NPM: 1106080220


1.1 Background of the Study
We use English every day but we don’t know it. May be we don’t speak English with our parent or our friends but we always read in the books, magazines, papers, placards, banners, movies and etc. every day. So learning English is very important to know how far increasing our world. Writing skill is more complex and difficult to teach, not only of grammatical and rhetorical devices but also conceptual and judgment, because of the difficulties of writing the writer need visual aid to help solve the problem. The main objective is to make the writing easier to learn by the students.
English was taught by our teacher in the class, and half of the student don’t enthusiasts to learn it. They think that English not important for them. The teacher must think hard and resolves this problem. Our seniors have made a skipsi about visual aid that they use to make English study fun. For example they use English songs, movie, comic and etc. Besides that visual aid the student has habitual in their holiday to watching movie especially animation movie. So the writer chooses the title “THE USE OF ANIMATION MOVIES AT TEACHING STUDENTS WRITING SKILL OF NARRATIVE TEXTS AT THE ELEVENTH GRADE OF MA NEGERI BANGIL.” By using animation movies the students will enthusiasm to study English well because they like to watch animation movies.
In this final project the writer chooses an animation movie, Fifi and the flowertots in writing class, the writer hopes that by using animation movie the students will be more interest in learning writing in class. The writer 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 in a diary.

1.2 Statement of the Problem
The problems that will be discussed in this study are:
1. What are the students’ difficulties in understanding narrative text?
2. How is the effectiveness of using animation movies at teaching student’s writing ability of narrative text at the eleventh grade students’ of MA Negeri Bangil?
1.3 Purpose of the Study
1. To find out the students’ difficulties in understanding a narrative text
2. To know how effectiveness uses animation movies at teaching student’s writing ability of narrative text at eleventh grade students’ of MA Negeri Bangil.
1.4 Limitation of the Study
The study is limited to discussion about the effectiveness of animation movies at teaching students’ writing ability of narrative text.
1.5 Significances of the Study
The result of study as follows:
1) For the teachers
The research findings are expected to be used as a consideration in teaching writing in the classroom.
2) For the students
It may motivate students to improve their interest in learning English since they will find out that writing, not always difficult to learn.
1.6 Definition of Key Term
1. Animation movie
Animation movie is distinguished from live action ones by the unusual kinds of work that are done at production stage. It is not do continuously filming outdoor action in the real time, but they create a series of images by shooting one frame at a time.

2. Writing
Writing is a primary means of recording speech, even though it must be acknowledged as a secondary medium of communication, Byrne (1980:24)
3. Narrative text
Narrative is one of the forms of developing writing, for example characters told the history of something based on the development of writing from time to time, Parera (1993:5)


2.1 General concept of film
2.1.1 Types of Film
Bordwell and Thompson (1997:50) 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.
2) Fictional film
A fictional film presents imaginary beings, places or events. Yet, 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 events; they are designed, planned, rehearsed, filmed and refilmed.
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 filmmakers set out to create films that challenge orthodox motion of what movies can show and how it can show it.
2.1.2 Advantages of Film in Teaching Writing
Harmer (2002:282) states that the advantages of using film in teaching and learning process are:
1) Seeing language – in- use
2) Cross – cultural awareness.
3) The power of creation
4) Motivation
2.1.3 Film as Visual Aids in Teaching Writing
As a good teacher, we need to use visual aids as a method in teaching and learning process because by using visual aids, teacher can give new atmosphere in their class so that the students have a big enthusiasm in teaching learning process, besides visual aid can help students master the material that the teacher gives to them.
From Heaton’s statement besides the other language skills (reading, listening, and speaking), writing is one of language skills that is more complex and difficult than the others. Because the students must mastering the grammar and vocabulary. The students must have concept of writing not only in their brain but they also have to translate it in writing language, and it is difficult to write concepts that exist in our brain. So more students assume that writing is a difficult lesson and the result is that the student did not want to study writing or make a text of writing. It is important for teacher to find a method that can make students easily master the material and they can also enjoy the writing class. The writer hopes that film can be an alternative method in teaching narrative texts writing.
From that statement the writer can conclude that visual aids are very important and useful in teaching learning process so that students will be more enthusiastic in learning writing in classroom.
2.2 Importance of Writing
Some important features of writing activities that are usually done by people are as follows:
1) Teachers write some important things on the black board, or students may write some notes that are dictated by the teacher.
2) Lots of people who are going to apply for job in offices write application letters. Today, many companies ask applicants to write their forms in English. An applicant must be fluent both in spoken and written English.
3) Many organizations or foundations get offers from foster parents from foreign countries for some students who have good achievement in their study. The student who is going to be selected is asked first to write an essay in English about their country (in this case Indonesian students). For those who get the opportunity to win the selection are asked to write in English to their foster parents at least once a month; therefore, they need to have ability to write in an acceptable English.
2.2.1 General Concept of Writing
According to Enre (1988:148) the aims of writing are:
a) Desire to explain or to inform
b) Desire to tell something as it was looked and heard
c) Desire to tell something about something happened
d) Desire to convince someone
2.2.2 Elements of Writing
Harris stated that (1969:68-69) there are four elements of writing, there are:
a. Mastering Vocabulary/Diction
b. Mastering Grammatical Rule’s / Sentence Structure
c. Coherence
d. Spelling
2.2.3 Steps in Writing
1) Exploring Ideas
First, writing involves discovering ideas. Before writing, let our mind explore freely. Second, record those thoughts by writing whatever you can.
2) Writing draft I
The second step of the writing process involves writing your thoughts on paper or on the computer. Don’t worry about making mistakes because you will probably change your mind and your wording later. This step is called writing draft I. It is a time to relax, write quickly and begin organizing your thought
3) Organizing
After you have put your ideas into words, you can begin organizing them. This process involves:
a) Selecting, subtracting, and adding
You have to think again about your purpose and audience. What goals do you want to accomplish- to inform, persuade or entertain? What point do you want to make? And what should you tell your readers so that you can accomplish the goals? It is better that you return to your pre writing and do the following:
1) Underline or highlight the best ideas of your brainstorming list, putting related ideas together.
2) Choose the part of the clustering diagram that has the best ideas.
3) Circle or highlight the best part of your pre writing.
b) Outlining
4) Writing revision I
You have done some writing revision I, selected your best ideas, expanded them, and arranged them in some reasonable order. Now you can begin the first paragraph. Don’t worry about being perfect, so write fast as if you were speaking to your readers.
5) Revising the Draft
These are some tips for revising:
a. Make notes in the margins or write new material on separate sheets of paper.
b. Circle words you think you misspelled or that you want to change later
c. Tape or staple additions where you want them to go.
d. On the computer, use cut and paste or insert commands to move them to a new page.
e. Print out a double space copy for revisions: look over and revise in pencil (Flower, 1989:78).
6) Producing the revision II
There are two steps in producing revision II, they are:
a. Editing
After you have revised your paragraph, you can edit your work. Check it carefully. Focus on grammar, words choice, verb forms, punctuation, and spelling. Read the paper more than once. Copy it over or print it out again with all your corrections. This draft should be neat and should represent your best effort.
b. Proofreading
The final stage in the revision process is proofreading. That means carefully reading your draft more than once to check that your revisions and editorial changes.
2.3 General Concept of Narrative Text
Parera (1993:5) had opinion that a narrative was one of the forms of developing writing, for example characters told the history of something based on the development of writing from time to time.
2.3.1 Generic Structure of Narrative
The generic structures of recount are:
Firstly is an orientation. The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action and when an action happened.
Secondly is complication. This is where the writer tells how the problem arises, sometimes something unexpected events will happen.
Thirdly is resolution. It is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. The writer can conclude that resolution is the end of a story.
2.3.2 Teaching Writing of a Narrative Text
Many students find writing to be the most difficult lesson since they have to write in English to produce an English text. They have to write down what they think of in their mind and state it on a paper by using a correct procedure.
To figure the problems out, the writer tries to use a film of narrative text in teaching written cycle. Students can feel more relaxed in learning writing and it will be easier for them to produce a narrative text.
2.4 Fifi And The Flowertots
Fifi and the Flowertots is a British stop-motion animated children’s television series first broadcast in 2005, which airs on Nick Jr and, in Britain, the Five channel. In January 2008, it premiered on the PBS Kids Sprout on-demand / cable television channel.
It features a group of flower-based characters and their adventures through the garden.

2.4.1 Fifi And The Flowertots, a Film
1) Directed by: Tim Harper, Lisa Jane Grey.
2) Produced by: Chris Bowden.
3) Fifi and the flowertots written by:

a) Wayne Jackman,
b) Diane Redmond,

c) Gillian Corderoy,
d) Rachel Dawson

4) Featuring the voices of:

a. Jane Horrocks
b. Marc silk

e. Maria Darling
f. Tim Whitnall

5) Music by: Alan Coates, Kim Goody, Pat Gallagher

6) Release date(s): 27 Mar 2006
7) Running time: 10 minutes
8) Language: English
9) Specifications: technicolor, 35 mm1, 85:1 (partly) and 2.35:1 (partly) (color, Dolby digital sound)
10) Genre: animation, fantasy, drama

2.4.2 Elements of fifi and the flowertots
a. Characters:
1. Fifi: is the main and titular character.
2. Buttercup & Daisy: Fifi has two cousins,they live in Milk Bucket House.
3.Bumble: Bumble is Fifi’s best friend.
4.Violet and Primrose: live in Flowertot Cottage. They are best friends and are very close.
5. Pip: is the youngest character to live in the garden.
6. Poppy:owns a market stall in the garden.
7. Aunt Tulip and Grubby: is a tulip and Grubby is her pet caterpillar
8. Stingo: is one of the rascals in the neighborhood..
9. Slugsy: is Stingo’s sidekick.
10.Webby: Webby is the oldest and wisest resident of the garden.
11. Mo: Mo is a lawnmower who runs on organic compost.
12. Diggly: Diggly is a grumpy.
b. Setting : in the garden..
c. Costumes : clothes that usually used in a garden.
d. Special effect : technicolor, 35 mm1, 85:1 (partly) and 2.35:1 (partly) (color, Dolby digital sound)
e. Sound effect :Dolby digital sound
f. Dialogue :use English language


3.1 Research Design
In this research the writer used true experimental design, the writer gave the pretest to both groups. The writer gave a treatment,i.e. giving an animation movie, to the experiment group as an alternative way of teaching writing. Their own English teacher taught the control group by using the synopsis of Fifi and the flowertots in written text.
3.2 Subject of the Study
3.2.1 Population
Population is people or other things discussed in the research (Suharsimi, 2002: 108). Furthermore, she states that population is the total number of the subjects of an investigation (1996: 102).. In this case, the subject of the research was the eleventh grade students of MA Negeri Bangil in the academic year of 2009/2010. The researcher got the data from the registration office showing that there are 4 social classes, each class is consist of 40 students of the eleventh grade students of MA Negeri Bangil. The populations of the eleventh grade are 160 students.
3.2.2 Sample
According to Best (1981: 8) a sample is a small proportion of a population selected for observation and analysis. In selecting sample, the writer used random sampling. The writer chooses two class in this research, there are XI A and XI B in social class. The XI A is an experimental class and XI B is a control class.
The reasons why the writer chose these two classes were because the averages of the English scores were not significantly different, and the same English teacher taught these two classes. The writer did not take all of the students both in XI C and XI D classes for efficiency and practical reasons.
3.3 Instruments
1. Rating Scale
The writer used a rating scale as proposed by Harris to score the students’ result in writing test. This is a 5-level rating scale. This rating scale measures the students’ writing skills especially in content, grammar, vocabulary, fluency and spelling.
2. Questionnaire
After doing the post-test, the writer distributed questionnaire in the last activity. The purpose was to answer the questions about the students’ achievement in receiving the material from the writer. The questions were about:
1. The students’ interest in animation movie that were given by the writer during the research.
2. The relevance between the vocabularies offered in this research and the vocabulary that the students often use in their writing.
3. The students’ mastery of the material.
4. The sustainability of the research program.
3.4 Data Collections
In collecting the data, the writer will use observation form, pre-test and post-test. The aims of using these techniques are to know the difficulties that the students have in understanding narrative, to know to what extent the teaching of narrative using a film can improve students’ writing skill, to gather information and to find a simple way for the students to produce a text.
3.5 Data Analysis
After collecting the data, the writer analyzed them by using statistical analysis. The writer transcribed the students’ writing test on paper and then she scored the result of writing test. To differentiate whether the students’ result of writing English using animation movie and without using animation movie is significant or not the writer used the t-test formula as follow:

t = t-test
Me = the mean difference of the experiment group
Mc = the mean difference of control group
Sse = sum of quadrate deviation of the experiment group
Ssc = sum of quadrate deviation of the control group
Ne = the number of experiment group
Nc = the number of control group
Before calculating the t-test the writer calculated mean, variance, and standard deviation.
3.5.1 Mean
Mean is computed by using the formula:

x = mean
∑x = sum of scores
N = number of scores
3.5.2 Variance
The variance of a group of scores is computed by using the following formula:

S 2 = variance
x = individual score
N = number of scores in the group
3.5.3 Standard Deviation
The standard deviation of a group of scores is computed by using the
following formula:

S = standard deviation
x = individual score
N = number of score in groups


Arikunto, Suharsimi. Prof. Dr. 2002. Prosedur Penelitian Suatu Pendekatan
Best, J. W. 1981. Research in Education (4th edition). New Jersey: Prentice Hall Inc.
Borbwell, Davis. 1997. Film Art an Introduction Volume 3. The Mc Graw-Hill Company Inc.
Byrne, Donn. 1980. Teaching Writing Skill. London; Longman Group Ltd
Charles, Martin Et Al. 1985. Exploring American English. New York; Macmillan Publishing Company
Enre, Fahrudin Ambo.1988.Dasar-Dasar Ketrampilan Menulis.Jakarta; Depdikbud
Flower.1989.Writing English Language Test .New York; Longman.
Harris D. P. 1969. Testing English as a Second Language. New York; Mc. Graw- Hill Book Company.
Heaton, J. B. 1975. Writing English Language Test. London; Longman Group.
Kerlinger, F. N. 1979. Foundation of Behavioral Research. New York: Holt, Rinehart, and Winston, Inc.
Kreidler, Carol, J.1965.Visual Aid for Teaching English to the Speakers of Other Languages. Washington D.C. Center For Applied Linguistics.
Kreidler, Carol, J.1965.Visual Aid for Teaching English to the Speakers of Other
Languages. Washington D.C. Center For Applied Linguistics.
Parera, Jos Daniel.1993.Menulis Tertib dan Sistematis Edisi Kedua.Jakarta; Erlangga.
Praktek. (Rev V). Jakarta: Rineka Cipta