Table 4.10 The Test of Significant
Variable T-test T-table value
Pre-test – post-test 1.82 0.68
(Data source: Primary data processing)
4.2 Hypothesis Testing
To find out degree of freedom (df) the researcher used the following formula:
df = N-1
= 26-1
= 25
For the level, significant (α) 0.25 and df = 25, and the value of the table is 0.68 while the value of t-test 1.82. It means that the t-test value is greater than t-table (1.82 ≥ 0.68). Thus, it can be concluded the students’ writing skill through animation movies is significant better after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.
problem in learning animation movies found by Fatih Yilmaz in his research with title importance and the use of animation as a material in teaching Turkish as a foreign language is we do not know how we can take the first idea. In foreign language teaching, visualisation is an important factor in permanent learning, thus animation plays an important role in teaching foreign languages.36 It means that, using animation movies media as better to be used in improving students’ writing skill. This media also can make the student fun and enjoy because the researcher gave the students opportunity to ask about everything dealing with the material and the researcher summarizes the lesson doing reflection and closing the lesson.
Before giving the treatment there was pre-test. In pre-test, the writer introduced herself and gave explanation about the purpose of the research to make the students understood what they would be done. After that, the researcher gave story
“Snow White” to read, after that each students rewrite the story and how much the vocabulary they mantion which was given by the researcher to know the students skill in writing. The researcher collected the students’ sheet to make easier evaluate the aspects of students’ writing which are content, organization, vocabulary, language use, and mechanics.
In the first meeting on Saturday, July 27th, 2019, the researcher entered the class; she greets the students and introduces herself, checked the students’ attendance list, introduces the topic that they need to learn and told the goal would be achieved at learning process. The researcher started explains about material and after the researcher explained about narrative text, she showed the power point about narrative story to review the previous material given by their English teacher. Then she gave
36Fatih Yilmaz, “Importance and the Use of Animation as a Material in Teaching Turkish as a Foreign Language,” (International Journal of Languages’ Education and Teaching 5, no. 1. 2015), p, 1).
opportunity to rewrite story “Garlic and Onion” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting the students still confused because the method first apply in English learning process.
In the second meeting on Saturday, August 3rd, 2019, was the second meeting, same with the first meeting the researcher showed the power point about narrative story to review the previous material given by their English teacher. Then she gave opportunity to rewrite story “Golden Cucumber” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting the students still confused, they not know what they want to write because lack vocabulary.
In the third meeting on Friday, August 9th, 2019, was the third meeting, same with the second meeting the researcher showed the power point about narrative story to review the previous material given by their English teacher. Then she gave opportunity to rewrite story “Rapunzel” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting some of them still confused because they not know what the content if they rewrite the story.
In the fourth meeting on Saturday, August 10th, 2019, was the fourth meeting, same with the third meeting the researcher showed the power point about narrative story to review the previous material given by their English teacher. Then she gave opportunity to rewrite story “Cinderella” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting some of them enjoy in learning process.
In the fifth meeting on Friday, August 16th, 2019, was the fifth meeting, same with the fourth meeting the researcher showed the power point about narrative story
to review the previous material given by their English teacher. Then she gave opportunity to rewrite story “Pinocchio” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting the students was not confused and lack vocabulary. The students focused with their job as listener movie and student was easy to rewrite the story movie.
In the sixth meeting on Friday, August 23th, 2019, was the sixth meeting, same with the fifth meeting the researcher showed the power point about narrative story to review the previous material given by their English teacher. Then she gave opportunity to rewrite story “Thumbelina” after researcher played the movie and collected the students’ task after they have done to write the story. In this meeting the students was not confused and lack vocabulary. The students focused with their job as listener movie and all of them easy and enjoy writing the story movie.
In the last, the researcher gave post-test on Friday, August 24th, 2019, in this meeting same as pre-test. Most of the students excited to rewrite about the story. It aimed to know the students’ writing skill after doing the treatment.
On the first meeting until the last meeting, the students express their ideas in writing with different materials for each meeting. It was hoped to make the students easy and enjoy writing and also developing their ideas. Using animation movies in learning writing skill was able to help the students to write correctly and confidently.
As the conclusion, use animation movies have an impact in improving the students’
writing skill.
4.2.2 Develop the students’ writing skill
The use of animation movies to develop the students’ writing a the eleventh grade of senior high school 1 Pamboang the researcher got result from the research
that using animation movies gave influence for the students to give interested and motivated to write narrative text during learning writing. The students can be easy to improve their skill of writing because the media helped them to explore the concept ideas in writing narrative text.
After seeing the test finding, from the data provided in classification table based on the aspect of writing, clearly to see that in the pre-test it was most common in fair score namely sixteen students and it was high percentage 62%. In very poor classification, four were three students with the percentage 15%. In poor classification, five were two students with the percentage 19%. Only one student in good classification with percentage 4%. From the result, the researcher concluded that the students’ writing creativity increased from poor to fair, as well as good classification and to increase writing students I give some test.
After giving the treatment by watching animation movies, that it shown that students’ writing has improved be better than before, the students has known how the sentence produce.
In addition, the mean score pre-test was and post-test was. As conclusion, the mean score of post-test (57.76) was greater than pre-test (73.19). Even, for the level significant (α) 0.25 and df = 25, and the value of table is 0.mje, while the value of the t-test 000. It means that, the t-test value is greater than t-table (1.82 ≥ 0.68). Thus, it can be conclude that the students’ writing creativity in narrative text is significant better after getting the treatment. So, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
Based on the findings above, the researcher concluded that there is an increasing of students’ writing narrative text by using animation movies at the eleventh grade of senior high school 1 Pamboang.
4.2.3 The improving of the students’ writing skill in learning process
Based on the finding, the researcher found that there are four ways that watching English movie improves the students’ writing. They are planning, drafting, editing and final version.
The first is planning, the researcher thinking and choose about a topic and give the brainstorming for students what the material will be given at this time of learning and explain that the purpose from the material. The researcher played the animation movie and replayed the movie for three times to make the students clearly hear and rewrite the story on the movie. Sometimes, the researcher asked the students to give question if the students have a problem in the story and asked them to say their difficulties to the movie. This is makes the students understood about the movie that has given by the researcher.
The second is drafting, the research asked the students to drafting the words or sentence like the speaker on the movie or they can be rewriting the story what they can understand from the movie, and the students quickly putting through on paper.
This process trains the students to write the new word and make them able to writing method it well by their self.
The third is editing, the students practice their writing skill after played the movie and the researcher asked the students to correctly spelling, grammar, capitalization, and punctuation the sentence and paragraphs before they collect the paper to researcher.
The last is final version, then the students have edited their draft, they produce their final version, when they decide how to present their ideas and sharing with other.
Besides that, watching English movie make students interested in learning writing because watching movie is a good media and appropriate for studying writing. In addition, watching English movie is enjoyable and relaxed the students in the class and also don’t make the students fill bored in the class although study for long time.
Based on the explanation above, the researcher showed that English movie able to improve the students’ writing skill started from planning or choose the movie, the students learned writing by listening and watching the movie, so that is way the students could rewrite the story in to the sentence and make it become paragraph correctly.
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