i A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
Erlin Asfinarti 20120540023
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
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I wish to express my sincere thanks to my beloved parents, Bapak, Ibuk, who are always supporting and loving me in my study and my life. I dedicate this skripsi to you, Pak, Buk. I love you so much. I also place my thanks to my
beloved brother, grandmother, grandfather, my little Naziha, Bekkum and Om Imron. Thank you for always supporting me until now.
Special gratitude belongs to my beloved supervisor Fitria Rahmawati, S.Pd., M.Hum, for supporting, guiding and helping me in finishing this skripsi writing. I also thank to my examiners, Mrs. Sri Sudarsih, Ss., M.InT, for all suggestions and valuable comments to improve my skripsi writing.
I also place my thanks to Mr. Slamet Marmono, S.Pd as my co teacher at SMA Muhammadiyah 4 Yogyakarta. I really proud of you Mr. Slamet you are the best teacher that I have. Sincerely, I also place my big thanks to all my
respondents for class XI IPA I and XI IPA II. You guys is awesome. I am so happy to meet you and always missed you. For all, I am really thank you so much because you were helped for my research.
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I also place my grateful to the Mechanical English, Teguh, Sulis, Ghofar, Aris, Nuh Iskandar, Lia, Nur and Tivani. You guys as always made me laugh and thanks for all the trip that we have. I feel really lucky to have you, see you on top and love you guys. I also place my thanks to Elis, Paramitha and Putri thank you so much was becomes well person to me. I will always remember for you guys.
The last special one is Suhanlai. It was five years ago dude, you as always with me until now. Thanks for everything that you gave for me.
Yogyakarta, July 27th, 2016 Erlin Asfinarti
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students in writing narrative text by using short animation. Short animation movie is very interesting media for students in narrative writing process because by this media is enjoyable.
The researcher was interested to investigate the effectiveness of using short animation movie on students’ narrative writing skill. This research used quasi-experimental design which consisted of the experimental group and the control group. In the experimental group, the researcher used short animation movie and for the control group the researcher gave conventional teaching method to the students by using usual method such as explaining the materials to teach narrative writing skill.
The participants of this research were 32 students from two classes at 11th grade Nature Science (IPA) class of Senior High School (SMA) Muhammadiyah 4 Yogyakarta. The data were collected using a test including writing pre-test and post-test. The results of this research showed that there was a significant
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Approval Sheet ... ii
Statement of Authenticity ... iii
Acknowledgement ... iv
Abstract ... vi
Table of Contents ... viii
List of Table ... xi
List of Figures ... xii
List of Appendices ... xiii
Chapter One ... 1
Introduction ... 1
Background of the Research ... 1
Statement of the Problems ... 5
Limitation of the Research ... 6
Research Question ... 6
Objective of the Research ... 6
Significance of the Research ... 7
Outline of the Research ... 8
Chapter Two ... 10
Literature Review ... 10
Writing ... 10
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Narrative Text ... 18
Kinds of Narrative Text ... 19
Functions of Narrative Text ... 19
Components of Narrative Text ... 20
Generic Structure of Narrative Text ... 21
Language Features of Narrative Text ... 22
Example of Narrative Text ... 23
Assessment of Narrative Text ... 23
Short Animation Movie ... 27
Components of Animation Movie ... 28
Using Animation Movie in Narrative Text Writing ... 29
Review of Related Study ... 31
Conceptual Framework ... 34
Hypothesis ... 36
Chapter Three ... 37
Methodology ... 37
Research Design ... 37
Research Setting ... 38
Population and Sampling ... 39
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Chapter Four ... 47
Result and Discussion ... 47
Result ... 47
Discussion ... 58
Chapter Five ... 71
Conclusion and Recommendation ... 71
Conclusion ... 71
Recommendation ... 73
References ... 75
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Table 2.2 Assessing Rubric of Narrative writing ... 24
Table 2.3 The Range Score Point of Narrative Writing Text ... 25
Table 3.1 Administration ... 42
Table 3.2 Research Timeline ... 44
Table 4.1 Normality using Shapiro-Wilk ... 50
Table 4.2 Linearity Using Curve Estimation ... 51
Table 4.3 Homogeneity of Variances ... 52
Table 4.4 Statistics of the Data ... 53
Table 4.5 T-test using Impact Sample Test ... 54
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Figure 2.2 The Cinderella Story ... 22
Figure 2.3 Conceptual Framework ... 34
Figure 3.1 Quasi-Experimental ... 36
Figure 4.1 Data Distribution of Gain Score ... 49
Figure 4.2 Effect Size ... 56
Figure 4.3 The Significant Difference between Two Groups ... 62
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Appendix 2. Research Completion ... 2
Appendix 3. Examples of Short Animation Movie ... 3
Appendix 4. Worksheet ... 4
Experimental Group ... 4
Control Group ... 10
Appendix 5. Example of Tests ... 20
Experimental Group ... 20
Chapter One Introduction
This chapter presents background of the research, statement of the problem, limitation of the problem, research question and objectives of the research. The significance of the research and outline of the research are also presented in this chapter.
Background of the Research
Writing is one of the language skills that is important to be improved in academic setting. Byrne (1984, p. 24) stated that “Writing is a primary means that
of recording speech and can be used to communicate when the other person does not come in front of us”. It can be inferred that writing is a means of indirect
communication. Through writing, students can show their feeling, process, information, and learn actively. On the other hand, Harmer (2001, p. 260) explained that “Writing, whether as part of a long process or as part of a short
game like communicative activity, can be greatly motivating for students,
including as it does, not only writing, but research, discussion, peer evaluation and group pride in a group accomplishment”.
In writing, students need several skills to master. Jacob (1998) identified that writing ability has a lot of components to support the students‟ competence of
However, most students face some problems in writing. Tarigan (1994) stated that writing is the form of thinking. It means that writing is the thinking process which involves the sharpness of memory and imagination ideas. In the thinking process, students should have an object or illusion to memorize something. Nevertheless, imagination ability is difficult if students do not have ideas in their brain. Those problems will discourage to students to improve their writing ability such as the ideas, vocabularies and confidence. Another problem is students get difficulties to remember the English vocabularies when they find unfamiliar words. Zamel (1983, p. 18) identified that “Better second language
writers treated writing as a process, investigating and explaining their ideas before worrying about grammatical accuracy; the less skilled writers were overly
concerned about following an outline and about having correct grammar and vocabulary from the beginning”. It means that students should give more concern
on their mind rather than worrying their grammatical structure. So, the problems of the students in writing based on the references are developing ideas,
vocabularies and grammar.
One of the genres in writing is narrative text. Narrative text is attached in curriculum for Senior High School. A narrative text is very suitable for students in writing class because narrative is interesting for students. Charles (1985)
organize ideas and experiences creatively and imaginatively. It means that narrative tells about something real and imaginative so it is relevant for students to produce ideas. Thus, narrative is a story that happens based on real condition and imagination.
Narrative writing is challenging to students. Huy (2015) specified that narration is some kind of retelling. It means that narration requires a thinking process to repeating about story in our life or imagining story to tell something that happened. Retelling or repeating a process is difficult to some students because it needs creative thinking to remember their unforgettable experiences in past or their imagination. Students should also be able to retell about the story in sequence and clear. Those problems will discourage to students in narrative writing because students must be able to arrange appropriate sentences or words. Dymock (2007) stated that narrative writing is the elaboration of structure from sentences or ideas.
Based on the researcher‟s observation during the internship program, the
ideas. It was because the media in learning process was not varied and not interesting for the students.
In English language teaching, teachers should have many strategies to help students in the learning process in narrative writing. One of the strategies that can be used to help students in narrative writing is by using short animation movie. Short animation movie may facilitate students to improve their writing skill, especially in narrative text. Short animation movie is very interesting media for students to learn and have more fun in writing. Harmer (2001, p. 282)
described that “animation movie is series of image that are projected into a screen
to create the illusion of motion in from of animation”. So, by using this media, students have more fun in the class because students get new things such as interesting story, the beautiful actress or the handsome actors, wonderful actions, beautiful scenery and a nice song. This way is more effective to students on their writing skill because they can share their ideas, opinion and own experience through watching short animation movie because narrative is based on life and events. On the other hand, short animation movie helped students in producing the ideas because this media tells a story in sequence and clear. It means that this media was appropriate for students to solve the problems in producing the ideas.
Animation movie is also an audiovisual version of storytelling.
information related the movie because students get some memories from the contents of movie. Movie also can make them have more fun in learning process. Mayer & Anderson (1991) explained that film or movie is intimately connected with animation and narration. So, animation movie is suitable for students writing especially in students‟ narrative writing.
All things considered, the researcher is interested in conducting a research on the effectiveness of using short animation movie on students‟
narrative writing skill at 11th grade of SMA Muhammadiyah 4 Yogyakarta. Statement of the Problems
In writing process, students face several problems. Some of the problems are difficulties to express ideas and opinion, vocabularies, grammar, organization, punctuation and spelling. Based on the researcher‟s experience and observation, the students had some problems in their narrative writing skill. In writing also, students should undergo a thinking process that one memorizing and developing imagination. Moreover, problems students faced in narrative writing are difficult to retell or repeat a story or experiences, creative thinking to arrange appropriate sentences or words and explain about the event in sequence and clear.
through short animation movie on students‟ narrative writing skill. Besides, the researcher wants to see the effectiveness of using short animation movie on students‟ narrative writing skill as a new method in learning and teaching method.
Limitation of the Problem
This research focuses on the use of short animation movie on students‟ narrative writing skill. Therefore, this researcher focuses on finding out the effectiveness of using short animation movie on students‟ narrative writing skill
through the implementation of short animation movie in class. The population is limited to 11th grade in SMA Muhammadiyah 4 Yogyakarta.
Research Question
The research is conducted to examine the effectiveness of using short animation movie on students‟ narrative writing skill. The research question
addressed in this research is:
Does using short animation movie give statistically significant difference on students‟ narrative writing skill before and after the treatment?
Objective of the Research
This research contains a research objective, which is set to identify the statistically significant difference of using short animation movie to give statistical significant difference on students‟ narrative writing skill before and
Significance of the Research
There are four significant points of this study. This is hoped to provide valuable contribution to the researcher, the students, the teachers and the future researchers.
For the researcher. This research determines the effectiveness of using short animation movie on students‟ narrative writing skill. The research can give more information related the animation movie including the significant of short animation movie and knowing how the advantages of using short animation movie on writing process. Then, this research can give more knowledge on how the implementation of short animation movie in narrative writing class.
For the students. This study discusses the use of short animation movie that might give contribution to the students in their capabilities in narrative writing activity. This research can help the students to be more interested in joining the class by using short animation movie. Thus, this research might also help the students to improve their motivation on writing activities and to achieve on their maximum result by watching short animation movie in their class.
For the teachers. The research might help the teachers to identify the effectiveness of using short animation movie in classroom activities. Therefore, this research helps the teachers to improve the students‟ narrative writing skill by
For the future researchers. This research expects that the future
researchers get more references in their research. Moreover, this research uses as their basic in teaching process and gives more information for the future
researchers that interested with the topic or areas of the research with the different methodology.
Outline of the Research
This undergraduate thesis consists of five chapters namely introduction, literature review, methodology, result and discussion and conclusion.
Chapter one would discuss the research introduction. This chapter consists of background of the research, statement of the problem, limitation of the
problem, research question, objective of the problem, significance of the research and outline of the research.
Chapter two would present the literature review. This chapter consists of three sub-chapters: first, it present some definitions of the terminology used in this paper. Then, the previous study and conceptual framework used in this paper. Finally, it present the hypothesis used in this research.
Chapter three would discuss the research methodology. This study employs quantitative method. The population of this research is 11th grade at SMA Muhammadiyah 4 Yogyakarta and the sample is taken 32 students.
Chapter Two Literature Review
This chapter presents the definition of writing, narrative text, short animation movie and the previous studies related to the effectiveness of using short animation movie on students‟ narrative writing skill. The theoretical framework and hypothesis of this study is also presented in this chapter. Writing
Writing is an important skill for second language learners. Zulfadlan & Arifin (2013) identified that writing as one of the most important skill in English and they also identified writing as a productive skill that should be achieved by students in order to be able to communicate in written form. It is supported by Huy (2015), writing is one of the most important skills in studying English, but also writing has important skill to encourage into any career and to be successful in college or university. Thus, writing is the most essential in an academic setting.
Writing is producing new ideas and making it in a sentence. In other words, the students should know a basic skill in writing process to be mastered. As stated by Nunan (1998), writing is a process to discover new ideas, sentences and words as plans and first drafts. Moreover, Palmer (1994) as cited in Fitriana (2011) described that writing is a process of discovering and organizing ideas, putting them on a paper, reshaping and revising them. Hence, in writing activities the students have many processes to write down their subjects such as
discovering, organizing, reshaping and revising. Then, those basic skills can help the students in writing process to be successful.
Aspects of Writing
In writing process, there are some aspects that should be concerned by a writer to write well. These are organization, content, vocabulary, syntax and mechanics (Brown, 2004).
Organization. Related of the organization of the composition of the text, the students should organize thought, argument and logical well. The shape of the text should be clear in order to show the controlled adequacy of organization skills.
Content. In writing a text, the students should consider about what is being discussed. The content should include the clarity, the relevance and
Vocabulary. Vocabulary is important aspect in producing piece of
writing. It means that vocabulary and word choice should deal with the way of the students in using the adequate word to succeed the text meaning presentation.
Syntax. In making a paragraph the students need to make sure that they have written a correct sentence. This grammar accuracy is mostly related to the tense used in particular genre text.
Mechanics. In mechanics, the more accurate the punctuation and spelling the better text will be. It was because this aspect shows an important role in producing writing.
In line with Harmer, Raimes (1983) identified that writing has nine aspects. They are content, the writer‟s process, audience, purpose, word choice, organization, mechanics, grammar and syntax. Those aspects are explained here.
Content. This aspect focuses on relevance, clarity, originality and logic. It means that each sentence in writing has to connect with the next sentences. It also has to be clear, original or made by the writer and logic. So that it can be accepted by the reader.
The writer’s process. This aspect comprises getting ideas, getting started, getting drafts and revising. It means that in writing process the writer has to get some ideas for their writing. Therefore, they also can start to write a draft and revise the drafts.
Audience. In this stage, audience means the readers who read the writers‟ writing. So, the writer has to make the readers understand about the writers‟
Purpose. A writer should understand the purpose of his or her writing. It is because the readers should know the topic that will be discussed in the writing. So, it can help the readers more understand about the contents.
Word choice. It includes vocabulary, idiom and tone. A writer must understand in selecting a correct vocabulary, idiom and tone. Furthermore, the word choice is important aspect in writing because make the readers comprehend the writing.
Organization. This aspect is focused on paragraphs, topic and support, cohesion and unity. A writer has to manage paragraphs so that the paragraphs have topic and supporting sentences that connect each other.
Mechanics. Mechanics is simple things, but it make some mistakes in producing of writing. It means that a writer has to pay attention on handwriting, spelling, and punctuation.
Grammar. Grammar is important aspect in producing piece of writing. It means that a writer has to pay attention on rules for verbs, agreement, articles and pronunciation in the writing.
Syntax. Syntax means gathering of word or sentence to deliver what need to be delivered. It means that writer has to pay attention on sentence structure, sentence boundaries and stylistic choices so that it will be understood by the readers.
Figure 2.1 Producing Piece of Writing, taken from Raimes (1983)
As a result, it can be concluded that the students should follow the writing process and pay attention to the language features. The students must deal with those aspects above to produce a piece of writing. If all the aspects of writing are submitted by the students, it can be stated that the students is good in writing skill. Process of Writing
Writing is the creative process because it is a process of delivering out one‟s thought and discovering them. The writing process comprises four main
stages which are planning, drafting, editing and final version (Harmer, 2004, p. 4). Planning. Planning is the arrangement conducted to do something. The planning stage is important because at this stage lies the ideas of the process of writing. This may involve making detailed notes.
Drafting. The first version of a piece of writing is as a draft. Drafting is the process of putting all ideas and thoughts generated in the planning as a guide. This stage needs an editing for checking the text. For example, teacher asks students to make a draft about Snow White story. Then, ask students to write down about generic structure in the Snow White story.
Editing. In this stage, the students should edit or revised the draft that has been written. Once the students has produced a draft, she or he then usually reads through what she or he has been written, whether it is ambiguous or confusing.
Final version. Final version is the end product of a piece of writing. Once the students has been edited their draft (s), making the changes if any necessary and in other to produce the final version. This may look considerably different from both of the original plan and the first draft, because many things perhaps have been changed in the editing process.
From the explanation above, it can be assumed that writing process should have four basic writing stages including planning, drafting, editing and final version. Thus, the students should master the stages of writing process in order to produce good writing.
Types of Writing
Imitative writing. In this type, learning writing is the beginning level. Students focus in basic tasks of writing such as letters, words or sentences. It is a level form to master the students in writing process.
Intensive writing. This type is also called as controlled writing. Students can share their capability to produce in writing skill such as vocabulary, grammar and sentences construction. Moreover, this type is focused on students‟ grammar
performance.
Responsive writing. This type is focused on students‟ assignment
creatively to respond in writing process. It is because this type asks the students to connect sentences into a paragraph and create a logically connected sequence of two or more paragraphs. The sample tasks of this type are narrative or description, short reports, summaries, essay and responses from several kinds of text or more.
Extensive writing. This type of writing focuses more on students‟ organization and developing ideas logically by using details to support or
illustrate ideas. A lexical variety was shown in this type. Then, the students asked to choose a topic, length or style of writing. The examples of this type are essay, paper, project report and theses.
From the explanation above, the researcher chooses responsive writing to be examined in this research. It was because the students focus in writing
Teaching Writing
There are a lot of techniques that can be applied to teach writing. Sometimes, those techniques are also supported by using some kinds of media such as video games, song and music and picture series. Those are explained as followings.
Using video games. Bing (2013) identified that video games is a way to teach writing. Teaching writing by using video game technique is writing a pre-experience journal. The example activities of using video games which are ask students to play video games around three week. Throughout the three week, students write their experiences around playing the video games. After three week, students gave same questions with the previous study to measure the improvement in writing. Finally, students are written a final journal entry to give of their experience with the game and their opinions of their own writing ability.
Using picture series. Gutiérrez, Puello, &Galvis (2015) indicated that picture series is a way to teach writing. Teaching writing by using picture series technique is describing activities. The example activities of using picture series which are: first, students read the text and identified those elements in the picture to get verbs, adjectives, nouns and characters among others. Second, students brainstormed the vocabulary (verb, noun, adjective and connectors) to use by observing the picture series. Third, students organized and planned what they are going to write. Thus, with all the data, students have to write a draft.
From those media above, the researcher used short animation movie technique. This research focuses on students‟ narrative writing skill by using short animation movie to know the effectiveness from this media in teaching writing. Narrative Text
Narrative text is a kind of text that tells imaginative stories with a purpose to entertain the readers. Dymock (2007) identified that narratives are story. It means that narrative are story that generally tells „what happened‟ and who did
what to whom and why. In addition, narrative text is describing a sequence of events, usually in chronological order (Pumamawati, 2011). It means that
Kinds of Narrative Text
Narrative is to tell a story. According to Avraamidou and Osborne (2010), narrative is not only describing human, but narrative story also as of plants or animals are the subjects. The kinds of narrative are described as a follow.
First, fable is a kind of narrative text that tells the animals that have behavior like humans. Second, fairy stories is kind of narrative text which the story are fantastic, filled with wonders. Third, myth is kind of narrative text that tells which are events that are not true, just a fictional stories. Fourth, romance is the favorite kind of narrative text that most of the humans like, because it tells the romantic story. Fifth, a legend tells a history that is not forgotten for every people in the world. The last, personal experience is kind of narrative text that tells our experiences and then write the story in past.
Based on kinds of narrative text above, the researcher used fairy stories genre with the title “Snow White” story. The researcher asked students to make a
paragraph related the topic. Functions of Narrative Text
There are several functions of narrative text in pedagogical. The functions are narrative text will make school chemistry including narrative text can be a useful tool to communicate and narrative text also to retell some story (Avraamidou and Osborne 2010, p. 1702). Those functions are described here.
Firstly, narrative text will make school chemistry become more
stories that imaginative and interested. It means that narrative text is suitable for the students in learning writing.
Secondly, narrative text can be a useful tool not only in the hands of teachers, but also for students as well as means to communicate their
understandings of some stories or experiences. Therefore, the students should remember their story or experience in the past. Thus, it is very interesting for students to remember it.
The last, the function of narrative text is to retell some story from our life. So that the students to find out some experiences in the past. The students also find out new ideas and developed their ideas. Moreover, narrative is not just from books or text, but in our experience in past can be used and it makes
chemistry more meaningful in learning process for the students. So, the students are easier in learning writing.
As a result, the function of narrative text is enabling the students to be more imaginative to think new ideas and can develop their ideas. Thus, the students are more creative in writing activity.
Components of Narrative Text
Table 2.1 Necessary Components of a Narrative, taken from Noris at al (2005) as cited in Avraamidou and Osborne (2010, p. 1693)
Narrative component Description of component
To help us understand the natural. In the case, narratives help the reader to formulate new object, concepts and some picture of the material objects
Sequences of events that are connected to each other An identifiable structure (beginning, middle, end) where events are
related temporally
Narratives concern the past
Actors or objects cause and experience events. Actors may either material objects who act on each other The teller who is either a real character or alternatively, a sense of a
narrator
The reader must interpret or recognize the text as a narrative
As a result, it shows that components of narrative text are helping us understand the meaning of several components of narrative text. Thus, the students can write a narrative text to be clear and good.
Generic Structure of Narrative Text
In writing process, the generic structure is important to write something because it is a guideline to help the students to achieve the perfect of result of writing. Fitriana (2011) clarified that generic structure of narrative text has three steps which are orientation, complication and resolution. The followings are the steps of constructing a narrative text.
the story. So, the researcher tells the audience who the characters in the story are, where the story is taking place and what the action is happened.
Complication. It is the beginning of the problems which leads to the crisis (climax) of the main participants. It is a series of complication or where the problems in the story developed.
Resolution. Where the problem in the story is solved. The problem may be resolved for better or worse happily or unhappily. So, resolution is the result or outcome about the problems. It is the end of the story.
Language Features of Narrative Text
Narrative text also has language features. According to Fitriana (2011), the language features of narrative text are using simple past tense and using adverbs to indicate time and place in the beginning sentence such as long time ago, once, one or once upon a time. Moreover, using conjunction and times connectives to sequences of events, major participants are human or sometimes animals with human characteristics and dialogue often includes of the actors. On the other hand, Gerot (1994) explained that the grammatical features of narrative which is focusing on specific and usually individualized participants, using past tense, material verbs, relational process, temporal conjunction and temporal condition.
The Example of Narrative Text
Narrative text tells stories or past events and entertains the readers. This is the example of narrative text that is fun and interesting.
Cinderella
One upon a time there was a beautiful girl called Cinderella. She was pretty, loving and clever. She lived with her stepsister and stepmother. They were very bossy. She had to do the house work.
One day an invitation to the ball came to the family. Her stepsister did not let her go, so Cinderella was very sad. The stepsisters went to the ball without her.
Fortunately, the fairy grandmother came and helped her to get to the ball. At the ball, Cinderella danced with the prince. The prince fall in love with her then he married her. They live happily ever after.
Figure 2.2 Cinderella story taken from Fitriana (2011)
Assessment of Narrative Writing Text
In narrative writing text, there are several criteria‟s to be assessed in
writing process. This is line by some experts on how to assess in narrative writing text. Those are explained as followings.
Firstly, Gutiérrez, Puello and Galvis (2015) identified that the students‟ writings were assessed according to five main criteria. The first criteria are transition or logical sequence (use of connectors). Transition or logical sequence refers to how the students use transitional words or connectors to join the events described in the movies. The second criteria are an idea (exposure). These criteria
Orientation
Complication
also are referred to how the students expose the ideas regarding the topic. The third criteria are grammar and syntax (structure). It refers to the structures of sentences (syntax), correct inflexion of verbs and in narrative text uses tenses which is past tenses. Fourth is vocabulary (use of parts of the speech). The students should have a wide range and precise choices language. The last criteria are spelling. In these criteria, the students use accuracy of spelling and the difficulty of the words used. The following table 2.2 shows criteria and the range of score points for the narrative writing text.
On the other hand, National Assessment Program, Literacy and Numeracy (2010) suggest that there are 6 criteria to assess in narrative writing text which are text structure, ideas, vocabulary, paragraph and spelling. First, text structure is the organization of narrative features including orientation,
complication and resolution into an appropriate and effective text structure. Second, ideas is the creation, selection and crafting of ideas for a narrative. Third, vocabulary is the range and precision of language choices. Fourth, sentence structure is the production of grammatically correct, structurally sound and
Table 2.2 Assessing rubric of narrative writing taken from Gutiérrez, Puello, and Galvis (2015) and the meaning of the text is clear
2 Ideas Ideas are not
focused on the task and/or are undeveloped
Tells a story with ideas that are minimally focused on the topic and
developed with limited details
Tells a story with ideas that are somewhat focused on
the topic and are developed with a mix of specific and/or general details
Tells a story with ideas that are somewhat focused on the topic and are developed with a mix of specific and/or general details
3 Grammar
and syntax
Do not keep the basic structure of a sentence and most of verbs are not inflexed
Keep the basic structure of a sentence are not wrongly used case rule for all verbs)
Keep the basic structure of a sentence and distinguishes between regular and irregular verbs
4 Vocabulary Use of inaccurate language and weak vocabulary
Ineffective use of specific language and vocabulary
Clear use of specific language and vocabulary
Compelling use of specific language and vocabulary
5 Spelling Numerous errors Several errors Few errors Minimal errors
Scoring Band:
Table 2.3 The range score point of narrative writing text adopted from National Assessment Program, Literacy and Numeracy (2010)
Score Text structure Ideas Vocabulary Sentence structure Paragraph Spelling
1
Minimal evidence of narrative structure and a recount of events with no complication
Ideas are very few, very simple, and appear unrelated
Very short script Some correct formation of is detailed longer text may resolve
From the figures above, it can be concluded that to assess in narrative writing text should have some criteria‟s. In the table 2.2 and 2.3 shows that they
have similarities criteria which are organization or text structure, ideas,
vocabulary, grammar and syntax or sentence structure, paragraph and spelling. Therefore, the researcher uses the rubric from Gutiérrez, Puello, and Galvis (2015) to assess the students‟ narrative writing. It was because this rubric had
several scoring criteria and it helped the researcher easier to give the students‟ scoring. In addition, the components assessed from the students‟ writing are
organization, ideas, grammar and syntax, vocabulary and spelling. Short Animation Movie
Animation movie is exciting. It was because animation film is kind of film which involves sound, recording a series drawing or manipulating in animate object one frame in one time (Yatimah, 2013). It means that animation movie is interested media because have components that can help the students in language learning. It is supported by Morisson & Tveresky (2002), animation has involved other aspects of communication situations, especially interactivity which is known to benefit learners on its own.
The researcher uses animation movie with title “Snow White”. It was because this movie is familiar for the students. The researcher used short movie because the sequences from authentic video documents such as situation
and systematically rather than to play a long sequence. It is likely the result in less active viewing on the part of the students. Thus, short animation movie is new alternative media in academic setting because have a lot of aspects that can encourage the students more enjoy and enthusiasm in learning.
Components of Animation Movie
Animation movie has important components that should be included in animation movie. Westfahl (2014) identified that it is supported by the oldest work of literacy criticism, Aristotle‟s Poetics. Those components are plot,
character, thought, diction, song and spectacle.
Plot. An animation movie has a true plot. A narrative has a beginning, middle, and final part to include in the animation stories. As Aristotle specify, a narrative with dynamics like rising action leading to a climax, a narrative that may have subplots, double plots or other complications. In the animation, there might be little more than the initial definition of a situation that is followed by a series of repetitive incidents. After that, it could be continued until the section achieves the suitable length and stops.
Character. An animation movie had some characters-creatures. It means that the audiences got authentic personalities based on the movie. Thus, using this media the audiences are easier to understand the personalities of every character.
Diction. Diction in the animation movie has a function to communicate authentic plot, authentic characters and authentic theme. It can be communicated through words, narrative, dialogue or subtitles. Subtitle had a supporting role that was very important to clarify the words that the actors said.
Song. Animation generally has songs. A song helps in the show may help clarify the story. Therefore, song is supported the character or the story of the animation.
Spectacle. In this section, the cartoon maker creates a concept of a
background story to emphasize the story. Spectacle can provide an understandable perceptive to the audience related the story that is viewed. Moreover, spectacle encourages the audience easier got a story from the movie.
As the result from Aristotle‟s concept and Westfahl‟s statement, these are
six elements of animation movie such as a true plot, character, thought, diction, songs or music and the visual spectacle. All things, elements of animation movie also exist in animation movie. So, animation movie is a more fun media to be used in learning process.
Using Animation Movie in Narrative Text Writing
Then, movie can make the students more creative in creating teaching media such as what they have watched. Thus, movie is good to be used as teaching media in writing.
In writing process, the students should follow some activities that will do. It is supported by Scrivener (2008), there some ways of using animation movie in teaching students‟ narrative writing which are previewing activities, viewing activities and following-up activities (p. 352-353). Those aspects are explained here.
Preview activities. The teachers gave some instructions for the students before them start in the activities. There were four characteristics in preview activities. First, languages focus on lexis, function of grammar that comes up on the movie. Second, students predict what happened from some given information or pictures. Then, the students discussed a topic that leads into or is connected with the subject on the movie. The last, the students learnt a worksheet that they used when watching the movie. So, based on the characteristics, the students understand step by step what they did in this section such as focus in lexis or grammars, guess what happened, discussed a topic and learn a worksheet that they had to finish.
Follow-up activities. The students should follow every stage in movie. In this activity the students should discuss, interpret and personalize the movie such as „What would you have done? Or „Has this ever happened to you?‟ For all
stages of the activities, it can be concluded that the students discussed with others. Therefore, they learnt new language such as grammar, spelling or new
vocabularies by reviewing the movie story and conversation. Thus, the students can write a sentence or paragraph.
From the explanation above, the researcher concluded that previewing activities, viewing activities and following up activities are beneficial for the students in narrative writing skill. It was because those three activities had several steps that helped the students in writing process. The examples are structure in writing process such as grammar, lexis or spelling and also identify the
characteristic of the actor in the movie. In addition, the students were discussion, interpretation and personalization to review the story after watching the movie. Review of Related Study
This research is supported by review of related study. In conducting the data, the researcher observes some research that relates to discuss in this research. Fitriana (2011) conducted a research entitled “The Use of Short Animation Movies
to Improve Students’ Writing Skill in Narrative Text in eleventh grade at SMA N 1
Teras”. The purpose of this study was to identify how short animation movie can
11 boys. This study used action research design. The data collected in this study were qualitative and quantitative data. The improvement of students‟ writing skill showed that the students were able to explore the ideas to write a story, could make longer paragraph, could produce the sentences with the better construction and minimize the mistake in English grammar.
Another previous study comes from Ismaili (2013) conducted a research entitled “The Effectiveness of Using Movies in the EFL Classroom: A Study
Conducted at South East European University”. The aim of this study was to
elaborate and analyze the effects of using movies in the EFL classroom on the development of the students‟ language competence and performance in academic settings. This study was conducted at the South East European University in the academic year 2011/2012. The participants in this study were pre-intermediate and intermediate level of students, aged 18-25. The study was conducted on a sample of two groups: an experimental and a control group. The results of the study have shown that there was significant differences between experimental and control group of students on integrated skills of using video incorporated in the teaching material. The study concluded that movies attract students‟ attention,
present language in a more natural way that found in course-books. Thus, movies are more important to offer a visual context aid which helps students understand and improve their learning skills.
The last previous study comes from Ouda (2012) conducted a research entitled “The Effect of Using Animation on 6th Graders' attitudes and
investigated the effectiveness of animation films in developing Gaza Governorate schools sixth graders‟ reading comprehension skills particularly scanning,
skimming and inference of short stories. The sample of the study consisted of 62 female students from Jaffer Ibn Abi Taleb School in Gaza. This study used experimental design. The experiment lasted for 6 weeks. The tools used to collect the data were pre and post achievement tests. This result reflects the effectiveness of using animation films in developing reading comprehension skills. Moreover, strategy training alone was useful but the rate of progress was not significant and the traditional method was not very effective in that.
The present study which was done at SMA Muhammadiyah 4 Yogyakarta had several differences from Fitriana‟s, Ismaili‟s, Ouda‟s research. Firstly, the
aimed of this research to identify the effectiveness of using short animation movie to give statistically significant differences on students‟ narrative writing skill
before and after the treatment. Secondly, this research used quasi-experimental design. The researcher had eight meeting in around a month. This researcher used two classes containing 30 students (experimental group) and 30 students (control group) and also this research used quantitative method. The last differences, in the results the researcher needs to see the effectiveness of short animation movie on students‟ narrative writing skill.
In addition, from the several differences above, there was the similarity of Fitriana‟s, Ismaili‟s, Ouda‟s research and this research was similar of using movie
animation movie in this study. However, the researcher focuses on the
effectiveness of using short animation movie on students‟ narrative writing skill. Conceptual Framework
Writing is important to the students‟ success in school. Through writing,
the students are not only able to demonstrate their knowledge, but also to gather, remember and share what they learn. Writing is also an essential skill that many students will use after their school careers. So, there are several stages that should be considered in writing skill. Writing process also needs several aspects to master. Those aspects are organization, content, vocabulary, syntax and
mechanics. Process of writing is also important stages in writing skill. Moreover, these are several processes in writing such as planning, drafting, revising and editing.
The researcher implemented responsive writing because responsive writing use to know the students‟ competence in ordering sentence into a logical
paragraph focuses on the sentence or paragraph organization and the grammar uses to considering is this research. The kind of text was narrative text. So, the facility in teaching writing that can be used by the teacher is short animation movie.
Short animation movie is one of media in teaching writing. The teacher uses this medium to identify the effectiveness of using short animation movie on students‟ narrative writing skill. Animation movie has a lot of components to help
animation movie even the result increased or decreased. Moreover, the conceptual framework is presented in the diagram below:
Figure 2.3 Conceptual Framework
Hypothesis
Based on the literature, the hypothesis of this research as stated as follow: Null Hypothesis (H0). There is no statistically significant difference of students‟ narrative writing skill before and after the implementation of short
animation movie on students‟ narrative writing skill.
Alternative Hypothesis (Ha). There is a statistically significant
difference of students‟ narrative writing skill before and after the implementation
Chapter Three Methodology
This chapter presents research design, research setting, population and sampling, data collection method and data collection procedure. Data analysis is also presented in this chapter.
Research Design
This research used experimental design with quasi-experimental
technique. Walser (2014, p. 2) stated that “Quasi-experimental studies are similar to examine in that they compare treatment to non-treatment conditions; however, participants are not randomly assigned to conditions”. It means that, the
researcher chose two classes, namely experimental group and control group. For this experiment, the researcher did not use random assignment. Hence, Cohen, Manion, and Morrison (2011) clarified that the simulation of quasi-experimental design in the figure below:
Experimental 01 X 02
Control 03 04
Figure 3.1 Quasi-Experimental adopted from Cohen, Manion and Morrison
(2011)
In the figure 3.1, the researcher assigned two groups, namely
the two groups. Besides, Gay (1982) as cited in Fatoni (2013, p. 37) stated that
“Control group is an effort on the part of researcher to remove the influence of any variable other than the independent variable that ought to affect performance
on a dependent variable”.
In addition, the researcher gave pre-test and post-test in two groups. In the beginning, the researcher gave pre-test to both experimental group and control group. For the pre-test and post-test, the researcher designed a test in order to
measure the students’ narrative writing skill. In the middle of meeting the researcher gave a treatment to the experimental group and for the control group there was no treatment. The tool of treatment that was given to the experimental group was short animation movie. Thus, the researcher compared two groups in the experimental group and the control group, if the experimental group was given a treatment by using short animation movie while the control group there was no treatment.
Research Setting
This research was conducted at Senior High School (SMA)
Muhammadiyah 4 Yogyakarta. The researcher had three reasons why conducting the research in SMA Muhammadiyah 4 Yogyakarta as following.
Firstly, it was because the researcher did internship in the school. The researcher had chosen the place to collect the research data because the researcher had experiences in teaching the students and knowing the real condition there.
According to Akdağ & Haser (2010, p. 25), “Teachers’ experiences could bring a
problems”. The researcher’s experiences during the internship program would
enable her to identify and address problems. This was because she had already been familiar with the situation and known the students well.
Secondly, the researcher found a problem faced by the students which
was a problem in developing writing skill. Based on the researcher’s experiences,
the students were not attracted in writing activity because they were not interested in the media of learning process. Using short animation movie the researcher hoped that the students enjoy in writing activity.
The last reason is that Universitas Muhammadiyah Yogyakarta (UMY) was a partner school with this institution, so it made easier the researcher did the research in the institution. It means that, the researcher got the permission to conduct this research in the institution. Therefore, those are the reasons why the researcher conducted this research in this institution.
The researcher conducted the research in eight meetings. It was done in a month in which there were two meetings in a week. This research was conducted in academic year 2015/2016 from the middle of April to the middle of May 2016. Population and Sampling
There were two reasons why the researcher chose 11th grade IPA at SMA Muhammadiyah 4 Yogyakarta. First, it was because narrative writing is included in the syllabus for 11th grade. Then, based on the researcher observation, the students faced some problems in writing so the researcher needed to conduct the research on the class.
Sampling. The researcher had taken two classes in 11th grade IPA, there were class XI IPA I and class XI IPA II of SMA Muhammadiyah 4 Yogyakarta, Kota Gede, in the academic year 2015/2016. Therefore, the researcher took two classes of XI IPA I and XI IPA II because the sample of two classes is same including 30 students. It means that they were 60 students through 16-17 years old as the sample of this research.
Research Instruments
Instruments. This study aimed at investigating the effectiveness of using
short animation movie on students’ narrative writing skill. The data was collected
by tests. Brown (1994) argues that test is a method of measuring a person’s ability or knowledge in a given area. The researcher created the tests consisted writing pre-test and writing post-test in order to measure the students’ narrative writing skill. A form of test was an essay that related with the materials, that was narrative text. These pre-test and post-test were assessed using a scoring rubric (Appendix 8). The scoring rubric was taken from (Gutiérrez, Puello, and Galvis, 2015).
The second instrument was short animation movie. The researcher collected the teaching materials from www.youtube.com. The treatment was six times, so the researcher provided six short animation movies as the teaching materials. Short animation movie also had some themes such as fable, myth, fairy stories, romance or legends. Nevertheless, the duration for each short animation movie was around 4 to 5 minutes.
Validity of the instrument. Validity was a measurement of the
instrument, whether the instrument was valid or not. The researcher used expert judgment to check whether the instrument of test can be used to measure the
narrative writing skill. According to United nation (2012) “Expert judgment is an
approach for seeking opinion papers on issues requiring policy responses”. It
means that, the instrument of test and lesson plan were checked by lecturers or teachers to know the validity from the instrument. Therefore, the normality of the data could be checked by using Shapiro-Wilkin SPSS.
Reliability of the instrument. Creswell (2012, p. 159) stated that
“Reliability is scores from an instrument are stable and consistent”. It means that
if scores of pre-test and post-test were not reliable, they were not valid. Moreover, the scores have to be stable and consistent. Additionally, more the value of the reliability scores is high, more the instrument is valid. Thus, the reliability of the data could be checked using Homogeneity of Variance using Anova in SPSS. Data Collection Method
The data is collected by using a test. The researcher applied pre-test and post-test to measure students’ narrative writing skill. The tests were given before and after the treatments.
Test. Pre-test was done before the implementation of the treatment. This test was conducted to measure the students’ narrative writing skill before getting the treatment. Therefore, post-test was done after the students got some
treatments. This test aimed to know the students’ writing achievement after the
Treatment. To know the effectiveness of using short animation movie, the researcher did some treatments. There were two groups involved, namely the experimental group which received the treatment and the control group which did not get the treatment. The treatments were given six times to the students. In the treatment process, the students watched a short animation movie to get a story in the movie, generic structures in the movie and got some words and then the students reviewed the story in the animation movie. The time allocation for each meeting was 60 minutes.
Data Collection Procedure
To collect the data, the researcher came to institution at SMA
Muhammadiyah 4 Yogyakarta on last October 2015 to confirm that the researcher could conduct the research in this school. Then, administration staff of SMA Muhammadiyah 4 Yogyakarta explained the procedure in conducting the research. Thus, there were the several procedures in the table below:
Table 3.1 Administration
No. Date and time Activities
1. October 26, 2015 Asked the procedures in the institution at SMA Muhammadiyah 4 Yogyakarta
2. October 27, 2015 Submitted the permission letter to the university 3. October 30, 2015 Submitted the permission letter to Pimpinan Daerah
Muhammadiyah (PDM)
4. November 9, 2015 Submitted the permission letter from PDM to SMA Muhammadiyah 4 Yogyakarta
4 Yogyakarta on the middle of April up to the middle of May. Then, after got the permission to conduct in this school, the researcher had several plans to collect the data. This research had eight meeting from the middle of April up to the middle of May.
First meeting held in the middle of April on 2016, the researcher gave an introduction and gave a pre-test for the students at the class. Second meeting, the researcher gave a short animation movie of Pinocchio story as a treatment for the students and then asked the students to make a draft and also gave the treatment using short animation movie. Third meeting up to sixth meeting, the researcher gave a several treatments for the students by using short animation movies. In addition, the researcher asked the students to write some vocabularies, some characters and characteristics, and a story related the movie. Fourth meeting, the researcher asked the students to edit the draft that they have made in previous lesson. Thus, in the last meeting the researcher gave a post-test to the students.
Based on the several plans above, the researcher used a technique in process of writing (Harmer, 2004). These were to apply a planning, drafting, editing and final version in process writing for the students. Therefore, the
Data Analysis
To see the significant of the research instruments, the researcher gave
score to the students’ narrative writing skill, it was shown by T-test. Seltman
(2015, p. 141) argues, “T-test is used as an example of the basic principles of
statistical inference”. It can be inferred that sometimes t-test is used to data manipulation to know the statistical (score) result. Moreover, t-test was also used as a comparison test between two independent samples (experimental group and control group). This test was applied to analyze the data which aimed to determine whether two sample groups were different in particular variables or not. Then, the data could be entered and analyzed using the Statistical Package for Social
Science (SPSS) version 22.0. The statistical techniques used in this study were independent sample test including mean, standard deviation and also result of t-test analysis.
Chapter Four Result and Discussion
This chapter presents the answer of the research question which is “Does using short animation movie give statistically significant difference on students’ narrative writing skill before and after the treatment?” The result and discussion of the research are also presented in this chapter. The result are divided into some parts including the experimental group condition, control group condition and the analysis of the data including distribution of gain scores of pre-test and post-test of two groups, the normality, the linearity, the homogenous of variance, the hypothesis and the effect size. Besides, the discussion explains the relation between the data which has been gotten from the research and the expert argumentation in literature review.
Result
Quasi-experimental research was conducted which was involving two groups. They were experimental group and control group. The experimental group was using short animation movie as the teaching method. The sample consisted of 16 students from class XI IPA I. On the other hand, the control group was using conventional teaching method and the sample also consisted of 16 students from class XI IPA II. The procedures during the experiment are explained as following.
student was sick, one student was dropped out and five students were joining other activity at the school.
After giving a pre-test, the researcher gave a treatment to the students. It was conducted on April 14th to May 2nd 2016. The treatments were conducted for 6 times in 3 weeks. The students were taught narrative writing text by using short animation movie.
Then, the last step was post-test. It was done after the pre-test and the treatments. The post-test was conducted on May 5th 2016 which was attended by 23 students. The students who attended the post-test were also incomplete. There were 2 students who were sick, 1 student was absent, 1 student was dropped out and 3 students did not finish the post-test. The purpose of post-test is to know the
students’ narrative writing skill after being taught using short animation movie.
As a result, it was found that the total number of the experimental group was 16 students. It was because the students who attended in the pre-test and post-test as many as 16 students.
Control group condition. In control group, the researcher used class XI IPA II. The control group was also given pre-test, conventional teaching and post-test. The pre-test was conducted on April 14th 2016. The students who attended the pre-test were 24 students. Unfortunately, there were 6 students who did not join the pre-test because of some reasons. The three students were sick, while the rest were absent.
was conducted on April 16th to May 7th 2016 which consisted of 6 times meeting. Because of using conventional teaching method, the researcher did not use short animation movie during the teaching-learning process. The researcher explained about the narrative text and gave some handout that must be done by the students.
Post-test was done after several treatments. It was conducted on May 12th 2016. There were 28 students who attended the post-test, but there were 2 students who did not join the post-test because of sick. In this case, the researcher gave the post-test to the students in the form of writing narrative text. It was aimed at comparing the score of the post-test between the control group and experimental group.
As a result, the researcher took 16 students from 28 students as the
sample of the control group by using the students’ attendance and selected the
sequentially. It was because the sample in the experimental group was also 16 students. The equality number of the sample was aimed at getting the stable data.
The analysis of data distribution. In this part, to know whether or not there is significant difference between control and experimental group, the researcher used SPSS version 22. The steps were comparing the gain scores of two groups, checking the normality, linearity, homogeneous of variance, and checking the hypothesis.
Distribution of gain scores. The data was calculated after the research
Figure 4.1 Data Distribution of Gain Scores
The chart above showed the gain scores of pre-test and post-test from control and experimental group. If the scores indicated under 0, it means the
students’ scores between pre-test and post-test were not increased. In addition, if the scores indicated more than 0, it means there was an improvement of the
students’ pre-test and post-test score.
In the experimental group, the gain scores of 16 students showed that there was an improvement between pre-test and post-test. There were 1 student who improved 5 points, 4 students who improved 10 points, 6 students who improved 15 points, 4 students who improved 20 points, and 1 student who improved 25 points. Therefore, the used of short animation movie as a teaching
method had a significant effect that increased the students’ narrative writing skill.
Besides, in the control group, not all students had an improvement on their scores. There were 3 students that the score was decreased to 5 points. On the other hand, there were 6 students who improved 5 points, 3 students who improved
-10 -5 0 5 10 15 20 25 30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Experimental
10 points, 2 students who improved 15 points, and 2 students who had same score between pre-test and post-test. Thus, the used of conventional teaching method
was not too effective since not all of the students’ writing skill improved.
Normality. After checking the gain scores of pre-test and post-test of two
groups, the researcher also analyzed the samples of this research. It was because the samples should be checked if the distribution of every variable in the data was normally distributed. Therefore, the normality of the data could be checked by using Shapiro-Wilk because the samples were under 50 students. Thus, the table below showed the result of the normality of the data.
Table 4.1 Normality Using Shapiro-Wilk
Teaching Narrative Writing
distribution of data was normal. It means that the data of this research was normal because the significant scores is more than 0,05 (Sig. 2-tailed) > 0,05).
Linearity. The normality is used to check whether the data is normally
distributed or not, while the linearity is used to see whether the relation between dependent variable and independent variable is linier or not significantly
(Sugiyono, 2015). It means that the linearity is used to correlate two variables whether there is an impact of the merger of two variables. Then, to know the linearity, the researcher used Curve Estimation from SPSS as the table below.
Table 4.2 Linearity Using Curve Estimation
Equation
Model Summary Parameter
Estimates R Square F df1 df2 Sig. Constant b1 Linear ,454 24,939 1 30 ,000 25,313 -10,313
The table 4.2 above showed the analysis of linearity by seeing the R Square and Sig. The requirements are if R Square > 0,05 and Sig. < 0,05 than the data was linear. Therefore, the number of R square showed 0,454, it means that it was more than 0,05 and in Sig. 0,000 means that p value < p table 0,05. Thus, the data was linier. It could be concluded that the dependent variable and independent variable was linear.
Homogeneity. The normality test and linearity test were done. The data
variance or have same characteristics. Thus, on the table below showed the homogeneity of variances that was analyzed by using Levence statistic.
Table 4.3 Homogeneity of Variances
Levene
Statistic df1 df2 Sig.
,622 1 30 ,436
On the table 4.3 above, the data showed that F value 0,622 with df1 was 1, df2 was 30 and significant was 0,436. As stated by Sugiyono (2015), if the significant above got score > 0,05 then the data was homogeny. It means that the data was significant because 0,436 > 0,05. Besides, to check the homogeneity of variances could be compared if F value < F table, the data was normal. If df1 was 1 and df2 was 30, then F table = 4,17. So, the result showed that F value < F table (0,622 < 4,17), it could be assumed that the data of the research in both
experimental and control group was homogeny.
Hypothesis. This research used independent sample test to check the
data. Field (2009) argued that independent sample test is used to check the tests if two groups of experimental conditions and different participants were assigned to each condition. It means this t-test was suitable to be checked because quasi-experimental had two groups that have different participants.
accepted and Null Hypothesis (H0) was rejected or if the Sig. (2-tailed) were
under or same with 0,05, then (Ha) was also accepted. Moreover, the table 4.4 below showed the table statistic of the data and the table 4.5 showed the result of the hypothesis test of the data.
Table 4.4 Statistic of the data
Teaching Narrative Writing Text N Mean Std. Deviation
Std. Error Mean Gain
Scores
The used of short
animation movie 16 15,00 5,164 1,291
The used of
conventional teaching
16 4,69 6,447 1,612
