the students

writing on narrative text in term of organization. It could be seen from the

result of the 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 term of

organization were poor 59.82 because the paragraph was not organized as

well. After giving treatment, the students‟ score in post-test were good

59

enough 87.28 because the ideas was clearly and the students could perform

good text which deals with generic structure of narrative text.

Based on the background of the problem in SMK Muhammadiyah 2

Bontoala Makassar, students were always felt difficult in organizing their

ideas and did not know what they want to write. Besides, the students also not

interested and less of motivated in teaching and learning process. In order to

solve the problem, the researcher gave treatment for several times by using

animated short film as a media in teaching writing on narrative text. With the

presence of using animated short film as teaching media was expected that

students can express and productive in generating their ideas, interested and

motivated in learning process and understand the benefit of writing activities

that are implemented.

In order to know the effectiveness of using animated short film as

teaching media in students‟ writing on narrative text, the researcher gave

treatment for four meetings. The first meeting was on Thursday, November

21, 2019. In this research, the students were not accustomed to writing

narrative story based on their own words because they have no idea to write so

they were considerably difficult to write.

During the first meeting the researcher found that students were

enthusiastic and they wonder about the animated short film since it was the

first time they were taught using animated short film. However, at first they

were still confused about how to write text by watching a film. Then, they

watched the first animated short film entitled Timun Mas. After that, the

60

researcher explained about narrative text and guide them to write the narrative

text.

The result of their writing is better than in the pre test. In the pre test

their writing shows that they have no idea to write because their writing is not

finished but in the first meeting they already know about the organization of

the text so they write based on it.

The second meeting was on Thursday, November 28, 2019. The

researcher also taught using the animated short film entitled Bawang Merah

and Bawang Putih with similar genre, duration and procedure of teaching. In

this meeting, the researcher did not introduce the animated short film, but only

reviewed what she had explained on the last meeting.

Then, the third meeting was on Thursday, Desember 5, 2019 with the

same procedures and the film entitled Malin Kundang with the genre and the

duration that also similar with the two last film. And the fourth meeting was

on Thursday, Desember 12, 2019 with the film entitled Keong Mas. At last,

the researcher administered the post test was given on Thursday, November

19, 2019.

The findings above have proven that using animated short film was

able to improve the students‟ ability in writing narrative text. This related with

the theoretical by Irdawati (2014) stated animated fable video is a visual aid

which can help the students writing the narrative text easily. As in visual aids

dimension makes understanding easier through gestures and context. The

gestures where in animated fable video using the animal characters is a body

61

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 technique add a special extra dimension in learning experience, it allows

the students to hear and see language.

It can be revealed that teaching animation film can improve students‟

narrative writing. It is also supported by Wrigth‟s statement (1976) that

animation film or video contain some elements of narrative such as,

characters, dialogues, plots, and climax. Therefore, students could understand

easier in learning writing aspects (Content, grammar, vocabulary,

organization, and mechanic) and write narrative text because animation film

provide some elements of generic structure and language feature of narrative

text. Students can learn aspect of writing through animation film because it

shows real images and simple story and provide the dialogue that can be used

to learn grammar and vocabulary aspect.

On the other hand, during the implementation the technique, the

researcher found that the students still felt confuse using structure of sentences

especially in utilizing past tense and how to employing the terms and

vocabulary in writing text. So, the rule of the teacher more expected to guide

the students.

62

CHAPTER IV

CONCLUSION AND SUGGESTIONs

A. Conclusion

Based on the findings and discussion in a previous chapter, the

researcher concludes that:

Using animated short film was significantly effective to improve the

students‟ writing skill performance in terms of grammatical features,

mechanic and organization. In grammatical features that most of the students

got inferior score, they got fair and very poor. And Students‟ score had

increased in sentences structure in post-test. From the data, students score

who got excellent score there were 27 students‟. In Mechanic students were

still low in using capitals. The students always put capital in incorrect place

and the data showed that there were 19 students who got poor score and

students‟ score had increased in mechanic in post-test. Form the data, there

were 28 students got excellent score. Then in organization, students‟ score in

pre-test that there was 20 students who got fair score and 15 students who got

poor score. It was different from the post-test which 29 students‟ who got

excellent score.

63

B. Suggestion

Based on the conclusion, the researcher proposes the following

suggestion:

1. The implementation of could significantly improve the students‟

writing narrative text of 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 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 way to improve

students writing ability in writing subject. 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 to meaningful education for our students.

64

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67

APPENDICES

APPENDIX I The students‟ score on Grammatical Features

(Grammar/Structure) in pre-test and post-test

APPENDIX II The students‟ score on Mechanic (Capitalization)

in pre-test and post-test

APPENDIX III 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

Mechanic (Capitalization)

APPENDIX VI 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 VII Scoring classification of the students pre-test and

post-testing term of grammatical features

(grammar)

APPENDIX VIII Scoring classification of the students pre-test and

post-testing term of mechanic (capitalization)

APPENDIX IX Scoring classification of the students pre-test and

post-testing term of organization (narrative text)

68

APPENDI X The percentage of the students‟ improvement on

pre-test and post-test

APPENDIX XI Calculating test of significance

APPENDIX XII Table distribution of t-value

APPENDIX XIII Instruments (Pre-test and Post-test)

APPENDIX XIII Lesson plan

APPENDIX XIV Documentation

69

APPENDIX I

The result of students’ score on Gramatical Features in pre-test and post-

test:

Sample Pre-Test Post-Test

ZUL 65 95

NHA 60 85

AMP 62 87

MSY 62 89

HRY 55 75

SNW 59 85

FAW 58 79

HRA 58 80

MRE 60 93

FAF 59 90

MRAF 60 90

ADI 65 95

MVS 67 97

NAN 59 89

ABD 55 75

SYN 60 90

MAL 50 85

RKH 55 75

WKA 50 70

MAS 65 93

70

MRA 60 90

MAN 52 75

RAF 52 79

MNA 65 90

MHS 65 95

ADS 60 85

SEP 59 80

MIK 59 90

ILR 60 93

ARJ 62 95

AHA 67 95

AMF 60 87

ADW 58 80

AMD 69 89

SUS 60 82

Total 2092 3022

APPENDIX II

The result of students’ score on Mechanic in pre-test and post-test:

Sample Pre-Test Post-Test

ZUL 60 80

NHA 59 75

AMP 65 85

71

MSY 60 79

HRY 55 75

SNW 50 70

FAW 60 85

HRA 50 70

MRE 50 73

FAF 55 85

MRAF 60 90

ADI 62 92

MVS 65 95

NAN 55 80

ABD 59 85

SYN 55 85

MAL 63 92

RKH 65 95

WKA 60 90

MAS 65 95

MRA 55 85

MAN 59 87

RAF 55 83

MNA 53 80

MHS 50 79

ADS 60 89

SEP 50 75

72

MIK 65 95

ILR 53 80

ARJ 55 85

AHA 50 80

AMF 65 95

ADW 65 95

AMD 60 90

SUS 55 85

Total 2023 2959

APPENDIX III

The result of students’ score on organization in pre-test and post-test:

Sample Pre-Test Post-Test

ZUL 60 79

NHA 62 85

AMP 65 90

MSY 59 80

HRY 65 95

SNW 55 85

FAW 50 75

HRA 55 85

MRE 59 85

FAF 65 90

MRAF 65 90

73

ADI 55 85

MVS 55 80

NAN 60 90

ABD 65 95

SYN 60 90

MAL 55 85

RKH 50 75

WKA 50 75

MAS 65 90

MRA 69 95

MAN 69 95

RAF 65 90

MNA 60 85

MHS 50 79

ADS 55 80

SEP 65 95

MIK 63 90

ILR 65 90

ARJ 69 95

AHA 59 85

AMF 65 95

ADW 60 90

AMD 55 85

SUS 50 79

74

Total 2094 3032

APPENDIX IV

The Result of Students’ Mean Score on Pre-test and Post-test.

1. Calculating Mean Score of Grammatical Features:

Mean score of the students pre-test:

=

= 59.77

Mean score of the students post-test:

=

= 86.34

2. Calculating Mean Score of Mechanic:

Mean score of the students pre-test:

=

= 57.8

Mean score of the students post-test:

=

= 84.54

75

3. Calculating Mean Score of Organization:

Mean score of the students pre-test:

=

= 59.82

Mean score of the students post-test:

=

= 86.62

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

Grammatical Features:

Sample Pre-Test

(X1)

Post-Test

(X2) (X1)² (X2)² D(X₂-X₁) D²

ZUL 65 95 4225 9025 4800 23040000

NHA 60 85 3600 7225 3625 13140625

AMP 62 87 3844 7569 3725 13875625

MSY 62 89 3844 7921 4077 16621929

HRY 55 75 3025 5625 2600 6760000

SNW 59 85 3481 7225 3744 14017536

FAW 58 79 3364 6241 2877 8277129

HRA 58 80 3364 6400 3036 9217296

MRE 60 93 3600 8649 5049 25492401

FAF 59 90 3481 8100 4619 21335161

MRAF 60 90 3600 8100 4500 20250000

76

ADI 65 95 4225 9025 4800 23040000

MVS 67 97 4489 9409 4920 24206400

NAN 59 89 3481 7921 4440 19713600

ABD 55 75 3025 5625 2600 6760000

SYN 60 90 3600 8100 4500 20250000

MAL 50 85 2500 7225 4725 22325625

RKH 55 75 3025 5625 2600 6760000

WKA 50 70 2500 4900 2400 5760000

MAS 65 93 4225 8649 4424 19571776

MRA 60 90 3600 8100 4500 20250000

MAN 52 75 2704 5625 2921 8532241

RAF 52 79 2704 6241 3537 12510369

MNA 65 90 4225 8100 3875 15015625

MHS 65 95 4225 9025 4800 23040000

ADS 60 85 3600 7225 3625 13140625

SEP 59 80 3481 6400 2919 8520561

MIK 59 90 3481 8100 4619 21335161

ILR 60 93 3600 8649 5049 25492401

ARJ 62 95 3844 9025 5181 26842761

AHA 67 95 4489 9025 4536 20575296

AMF 60 87 3600 7569 3969 15752961

ADW 58 80 3364 6400 3036 9217296

AMD 69 89 4761 7921 3160 9985600

SUS 60 82 3600 6724 3124 9759376

Ʃ 2092 3022 125776 262688 136912 560385376

77

59.77 86.34

3911.8

APPENDIX VI

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

Mechanic:

Sample Pre-Test

(X1)

Post-Test

(X2) (X1)² (X2)² D(X₂-X₁) D²

ZUL 60 80 3600 6400 2800 7840000

NHA 59 75 3481 5625 2144 4596736

AMP 65 85 4225 7225 3000 9000000

MSY 60 79 3600 6241 2641 6974881

HRY 55 75 3025 5625 2600 6760000

SNW 50 70 2500 4900 2400 5760000

FAW 60 85 3600 7225 3625 13140625

HRA 50 70 2500 4900 2400 5760000

MRE 50 73 2500 5329 2829 8003241

FAF 55 85 3025 7225 4200 17640000

MRAF 60 90 3600 8100 4500 20250000

ADI 62 92 3844 8464 4620 21344400

MVS 65 95 4225 9025 4800 23040000

NAN 55 80 3025 6400 3375 11390625

ABD 59 85 3481 7225 3744 14017536

SYN 55 85 3025 7225 4200 17640000

MAL 63 92 3969 8464 4495 20205025

RKH 65 95 4225 9025 4800 23040000

78

WKA 60 90 3600 8100 4500 20250000

MAS 65 95 4225 9025 4800 23040000

MRA 55 85 3025 7225 4200 17640000

MAN 59 87 3481 7569 4088 16711744

RAF 55 83 3025 6889 3864 14930496

MNA 53 80 2809 6400 3591 12895281

MHS 50 79 2500 6241 3741 13995081

ADS 60 89 3600 7921 4321 18671041

SEP 50 75 2500 5625 3125 9765625

MIK 65 95 4225 9025 4800 23040000

ILR 53 80 2809 6400 3591 12895281

ARJ 55 85 3025 7225 4200 17640000

AHA 50 80 2500 6400 3900 15210000

AMF 65 95 4225 9025 4800 23040000

ADW 65 95 4225 9025 4800 23040000

AMD 60 90 3600 8100 4500 20250000

SUS 55 85 3025 7225 4200 17640000

Ʃ 2023 2959 117849 252043 134194 537057618

57.8 84.54

3834.11

79

APPENDIX VII

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

ZUL 60 79 3600 6241 2641 6974881

NHA 62 85 3844 7225 3381 11431161

AMP 65 90 4225 8100 3875 15015625

MSY 59 80 3481 6400 2919 8520561

HRY 65 95 4225 9025 4800 23040000

SNW 55 85 3025 7225 4200 17640000

FAW 50 75 2500 5625 3125 9765625

HRA 55 85 3025 7225 4200 17640000

MRE 59 85 3481 7225 3744 14017536

FAF 65 90 4225 8100 3875 15015625

MRAF 65 90 4225 8100 3875 15015625

ADI 55 85 3025 7225 4200 17640000

MVS 55 80 3025 6400 3375 11390625

NAN 60 90 3600 8100 4500 20250000

ABD 65 95 4225 9025 4800 23040000

SYN 60 90 3600 8100 4500 20250000

MAL 55 85 3025 7225 4200 17640000

RKH 50 75 2500 5625 3125 9765625

WKA 50 75 2500 5625 3125 9765625

80

MAS 65 90 4225 8100 3875 15015625

MRA 69 95 4761 9025 4264 18181696

MAN 69 95 4761 9025 4264 18181696

RAF 65 90 4225 8100 3875 15015625

MNA 60 85 3600 7225 3625 13140625

MHS 50 79 2500 6241 3741 13995081

ADS 55 80 3025 6400 3375 11390625

SEP 65 95 4225 9025 4800 23040000

MIK 63 90 3969 8100 4131 17065161

ILR 65 90 4225 8100 3875 15015625

ARJ 69 95 4761 9025 4264 18181696

AHA 59 85 3481 7225 3744 14017536

AMF 65 95 4225 9025 4800 23040000

ADW 60 90 3600 8100 4500 20250000

AMD 55 85 3025 7225 4200 17640000

SUS 50 79 2500 6241 3741 13995081

Ʃ 2094 3032 126464 263998 137534 550984586

59.8 86.62

3929.5

81

APPENDIX VIII

Scoring classification of the students’ pre-test and post-test in term of

Grammatical Features:

Sample Pre-test Post-test

Score Classification Score Classification

ZUL 65 Fair 95 Excellent

NHA 60 Fair 85 Excellent

AMP 62 Fair 87 Excellent

MSY 62 Fair 89 Excellent

HRY 55 Poor 75 Good

SNW 59 Poor 85 Excellent

FAW 58 Poor 79 Good

HRA 58 Poor 80 Excellent

MRE 60 Fair 93 Excellent

FAF 59 Poor 90 Excellent

MRAF 60 Fair 90 Excellent

ADI 65 Fair 95 Excellent

MVS 67 Fair 97 Excellent

NAN 59 Poor 89 Excellent

ABD 55 Poor 75 Good

SYN 60 Fair 90 Excellent

MAL 50 Poor 85 Excellent

RKH 55 Poor 75 Good

WKA 50 Poor 70 Good

MAS 65 Fair 93 Excellent

82

MRA 60 Fair 90 Excellent

MAN 52 Poor 75 Good

RAF 52 Poor 79 Good

MNA 65 Fair 90 Excellent

MHS 65 Fair 95 Excellent

ADS 60 Fair 85 Excellent

SEP 59 Poor 80 Excellent

MIK 59 Poor 90 Excellent

ILR 60 Fair 93 Excellent

ARJ 62 Fair 95 Excellent

AHA 67 Fair 95 Excellent

AMF 60 Fair 87 Excellent

ADW 58 Poor 80 Excellent

AMD 69 Fair 89 Excellent

SUS 60 Fair 82 Excellent

APPENDIX IX

Scoring classification of the students’ pre-test and post-test in term of

Mechanic:

Sample Pre-test Post-test

Score Classification Score Classification

ZUL 60 Fair 80 Excellent

NHA 59 Poor 75 Good

AMP 65 Fair 85 Excellent

MSY 60 Fair 79 Good

83

HRY 55 Poor 75 Good

SNW 50 Poor 70 Excellent

FAW 60 Fair 85 Excellent

HRA 50 Poor 70 Good

MRE 50 Poor 73 Good

FAF 55 Poor 85 Excellent

MRAF 60 Fair 90 Excellent

ADI 62 Fair 92 Excellent

MVS 65 Fair 95 Excellent

NAN 55 Poor 80 Excellent

ABD 59 Poor 85 Excellent

SYN 55 Poor 85 Excellent

MAL 63 Fair 92 Excellent

RKH 65 Fair 95 Excellent

WKA 60 Fair 90 Excellent

MAS 65 Fair 95 Excellent

MRA 55 Poor 85 Excellent

MAN 59 Poor 87 Excellent

RAF 55 Poor 83 Excellent

MNA 53 Poor 80 Excellent

MHS 50 Poor 79 Good

ADS 60 Fair 89 Excellent

SEP 50 Poor 75 Good

MIK 65 Fair 95 Excellent

84

ILR 53 Poor 80 Excellent

ARJ 55 Poor 85 Excellent

AHA 50 Poor 80 Excellent

AMF 65 Fair 95 Excellent

ADW 65 Fair 95 Excellent

AMD 60 Fair 90 Excellent

SUS 55 Poor 85 Excellent

APPENDIX X

Scoring classification of the students’ pre-test and post-test in term of

Organization:

Sample Pre-test Post-test

Score Classification Score Classification

ZUL 60 Fair 79 Good

NHA 62 Fair 85 Excellent

AMP 65 Fair 90 Excellent

MSY 59 Poor 80 Excellent

HRY 65 Fair 95 Excellent

SNW 55 Poor 85 Excellent

FAW 50 Poor 75 Good

HRA 55 Poor 85 Excellent

MRE 59 Poor 85 Excellent

FAF 65 Fair 90 Excellent

MRAF 65 Fair 90 Excellent

ADI 55 Poor 85 Excellent

85

MVS 55 Poor 80 Excellent

NAN 60 Fair 90 Excellent

ABD 65 Fair 95 Excellent

SYN 60 Fair 90 Excellent

MAL 55 Poor 85 Excellent

RKH 50 Poor 75 Good

WKA 50 Poor 75 Good

MAS 65 Fair 90 Excellent

MRA 69 Fair 95 Excellent

MAN 69 Fair 95 Excellent

RAF 65 Fair 90 Excellent

MNA 60 Fair 85 Excellent

MHS 50 Poor 79 Good

ADS 55 Poor 80 Excellent

SEP 65 Fair 95 Excellent

MIK 63 Fair 90 Excellent

ILR 65 Fair 90 Excellent

ARJ 69 Fair 95 Excellent

AHA 59 Poor 85 Excellent

AMF 65 Fair 95 Excellent

ADW 60 Fair 90 Excellent

AMD 55 Poor 85 Excellent

SUS 50 Poor 79 Good

86

APPENDIX XI

The percentage of the students’ improvement on pre-test and post-test.

1. The improvement of the students’ percentage in Grammatical Features:

₁

₁

P =

P=

P= 44.45%

2. The improvement of the students’ percentage in Mechanic:

₁

₁

P =

P=

P= 46.08%

3. The improvement of the students’ percentage in Organization:

₁

₁

P =

87

P=

P= 44.85%

APPENDIX XII

Calculating test of significance.

1. T-test value for grammatical features (grammar):

√ ( )

( )

√ ( )

( )

√

( )

√

√

√

1 Ndft table

88

= 35-1

df = 34

t-table = 2.72381

2. T-test value for mechanic (capitalization):

√ ( )

( )

√ ( )

( )

√

( )

√

√

√

27.85

1 Ndft table

= 35-1

89

df = 34

t-table = 2.72381

3. T-test value for organization (narrative text):

√ ( )

( )

√ ( )

( )

√

( )

√

√

√

41.75

1 Ndft table

= 35-1

df = 34

t-table = 2.72381

90

APPENDIX XIII

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

24

25

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

0.68485

0.68443

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

1.31784

1.31635

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

1.71088

1.70814

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

2.06390

2.05954

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

2.49216

2.48511

63.65674

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

2.80734

2.79694

2.78744

318.30884

22.32712

10.21453

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

3.52715

3.50499

3.48496

3.46678

3.45019

91

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

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

1.31497

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

1.70562

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

2.05553

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

2.47863

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

2.77871

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

3.43500

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

92

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

secara mandiri, bertindak secara efektif dan kreatif, serta mampu

menggunakan metode sesuai kaidah keilmuan

93

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

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

94

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

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

95

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

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.

96

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

/diperdengarkan guru

Siswa mengamati fungsi social, struktur teks dan unsur kebahasaan

Siswa belajar menemukan gagasan utama, infromasi rinci dan

97

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

98

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 :

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

99

● 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

informasi tertentu dari film yang diperlihatkan guru

→ Menanya

Dengan kegiatan menanya, siswa:

Siswa mempertanyakan gagasan utama, informasi rinci, dan

informasi tertentu

100

→ 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

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.

101

● 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

● 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.

102

● 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

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

103

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

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

104

● 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

● 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 )

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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

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

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→ 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

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.

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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

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

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Makassar 13 Oktober 2020

Mengetahui

Kepala Sekolah SMK Muhammadiyah Guru Mata Pelajaran

2 Bontoala

Firdaus Yusuf, S.Pd., M.Pd Nasruddin

NIP/NRK. NIM. 10535628115

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NAMA :

KELAS :

SOAL (PRE TEST and Post Test)

Write down a Narrative Text Below.

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Materials

Contoh teks narrative

SNOW WHITE

Narrative

Narrative text is a kind of text to retell the story that past tense. The purpose of the text is to

entertain or to amuse the readers or listeners about the story.

The generic structure of Narrative text :

Orientation : It set the scene and introduce the participants (it answers the question : who,

when, what, and where).

Complication : Tells the problems of the story and how the main characters solve them.

Resolution : The crisis is revolved, for better or worse.

Re-orientation : The ending of the story.

Evaluation : The stepping back to evaluate the story or the moral message of the story

Language Features of Narrative

Using verbal processes verbs (saying verbs)

Example: asked, said

Using material processes (action verbs)

Example: ate, ran, laughed

Using conjunctions and time connectives

To make story coherent, you have to put time connectives.

Example: one day, once upon a time, a week later, then, long time ago, when, a long, after

that, a few days later, etc.

Using Simple Past Tense

Using adverb : Words that modify verbs are called adverbs.

Example:

slow ---- slowly

Bad ---- badly

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Orientation Once upon a time there lived a

little girl named Snow White. She

lived with her Aunt and Uncle because

her parents were dead

Complication One day she heard her Uncle and

Aunt talking about leaving Snow

White in the castle because they both

wanted to goto America and they

didn’t have enough money to take

Snow White

Resolution Snow White did not want her

Uncle and Aunt to dothis so she

decidedit would be best if she ran

away. The next morning she ran

awayfrom home when her Aunt and

Uncle were havingbreakfast. She ran

awayinto the woods

Complication Then she sawthis little cottage. She

knocked but no one answeredso she

went inside and fell asleep

Resolution Meanwhile, the seven dwarfs were

cominghome from work. They

wentinside. There they found Snow

White sleeping. Then Snow White

woke up. She saw the dwarfs. The

dwarfs said, what is your name? Snow

White said, My name is Snow White.

Doc, one of the dwarfs, said, If

you wish, you may live here with us.

Snow White said, Oh could I? Thank

you. Then Snow White told the dwarfs

the whole story and Snow White and

the 7 dwarfs lived happily ever after.

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DOCUMENTATION

113

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CURRICULUM VITAE

Nasruddin is the second child of Abdul karim and

Hasmah. He was born on February7th

, 1997 in Makassar,

South Sulawesi. He has a brother and a sister (Zulkifli and

Hasdiana). He began his study at SD Ujung Pandang Baru

and graduated in 2009. Then, He continued his study at

SMP Negeri 37 Makassar and graduated in 2012.

Afterwards, she continued his study at SMK

Muhammadiyah 2 Bontoala and graduated in 2015. In the

same year, she was registered as a student of English

Education Department of Teacher Training and Education

Faculty of Muhammadiyah University of Makassar.

During his study, he joined in some of English Courses as

tutor to apply what he got as long as become an English

student collage.At the end of his study, He could finish his thesis with the title

“Using Animated Short Film in Teaching Writing on Narrative Text(A Pre-

Experimental Research Design at The Tenth Grade Students of SMK

Muhammadiyah 2 Bontoala Makassar)”