THE EFFECT OF USING CARTOON VIDEO ON THE EIGHTH GRADE STUDENTS’ WRITING ACHIEVEMENT AT SMPN 1 AMBULU IN THE 2010/2011 ACADEMIC YEAR

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i

THE EFFECT OF USING CARTOON VIDEO ON THE EIGHTH GRADE

STUDENTS WRITING ACHIEVEMENT AT SMPN 1 AMBULU

IN THE 2010/2011 ACADEMIC YEAR

THESIS

Composed to fulfill one of the requirements to obtain S1 Degree at

the English Education Program, Language and Arts Department,

Faculty of Teacher Training and Education,

Jember University

By:

KURNIA PRIMASTHIE

NIM 060210401366

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

JEMBER UNIVERSITY

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iii

CONSULTANTS APPROVAL

THE EFFECT OF USING CARTOON VIDEO ON THE EIGHTH GRADE

STUDENTS WRITING ACHIEVEMENTAT SMPN 1 AMBULU

IN THE 2010/2011 ACADEMIC YEAR

THESIS

Proposed to Fulfill One of the Requirements to Obtain the Degree of S1

At the English Education Program, Language and Arts Department

Faculty of Teacher Training and Education, Jember University

Name

: Kurnia Primasthie

Identification Number

: 060210401366

Level

: 2006

Place, Date of Birth

: Jember, April 2

nd

1988

Department

: Language and Arts

Program

: English Education

Approved by:

Consultant I

Consultant II

Drs. Sudarsono, M.Pd.

Drs. Annur Rofiq, M.A., M.Sc.

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v

ACKNOWLEDGEMENT

First and foremost, I would like to thank to Jesus Christ who always leads me

and grants me blessing and mercy so that I am able to finish my thesis entitled, The

Effect of Using Cartoon Video on the Eighth Grade Students Writing Achievement

at SMPN 1 Ambulu in the 2010/2011 Academic Year .

In relation to the writing and finishing of this thesis, I would like to express

my great appreciation and sincerest gratitude to the following people:

1.

The Dean of the Faculty of Teacher Training and Education.

2.

The Chairperson of the Language and Arts Education department.

3.

The Chairperson of the English Education Program.

4.

My consultants, Drs. Sudarsono, M.Pd and Drs. Annur Rofiq, M.A., M.Sc I do

really thank for your time, guidance, valuable advice, patience, and motivation

that had led me compile and finish my thesis.

5.

The Examination Committee and the Lecturers of the English Education

Program.

6.

The Principal of SMPN 1 Ambulu, the English teacher, the administration staff,

and the eight grade students who gave me permission and helped me to obtain

the data for the research.

Finally, I do hope that this thesis will be a useful contribution for the sake of

the improvement of English teaching, especially the teaching of reading. Any

criticism and valuable suggestion would be appreciated.

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vii

2.3 The Aspects of Writing ... 9

2.3.1 Content ... 9

2.3.2 Organization ... 10

2.3.3 Vocabulary ... 10

2.3.4 Language Use... 11

2.3.5 Mechanics ... 11

2.4 Paragraph Writing... 12

2.5 Types of Paragraph... 13

2.5.1 Recount Paragraph ... 13

2.6 Video in Language Learning Classroom ... 14

2.6.1 The Role of Video ... 14

2.6.2 Criteria of Selecting Video... 15

2.6.3 Types of Video ... 16

2.6.4 The Role of Teacher ... 17

2.6.5 The Role of Students ... 17

2.7 Teaching Writing Using Cartoon Video ... 18

2.7.1 Watching the Video ... 18

2.7.2 Guided Note-taking ... 19

2.7.3 Producing Written Work ... 20

2.8 The Effect of Cartoon Video on Writing Achievement ... 21

2.9 Hypothesis... 21

CHAPTER 3. RESEARCH METHODS

3.1 Research Design ... 23

3.2 Treatment... 25

3.2.1 Watching the Cartoon Video ... 25

3.2.2 Guided Note-taking ... 25

3.2.3 Producing Written Work ... 26

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ix

LIST OF APPENDICES

A. Research Matrix ... 45

B. Supporting Data Instruments ... 46

C. The Eighth Grade English Teacher s Lesson Plan of SMPN 1 Ambulu... 47

D. The Score of the Eighth Grade Students Mid-term Examination ... 50

E. The Output of Homogeneity Score... 52

F. Lesson Plan Meeting 1... 53

G. Lesson Plan Meeting 2 ... 66

H. The Samples of the Exercise Result of Control Group Students ... 76

I. Try Out... 80

J. Post Test ... 81

K. Scoring Guide... 82

L. The Score of Post Test ... 84

M. The Samples of the Way of Scoring ... 85

N. The Output of Independent Sample T-Test... 97

O. Permission Letter for Conducting Research from the Faculty of Teacher Training

and Education of Jember University ... 98

P. Statement Letter for Accomplishing the Research from SMPN 1 Ambulu... 99

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xi

SUMMARY

The Effect of Using Cartoon Video on the Eighth Grade Students Writing

Achievement at SMPN 1 Ambulu in the 2010/2011 Academic Year;

Kurnia

Primasthie, 060210401366; 2011:40; English Education Program, Language and Arts

Department, Faculty of Teacher Training and Education, Jember University

Writing is one of the language skills that should be mastered well by the

students in Junior High School including the students at SMPN 1 Ambulu. As

informed by the English teacher, some students were less motivated to learn English

especially writing because they thought that writing in English was difficult. Some

other students even felt bored during the teaching learning process. This was because

the technique or media used by the English teacher was not quite interesting.

The English teacher should apply an interesting media in the writing class that

helps the students arouse their ideas into written form. Therefore applying cartoon

video can help the students to develop their writing achievement.

This research was an experimental research. The purpose of this research was

to know whether or not the use of cartoon video has a significant effect on the eighth

grade students writing achievement at SMPN 1 Ambulu in the 2010/2011 Academic

Year.

The area of this research was SMPN 1 Ambulu. It was chosen purposively

because the used of cartoon video had never been applied in teaching learning process

in this school.

The respondents of this research were the eighth grade students of SMPN 1

Ambulu in the 2010/2011 academic year. The research respondents were determined

by cluster random sampling. The total number of the respondents was 66 that

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1

.

This chapter presents some aspects underpinning the topic of the research. They

include the background of the research, the problem of the research, the objectives of

the research, the significance of the research, and the operational definition of the

terms.

English plays an important role since it is an international language used in

many different countries. This language turns to become the language of

globalization or international means of communication used in commerce and trade,

travel, entertainment, hotels, business, educational institution or scholarly

discussions, seminars, conferences, and so on. In other words, English is used as a

universal language.

In Indonesia, English also has an important role in the education relating to the

fact that many references and books of science and technology are written in English.

Due to the development of science and technology, the government takes English as

one of the compulsory subjects in Junior High School, Senior High School, and

university.

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3

physical and mental activity on the part of the writer. Meanwhile, Fairbairn and

Winch (1996:32) state that writing is about conveying meaning by selecting words

and putting them together in a written or printed form. In writing, the ideas of the

writer are transferred wholly into text. The readers do not have a chance to ask the

writer about something they do not understand from the writing because readers are

often at a distance and may be strangers, with different backgrounds from the writer.

So, the writer should take good care of writing in order to make the written message

conveys the idea. It means that the writing product must be clear. It can be concluded

that writing is a complex skill dealing with transforming thoughts into a language by

selecting words and putting them together in a written or printed form that requires

both physical and mental activity.

Byrne (1979) says that there are three categories that make writing difficult,

namely psychological, linguistic, and cognitive problems. All these difficulties

combine many interrelated aspects of writing such as grammar, vocabulary,

mechanics, and organization.

Based on the research about writing a narrative paragraph done by Nugraini

(2009) at SMPN 3 Jember, it was found that 2.2% of the eighth grade students were

in very difficult category, 56.5% were in difficult category, 34.8% were in fair

category, 6.5% were in easy category, and 0% were in very easy category. Although

this fact cannot be generalized to all of eighth grade students, but it can be regarded

as one of evidences how difficult writing is.

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5

! "#$%&' #()%*#+ #,#-.$*

The purpose of the research was as follow:

To know whether or not there is significant effect of using cartoon video on the

eighth grade students writing achievement at SMPN 1 Ambulu in the 2010/2011

Academic Year.

/ 0 &12 &)& $-2$#()%*#+#, #-. $* / 3(.%*#4. &%#.

Since the result of the research showed a significant effect of using cartoon

video in teaching writing, the writer was expected to be motivated to apply cartoon

video in teaching writing to increase the students writing achievement.

/5 3(.%*#6 2 17 &,*8 #- $*#.

The results of this research were expected to become useful information for

the English teacher to create an interesting technique and media in teaching learning

process especially in writing class. In addition, they were useful as input for the

English teacher to apply the use of cartoon video in teaching English as a foreign

language.

/ 3(.%*#0%9 :#2%,

The treatments given were expected to be useful to motivate the students to

practice and increase their writing achievement of English paragraph through cartoon

video.

// 3(.%*# %*#.+#, #- . $*#.,

(10)

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(15)

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(see the definition of video clips 2.6)

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(16)

¢£¤¥¦ § ¦¨© £ ©ª © ¦« ª¬¥¥ ®¯£¨ ¥°¥®¥¨ ª © ¨¯®¥° ± ®²© £§

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. It is

produced in 2007 by BRB Internacional-Screen 21-Tuba Entertainment. This cartoon

video provides movement of the characters and sound effect without any

conversation. The visual information can be used by the students as a clue to the

characters attitudes. This cartoon video can be regarded as silent cartoon video. The

silent cartoon video is suitable for learning writing, because the students can practice

to gain, comprehend, and then deliver the message presented by the video into written

form. It shows that the students take an active part in watching the video materials. At

the same time, active viewing activities can increase the enjoyment and satisfaction

gained from viewing, as well as maintain the students motivation (Lonergan,

1984:11).

In conclusion, when watching video the students should become active

viewers. They do not only watch and enjoy the video, but also comprehend the story

and the content of the video presented. It is necessary because if they do not

understand well what is presented, they will be unable to produce written work.

¼½¾½ ¼ ¿À ÁÂ ÃÂÄ ÅÆÃ ÇÆÈÉ ÁÊ Ë

Lonergan (1984:11) says that the video has the ability to present complete

communicative situations. That is why it is usually difficult for the students to

undertake extensive writing tasks while watching the screen. Viewing guide

combined with viewing the video sequence is needed to help the students to write; in

which writing is the active demonstration of comprehension. The viewing guide can

be done through note-taking.

(17)

21

ÌÍ Î Ï Ð ÑÒ ÓÓ ÑÔÕÖÓ×ØÙÕÖÖÚÛ ÜÝÑÖÖÚÞ ÙÜÕ ÜÚßà ÔÐ Ü ÑáÑ âÑÚ Õ

Young people like cartoon. Here, young people are referred to the students.

Cartoon video does not only give an entertainment which is motivating and

interesting, but also communicating. As Lonergan (1984:4) says that an outstanding

feature of video is their ability to present complete communicative situations from the

combination of sound and vision which are dynamic, immediate, and accessible.

Hence, it stands to reason that if cartoon can be used in an educational context, an

interest in learning may also be created (Canning-Wilson, 2000).

In watching the cartoon video presentation, it is necessary for the students to

take an active part because active viewing can not only focus students attention on

the main idea of the video presentation but also increase their enjoyment and

satisfaction (Hemei, 1997). Active viewing brings the students to do transfer activity.

Transfer activity refers to the process done by the students in transferring their

comprehending of the content of cartoon video watched into the form of written

work. The transfer activity consists of three activities namely watching the video,

guided note-taking, and producing written work. Here, the students need to explore

their ability in comprehending the video content, expressing the message gotten in

note-taking activity, and then building up their note into a good writing product. As

what has been explained before, in order to produce a good writing, it is essential for

the students to master the aspects of writing and writing process.

In short, cartoon video has beneficial value and positive effect for language

learning process, especially writing achievement because it lets the students to have

an enjoyment and active demonstration of comprehension, which is writing, in their

learning experience.

ÌÍã äåæÖÕ Ð Ñç Üç

(18)

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(22)

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,

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(23)

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Smart Steps for Grade VIII Junior High School

and a workbook that was

Buku

Pendamping Materi BIMA kelas VIII

. The teacher never used cartoon video in

teaching writing achievement. He said that he sometimes only used pictures as media

which support students to write. It was emphasized by the lesson plan of the teacher

that never used video as the media in teaching English

(see Appendix C).

.

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a. The Total Number of Respondent

(24)

35

]^ _ ` a bc bdefgh igjkjli a b`f bmi nbk i d

[image:24.612.108.533.257.362.2]

As had been explained in Chapter III, the experimental group (VIII D)

received treatment on their writing class, while the control group (VIII E) received no

treatment. The description of the treatments had been explained in the lesson plan

enclosed, while the schedule of administering the treatments can be seen in table 4.3

Table 4.3 The Schedule of Administering the Treatment

No.

Treatment

Experimental Group

Control Group

1.

Treatment I

23

rd

May 2011

10.00

11.20 WIB

26

th

May 2011

07.00

08.20 WIB

2.

Treatment II

25

th

May 2011

10.00

11.20 WIB

28

th

May 2011

08.20

09.40 WIB

The activities in the control and experimental group were adjusted with the

schedule of English subject in the school.

]^ ] ` a bo bdp qijl` frsp i

Before administering the post test, the try-out test was administered on

Wednesday, 25

th

May 2011 at 08.20 up to 09.40. It was tried out to VIII B class as the

sample of try-out because this class had nearly the same mean score with the

experimental and the control group. In this research, the purpose of conducting the

try-out test was to know whether the time given in writing a recount paragraph was

enough or not and to know whether the instruction of writing test was clear or not for

the respondents.

(25)

37

shows that the mean score of the experimental group (VIII D) is higher than that of

the control group (VIII E).

Independent Samples Test

Levene's Test for

Equality of

Variances

t-test for Equality of Means

F

Sig.

T

df

Sig.

(2-tailed)

Mean

Difference

Std.

Error

Differen

ce

95% Confidence

Interval of the

Difference

Lower

Upper

NILAI

Equal

variances

assumed

3.786

.056

2.516

64

.014

4.6599

1.85179

.96054

8.35931

Equal

variances

not

assumed

2.542

59.696

.014

4.6599

1.83326

.99249

8.32737

From the table above, the value of significant column of Lavene s test for Equality of

Variances is 0.056. It is higher than 0.05 (standard error). Consequently, the row that

must be read is the first row of t-test column. In T-test column, the value of

significant (2-tailed) is less than 0.05 that is 0.014. It means that there is statistically

different between the experimental and control groups. Manually the formula to get

degree of freedom is df=(N

1

+N

2

)-2, and the result df = (34+32)

2 = 64. So the result

of degree of freedom is 64.

tu v w x yz {| }~x y y ~}

(26)

39

attention on the main idea of the video presentation but also increase their enjoyment

and satisfaction. In short, the students paid more attention to the lesson, because they

felt interested and motivated on it.

In addition, the students could write the recount paragraph better than what

the students in control group did. It was because on the cartoon video the

chronological events presented clearly. It was strengthened by a finding from the

studies by educational researchers that say approximately 83% of human learning

occurs visually, and the remaining 17% through the other senses - 11% through

hearing, 3.5% through smell, 1% through taste, and 1.5% through touch (OSHA,

1996). In other words, by cartoon video the students were helped much to learn,

because they got the material visually. Those were the reasons why they could make

the recount paragraph easily.

It was different with control group which had no cartoon video as media on

their writing class. Consequently the students in the control group could not enjoy

and absorb the material as well as the experimental class. It was because the students

in control group were taught conventionally. The students in control group only got

pictures as the media then they were asked to write a recount paragraph based on the

pictures. They still needed to think about what they had to write, because they should

imagine the chronological events in good way.

(27)

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(31)

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(32)

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(33)

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Fs K

dentifying the content of a simple video in the form of recount entitled

Gtu

us

and

I

heryl

K

nsomnia episode

Ls K

dentifying the generic structure of a simple video in the form of recount

entitled

Gtu

us and

I

heryl

K

nsomnia episode

7s

Writing a good short recount paragraph entitled

Gtu

us and

I

heryl

K

nsomnia

episode

v X =w xbcYpybo

Fs A

tudents are able to identify the content of a simple video in the form of

recount entitled

Gt

gus and

I

heryl

K

nsomnia episode

Ls A

tudents are able to identify the generic structure of a simple video in the form

of recount entitled

Gtu

us and

I

heryl

K

nsomnia episode

(34)

}~ }~ }~ | }~ }~ }~ }~ }~

paragraph given

howing

the

cartoon

video

of

gus and

heryl

nsomnia

and

asking the students to

understand the content

Asking the students to do

exercise 1 by answering

the questions shortly

Checking together the

students

work

on

exercise 1

Showing

the

cartoon

video

of Angus and

Cheryl Insomnia again

and asking the students to

understand the story plot

Giving

the

students

worksheet

to

prepare

note-taking

Introducing

unfamiliar

words

that

may

be

needed by the students to

write

note-taking

while

watching

the

cartoon

video

of Angus and

Cheryl Insomnia in the

third chance

exercise 2 by writing a

short recount paragraph

of Angus and Cheryl

Insomnia based on the

cartoon

video

they

watched and their note

2.3

2.4

2.5

2.6

2.7

2.8

2.9

paragraph given

exercise 1 by answering

questions shortly

Checking together the

students

work

on

exercise 1

Showing pictures series

of Angus and Cheryl

Insomnia

to

the

students

Telling short description

about the characters of

Angus

and

Cheryl

Introducing

unfamiliar

words

that

may

be

needed by the students to

write

exercise 2 by making a

sentence for each picture

given

exercise 3 by writing a

short recount paragraph

about Angus and Cheryl

Insomnia based on the

pictures series given

3.

3.1

Closing

Reviewing and drawing

the conclusion from the

material that has been

taught.

5

3.

3.1

Closing

Reviewing and drawing

the conclusion from the

material that has been

taught

(35)

eading questions

¡

You have a lot of friends

¢

don

£

t you?

¤¡

What do you usually do with your friends?

¥¡ ¦ §

ve you ever had an unforgettable experience or incident with your friends?

¨©

ample of a recount paragraph of someone

£

s experience

ª

Wrong

«

ostume

¬

year ago

¢

my friend and

joined the

«

alendar

®¯

rl

¬°±¯

tion in a radio

station outside our town

¡

We heard about this audition from our neighbour a week

before

¡ ¬²

first

¢

we were very excited

¡ ³´¯

s was because it was our first time to join

such an audition

¡

We went there by bus

¡

t took two hours to get there

¡

When we

arrived

¢

we saw many people also joined the contest

¡ ¬µ

ter we examined more

carefully

¢

we realized that all of the contestants wore red and white costumes

¡ ³´¶

n

¢

we asked the committee why the contestants were in red and white

¡ ³´¶

committee

told us that it was the major requirement to join the contest

¡ ·

eanwhile

¢

my friend

and

brought the wrong costumes

¡

prepared a long blue gown

¢

while my friend

prepared a colourful gown

¡

We were very desperate because we could not join the

audition

¡¬ µ

ter that

¢¸¶

went home sadly

¡

(A

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¡

What is recount?

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What are the generic structures of recount?

¥¡ Ð

rom the text above

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ention the orientation

¢¶

vents

¢§

nd reorientation

Ò

«

artoon video clip of

¬Ó

gus and

«

heryl

Ô

nsomnia

episode

ÕÖ×Ø ÙÚ Û×Ü

(36)

ßàáâ ãä åáæ

Write a short recount paragraph about the experience of

ç è

gus and

é

heryl

(37)

îïðñï ò óðï ôõðïö ÷

ø

eading questions

íù

You have a lot of friends

ú

don

û

t you?

üù

What do you usually do with your friends?

ýù þ ÿ

ve you ever had an unforgettable experience or incident with your friends?

ample of a recount paragraph of someone

û

s experience

Wrong

ostume

year ago

ú

my friend and

joined the

alendar

rl

tion in a radio

station outside our town

ù

We heard about this audition from our neighbour a week

before

ù

first

ú

we were very excited

ù

s was because it was our first time to join

such an audition

ù

We went there by bus

ù

t took two hours to get there

ù

When we

arrived

ú

we saw many people also joined the contest

ù

ter we examined more

carefully

ú

we realized that all of the contestants wore red and white costumes

ù

n

ú

we asked the committee why the contestants were in red and white

ù

committee

told us that it was the major requirement to join the contest

ù

eanwhile

ú

my friend

and

brought the wrong costumes

ù

prepared a long blue gown

ú

while my friend

prepared a colourful gown

ù

We were very desperate because we could not join the

audition

ù

ter that

ú

went home sadly

ù

(A

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/0

wer the following questions based on the recount paragraph entitled

1

Wrong

ostumes

.

1.

Who are the characters of the story?

2.

When did the story happen? Where?

3.

What kind of audition did they join?

(38)

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3

(39)

wall

@ A B

ter that

C

he went back to his room to continue his sleep

@ DEF

n

C

he heard

G

heryl moved a bookshelf

@

HF

went out from his room then helped

G

heryl to move

the bookshelf and arrange the books

@ A B

terwards

C A IJ

us went back to sleep at his

room

C

but suddenly they got a short circuit

@

(40)

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

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] ry h[bij[ _`lcnb]^h ij[ ]m ]_`b]cnb]^h ij[

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nie i_kc[lqi_k~ ^[dì]_d `lì_k `g[ ]x}[ \ìe[d ]f `g[c[d d]_

w m

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nie i_kc[lqi_k~ ^[dì]_d `lì_k `g[ ]x} [ \ìe[d ]f `g[c[dd]_

w

m m

m

l i_a\`ie i`i[d

nie i_k `g[ d`^q[ _`d l b[\ ]^_` hlblkbl hg lx]^` d]j[]_[ wd[y h[bi[ _\ [ a di_k `g[ d` ^q[_`d `] l_lc|[ `g[ k[ _[bi\ d`b^\` ^b[ ]f b[\ ]^_`

N w m m

m

l i_a\`ie i`i[d

nie i_k `g[ d` ^q[ _`d l b[\ ]^_` hl bl kbl hg lx]^ ` d]j[]_[ wd[y h[bi[ _\ [ a di_k `g[ d`^q[_`d `] l_lc|[ `g[ k[_[bi\ d`b^\` ^b[ ]f b[\ ]^_`

(41)

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(42)

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ðÓäØÐÕ Óå ñëÖÞæåÚ ÐÐÓÑ ÖÞÕÖÓ ÐòÓÔæÝÕ Ù óôõ ö ÷ ø ôùúûü ý þù ÿ ÷÷ô

ôÿ ù üýþ ù ÿ ÷÷ ô ÿ÷ ôÿ ø ô ÿ ÷ ýôü ü ø ö ÷ ü ô ÿ ÷ üõ ôü ý ô÷ ý÷ü õø ô ý ýÿ ü õ ôôÿ ÷÷ ÷ý ÷ø ÷ü ø õùø öÿ ÷ý ÿ üø ÷

.

Vocabulary used:

phone (n)

ring (v)

cloudy (adj)

boxing (n)

close (v)

dark (adj)

door (n)

ignore (v)

repeatedly (adv)

wire (n)

break (v)

heavily (adv)

rain (n)

annoy (v)

(title)

Orientation

: (who) ...

(when) ...

(where) ...

Events

: - ...

- ...

Reorientation : Finally...

...

Write a short recount paragraph about the experience of Angus and Cheryl Phone .

(43)

73

!"# $

Leading questions

1.

THE EFFECT OF USING CARTOON VIDEO ON THE EIGHTH GRADE STUDENTS’ WRITING ACHIEVEMENT AT SMPN 1 AMBULU IN THE 2010/2011 ACADEMIC YEAR