THE USE OF TEACHING MEDIA POWTOON TO IMPROVE
ELEVENTH GRADE OF LANGUAGE CLASS STUDENTS’
WRITING ABILITY AT SMA NEGERI 1 MALANG
THESIS
By :
SITI CHOLIFAH FIMBRIANI
201210100311082
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
THE USE OF TEACHING MEDIA POWTOON TO IMPROVE
ELEVENTH
GRADE OF LANGUAGE CLASS STUDENTS’
WRITING ABILITY AT SMA NEGERI 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By :
SITI CHOLIFAH FIMBRIANI
201210100311082
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADYAH MALANG
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MOTTO AND DEDICATION
MOTTO
If you fall a thousand times, stand up millions of times because you do not know how close you are to success.
change the pain into positive thing is a wise attitude
DEDICATION
I dedicate my thesis work to my precious family and special people. A
special feeling of gratitude to my loving parents, Mr. Kandar, and Mrs. Nanik
whose words of encouragement and push for tenacity ring in my ears. My beloved
sister Siti Latifah who always asks me new things about math. My brother-in-law
Maofika Apki who always remind me to finish my thesis. My beloved boy friend
Gisik Giriantoko who has never left my side.
I also dedicate this thesis to my beloved new Sister Euis Fauziah
Ramadhani and Griya Jasmine crews Yuni, Feppy, Desy, Eta who have supported
me to finish my thesis writing. Then, special thanks also goes to my best friends
Dita, Intan, April, Dian, Westina, Eka, Risput, and Citot who always support and
help me throughout the process. I hope that all of you will be my best girls
forever. Also, thanks to Modi “Motor Dita” who takes me nowhere and Madinatul
Munawaroh who accompanies me during conducting the research.
I dedicate this work and give special thanks to my best advisors, Mr. Riski
Lestiono and Mr. Sudiran, for their patience and guidance during helping me in all
time research and writing of this thesis. My sincere thanks also goes to Mr.
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ACKNOWLEDGEMENTS
Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina muhammadin wa’ala alihi wa sohbihi ajma’in. All grateful prays to the great loving Allah SWT, the almighty and the most merciful, for the gift to the
researcher in finishing the thesis.
The researcher would like to express her deep appreciation and gratitude to
all people who are very helpful in the process of this thesis. Firstly, the researcher
would like to deliver her best gratefulness to Allah SWT for guiding her, hence,
she is able to finish this thesis. Also, praises are offered to the beloved Prophet,
Muhammad SAW as the best role model ever to all people around the world,
especially Muslims.
Secondly, the researcher would like to express her deepest gratitude to her
advisors Mr. Riski Lestiono, M.A. and Mr. Dr. Sudiran, M.Hum. because without
their excellent guidance, caring, and patience, the researcher would never be able
to finish this thesis. The researcher could not have imagined having better
advisors for her Bachelor study. The researcher would like to thank Drs. Munash
Fauzie Anwar, M.M. who let the researcher experience the teaching in the field
and practical issues beyond the textbooks.
Thirdly, best gratitude is addressed to the researcher’s beloved family. For
the researcher’s perfect mother Nanik, her handsome father Kandar, dearest sister Siti Latifah, beloved brother-in-law Maofika Apki, and her special one Gisik
Giriantoko who are always supporting and encouraging her with their best wishes.
Eventually, big thanks is also given to all classmates of class B 2012, especially
for 3 sisters whom she met in this class, the feminine and patient girls Mei Dita,
Intan, and April who always becomes a cheerful girl.
Finally, her deepest and special thanks goes to all of her best friends
whose names cannot be mentioned one by one, to all her friends in campus and
many people who know her, thank you very much. She will always remember you
all the time. May Allah bless you all, amin.
Malang, August 2, 2016 The Researcher,
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MOTTO AND DEDICATION ... v
ABSTRACT ... vi 1.1 Background of Study... 1
1.2 Statement of Problem ... 6
1.3 Purpose of Study ... 6
1.4 Significance of Study ... 7
1.5 Scope and Limitation ... 7
1.6 Definition of Key Terms ... 7
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The Nature of Writing ... 9
2.1.1 The Importance of Writing ... 10
2.1.2 The Types of Writing Performance... 12
2.1.3 The Genres of Writing ... 14
2.1.4 The Process of Writing... 16
2.1.5 The Problems in Teaching Writing ... 18
2.2 Teaching Media ... 19
2.2.1 Kinds of Teaching Media ... 20
2.2.2 The Importance of Teaching Media ... 23
2.3 Media PowToon ... 24
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2.4 The Teaching of English in Indonesia ... 28
2.5 The Teaching of Writing in Senior High School Level ... 29
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Method ... 33
3.2 Research Subject ... 34
3.3 Research Setting ... 34
3.4 Research Procedures ... 34
3.4.1 Cycle I ... 35
3.4.2 Cycle II ... 37
3.5 Research Instrument ... 38
3.5.1 Interview Guide ... 38
3.5.2 Field Notes ... 39
3.5.3 Test Instrument ... 39
3.6 Data Collection ... 40
3.7 Data Analysis ... 41
3.7.1 Quantitative Data ... 41
3.7.2 Qualitative Data ... 42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Findings ... 44
4.1.1 Findings of The Preliminary Study ... 44
4.1.1.1 The Result of Pre-Interview ... 44
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4.1.4 Findings After Implementing the Action ... 69
4.2 Discussion ... 70
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 77
5.2 Suggestions ... 78
REFERENCES ... 81
xi
LIST OF TABLES
Table 4.1 Lesson Plan on Monday, May 2, 2016 (First Meeting) ... 49
Table 4.2 Lesson Plan on Monday, May 9, 2016 (Second Meeting) ... 51
Table 4.3 Lesson Plan on May 11, 2016 (Third Meeting) ... 54
Table 4.4 Lesson Plan on May 16, 2016 (Fourth Meeting) ... 61
Table 4.5 Lesson Plan on May 20, 2016 (Fifth Meeting) ... 63
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LIST OF FIGURE
Figure 2.1 (Login to PowToon) ... 26
Figure 2.2 (Home of PowToon) ... 26
Figure 3.1 The action research’s spiral (based on Kemmis and McTaggart,
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LIST OF APPENDICES
Appendix 1: Field Notes ... 85
Appendix 2: Interview Guide ... 103
Appendix 3: Observation Checklists ... 107
Appendix 4: Students’ Score ... 110
Appendix 5: Syllabus ... 114
Appendix 6: Samples of Lesson Plan ... 121
Appendix 7: Samples of Worksheet ... 146
Appendix 8: Documentation ... 158
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REFERENCES
Ary, D., et al. (2010). Introduction to Research in Education (8th Ed.). USA: Wadsworth, Cengage Learning.
Asyhar, Rayandra. (2012). Kreatif Mengembangkan Media Pembelajaran. Jakarta: Referensi Jakarta.
Brown, H. Douglas. (2004). Language Assesment. Principles and Classroom Practices. Chapter 9. New York: Longman.
Depdiknas. (2002). Pedoman Khusus Pengembangan Silabus dan Penilaian. Jakarta : Direktorat Pendidikan Menengah Umum Dirjen Dikdasmen.
Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Department Pendidikan Nasional.
Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition. New York: Longman.
Hyland, K. (2003). Second Language Writing. New York, Cambridge University
Press. Retreived From:
http://catdir.loc.gov/catdir/samples/cam041/2003041957.pdf
Hopkins, D. (2008). A Teacher’s Guide to Classroom Research (4th Ed). England: Open University Press.
Machalla M.A. Megaiab. 2014. The English Writing Competence of The Students of Indonesian Senior High School. WEI International Academic Conference Proceedings Bali, Indonesia. Retrieved from:
http://www.westeastinstitute.com/wp-content/uploads/2014/06/Machalla-M.A.-Megaiab-Full-Paper.pdf
Micholis, Yusron. (2013). Teaching Writing Procedure Text by Using YouTube
Video to The Tenth Grade Students of SMK NU Ma’ Aruf Kudus in The
Academic Year 2012/2013.
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Murcia, M. Celce and Olshtain E. 2000. Discourse and Context in Language Teaching. United States of America: Cambridge University Press. Retreived from:
http://eprints.umk.ac.id/163/1/THE_ANALYSIS_OF_COHERENCE_IN_T HE_BACKGROUND.pdf
Richards, J. C & Renandya, W. A. (2002). Methodology in Language Teaching. New York: Cambridge University Press.
Ruis, Nuhung. Muhyidin. Waluyo, Tri. (2009). Instructional Media. Jakarta: Ministry of National Education. Sadiman et al, (2010; 14).
https://mmursyidpw.files.wordpress.com/2009/05/instructionalmedia.pdf
Seow, A. (2002). The Writing Process and Process Writing. In Richards, J. C & Renandya, W. A (Eds.). Methodology in Language Teaching (pp. 315-320). New York: Cambridge University Press.
Spitalnik, Ilya. (2013). The Power of Cartoon Marketing. Retreived from: www.PowToon.com
St.Y.Slamet.2008. Dasar-dasar Pembelajaran Bahasa dan Sastra Indonesia di Sekolah Dasar. Surakarta: UNS Press. Retreived from: http://www.kajianpustaka.com/2013/07/pengertian-tujuan-dan-tahapan-menulis.html
Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach (5th Ed). Pearson Education Inc. Retrieved from: http://www.education.com/reference/article/writing-genres/
Thoman, Elizabeth. (2003). An Overview & Orientation Guide To Media Literacy Education. Santa Monica, CA. Retreived from: http://www.medialit.org/sites/default/files/01_MLKorientation.pdf
Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing. Language Learning & Technology, Vol 14, No. 1, pp, 3-8. Retrieved from http://llt.msu.edu/vol14num1/commentary.pdf
Wati, H. (2011). The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation. International Journal of Instruction Vol. 4, No.1. Retrieved from: www.e-iji.net
Yassaei, Shahla. (2012). Using Original Video and Sound Effects to Teach English. United Kingdom.
http://journal.unnes.ac.id/sju/index.php/eej
http://escholarship.org/uc/item/4kx77286#page-1
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https://core.ac.uk/download/files/478/12348820.pdf
http://bdkpadang.kemenag.go.id/index.php?option=com_content&view=article&i d=512:teaching-writing-skill-using-situational-cartoons-at-mts-english-teachers-training-in-bdk-padang&catid=41:top-headlines
https://www.powtoon.com/account/login/
https://www.powtoon.com/dashboard/templates/
https://www.powtoon.com/presentoons/ckLvdDWbvWF/edit/#/
http://myhero.com/hero.asp?hero=kartini_indonesia_05_ul
http://mungkininiadalahblog.blogspot.co.id/2015/04/biografi-singkat-dan-padat-isaac-newton.html
http://myhero.com/hero.asp?hero=Dewantara_stursula_indonesia_06_ul
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CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of problem, purpose
of study, significance of study, scope and limitation, and definition of key terms.
1.1 Background of Study
Nowadays, based on 2013 Competence Based Curriculum, students are
expected to master four skills in order to be able to use English communicatively. One
of them is writing skill. Writing is regarded as the productive skill that students should
consider the writing components by struggling, managing, amd providing as the
obscure aspect. Also, it can be said that writing is a process of using, decomposing,
composing, modifying and creating written products as the abstract concept as well
(Permendiknas: 2013).
However, writing is commonly considered as the most difficult English skill for
students to acquire to the readers. The difficulties in writing skill happen since the
students have to produce the text by using English. Besides, there are many text types
taught in Senior High School. The texts used are narrative, descriptive, recount, etc.
Each text has different social function, generic structures, and language features.
According to Richards & Renandya (2002:303), writing is the most difficult skill for
second language learners to master. It is not only caused by the difficulty on exploring
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as planning, drafting, revising, and editing also. Students have to write about what they
think in their mind and state it on a paper by using the correct procedure.
Those statements above explain that good writing skill is important for
students, but the fact shows that the students still have difficulties in their writing
ability. Based on the researcher’s preliminary observation on December 2015,
English is taught in all of class division whether in science class, social class, or in
language class. The students are given the English subject for four periods. The
asked to identify a certain text and to make a paragraph, the students are confused.
However, the problem is that students still cannot understand about the generic
structure of the text. For instance, they are confused to identify which one is the
descriptive text, narrative text, recount text, explanation text, etc. It is not only
that case; students have low understanding in making a good paragraph. Also, the
media that are used by the teacher cannot attract the students which only consist
of huge number of slides with a lot of sentences. It causes the students to have low
motivation in produce good writing. The power point should be lively, interested,
and attracting because it can make students enjoy reading the slides. The video
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deepen the students’ understanding about the certain text. As a consequence, it
needs a special treatment to make them aware of their problems.
There are many treatments, strategies, and other ways to teach students
according to the materials or potencies of the students in teaching and learning
English. According to Hyland (2003), writing is learned, rather than taught, and
the teacher’s best method is flexibility and support. English teacher is required to
explore the students with effective techniques, methods, and approaches. The
students who learn English will be successful if the learning sources or strategies
are relevant to the students’ need. Beside using those ways in teaching English,
the teacher may use media in teaching writing. One of them is audio visual.
According to Queentie (2012), audio visual media is tool that is used in teaching
and learning process with using our sight and hearing so as to make the students
acquire knowledge, skills, or attitudes.
PowToon is included into audio visual media because it is an interactive,
communicative and fun media. It makes the students interact with the teacher by
using sight and hearing. PowToon is an online service to create an exposure that
has a very interesting animated features including handwriting animation, cartoon
animation, transition effects, and more vibrant as well as setting time line that is
very easy. Almost all features can be accessed in one screen in the process of
making an exposure. Exposure that has a built-in cartoon characters, animation
models and objects other cartoons make this service suitable for making
instructional media, especially for those students who like the relaxing and
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researcher wants to apply proper media because of several considerations. First,
this media is new media that teachers must be online by using internet.
Automatically, there are very few studies conducted to apply Powtoon. Second, it
is appropriate that the teacher explains material about how to compose the
paragraph, kinds of text such as narrative text, descriptive text, procedure text, etc.
PowToon can be an alternative way to make creative slides during explaining the
material. PowToon is important to help the students explore this deepest of all
questions to be written into paper. Third, it can attract the students’ attention, for
instance, developing idea is condition when students are stuck in that sentence. By
using animation models and cartoon characters in PowToon, it helps the students
to be more creative and imaginative in developing paragraph.
By using media, the students can easily understand the material. According
to Midun (2009:41), media give a good impact to young learners; it can make
message of the materials delivered clearly; this can make the learners active in
teaching learning process including motivating the learners and letting them study
by themselves based on their interest and ability.
Considering the importance of writing and the findings of previous
observation, the researcher is interested in applying teaching media PowToon to
help students in their writing ability. The following discussion is about some
previous studies about teaching media conducted by Dwi Harjaningrum (2009),
and audio visual by Bima Teresna Alisandi (2012), and Yusron Micholis (2013).
Based on previous study by Dwi Harjaningrum (2009) “Interactive Media
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out that students were more interested in studying English. Then, the process of
studying English was more effective. The interactive media was equipped with a
multimedia-based evaluation that was made by using Action Script (Adobe
Flash). It was software used to create animations, presentations, and learning
program. Combining various media elements such as sound, animation, text and
images were packaged in an application.
Another previous studies by Bima Teresna Alisandi (2012) “Audio Visual
Media in Teaching Listening at SMP Muhammadiyah 06 Dau Malang” found that the
teacher of the 2nd grade in teaching listening at SMP Muhammadiyah 06 Dau Malang
used three audio visual media; they were VCD player, video player and computer. All
of them got good responses from the students. They got nine responses namely, specific
response, choral response, nonverbal, open-ended or students initiated, silence, silence
– Av, confusion (work oriented), laughter, uses English. In short, using various audio
visual media can avoid the boredom of the students, attract students’ attention, stimulate
student in study, and add their motivation to learn in class.
Besides, the previous studies concerning on the audio visual media in
improving writing skill had been conducted by Yusron (2013) who investigated
teaching writing procedure text by using YouTube video to the tenth grade
students of SMK NU MA’ARIF Kudus. The result of his study shows that using
YouTube video is appropriate in improving the ability of teaching writing
especially in procedure text.
This research has similar purpose with the previous researches above. In
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as the media and treatment in order to improve the students writing skill. Through
using PowToon, the students can learn the concepts of writing which is presented
by cartoon animation. On the other hand, PowToon is new media which has rarely
been used in previous research.
Based on the importance of PowToon, the researcher is interested in applying
this teaching media to improve the writing ability of eleventh grade of Language Class
at SMAN 1 Malang. The lack of students’ understanding about differences of each text
types and the students’ low motivation in writing which is caused by monotonous
media can cause the low students’ writing proficiency. It interests the researcher to
conduct a study to improve students writing ability using PowToon.
1.2 Statement of Problem
Based on the background above, the research concerned on the following
problem :
How can teaching media PowToon improve the eleventh grade of
Language Class students’ writing ability at SMA Negeri 1 Malang?
1.3 Purpose of Study
Based on the statement of the problem above, the purpose of this study is:
To investigate how teaching media PowToon improves the eleventh grade
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1.4 Significance of Study
The result of this study is expected to give contribution to the students in
order to be more interested in studying English. It also can give some contributions
to the teachers in order to develop the teaching media by using media PowToon and
increase their quality in teaching and learning process. Theoretically, it can enrich the
knowledge about teaching media for English Department. Finally, the result of this
study is expected to give contribution for other researchers who want to conduct a
similar research of the same aspect of the study.
1.5 Scope and Limitation
The scope of this research focuses on how teaching media PowToon can
improve the students’ writing ability, and the research is limited to the subject of the
students who are the eleventh grade of Language Class at SMA Negeri 1 Malang.
1.6 Definition of Key Term
According to the title of this thesis, the researcher presents the definition
of key term that can be used to make the readers easy to understand. It is
necessary to define the key terms as follows:
1. Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand (Brown, 2007, p.8).
2. Teaching media is everything that can convey or deliver messages from a
source, so that a conducive learning environment occurs where the receiver can
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3. Audio Visual Media is tool that is used in teaching and learning process by
using our sight and hearing in order to make the students acquire
knowledge, skills, or attitudes (Queentie, 2012).
4. PowToon is an online service to create an exposure that has very
interesting animated features including handwriting animation, cartoon
animation, transition effects, and more vibrant as well as setting time line
that is very easy.
5. Writing ability is productive language skill that produces form of writing
