CHAPTER II REVIEW OF RELATED LITERATURE
B. Writing Skill
4. Component of Writing
Brown (2000:15) point out that there are five significant component of writing, they are content, organization, vocabulary, grammar, and mechanic.
a. Content
The written content should be clear to the reader so that the reader can understand the information conveyed and obtain information from it. In order to have good writing content, its content should be unified and complete. This term is often referred to as unity and completeness and becomes a characteristic of good writing.
1. Unity
If the book has some main ideas, and the sentences contained therein develop the ideas, then the work should have good unity. The main idea is stated in the topic sentence and each or every supported sentence, and is related to the idea of the topic sentence. If the writer wants his writing to be uniform, she or she should not include sentences that do not support the minimal concept of the subject sentence.
2. Completeness
If the main idea has been explained and developed, then the writing is considered complete. Through these specific information, control thoughts and thorough development. By writing a complete article, you can know the complexity or generality of the topic sentence. It is expected that the content of the writing is clear and easy to understand for readers.
b. Organization
The purpose of organizing written materials involves coherence, order of importance, and general to specific to general, chronological order and spatial order of pattern. When writing the learner should arrange their writing chronologically. They should present their ideas based on the order of which happened from the beginning to the end.
In terms of organizational writing, it is necessary to arrange and organize thoughts in the way of writers so that information can be expressed in words. The
author uses a variety of ways to organize or arrange the writing that the organization is mainly regarded as orderly. In this case, the organization has two parts:
1. Coherence
Coherence refers to being tightly connected, and in a coherent article, all ideas can be connected together. Coherent paragraphs are each idea that supports sentences related to the topic sentence or idea. A place where thoughts are put in the correct order and never confused. This allows the author to follow sentence paragraphs through the paper.
2. Spatial Order
If the purpose of this paragraph is to tell them that the most effective organizational model is usually spatial, if the writer writes a description of residential areas, rooms or residences, I hope readers have a psychological impression of the houses they describe. Buildings, they may describe the exterior and interior of the building by systematically rather than randomly moving on the scene, thereby conveying the overall floor plan of the scene to the viewer.
c. Vocabulary
Vocabulary is one of the easiest ways to improve the power of writing and make any writing task that much easier. Vocabularies are collection of words that are structured into a sentences, paragraph, or essay.
d. Grammar
Writer should master grammar in order that the writer can result good writing.
Good writing that has correct sentences, using right tenses, and others.
e. Mechanics
Mechanics refer to the showing of words, to how they are spelled or arranged on paper. Mechanics consist of capitalization, spelling, and punctuation.
3. The characteristic of good writing
Adel stein and pival, (1980:54) stated some characteristic of the good writing as follows:
a. Good writing reflects the writer's ability to use appropriate voices. Even if all good writing conveys voices and someone is talking to other people, the voice heard through writing must be suitable for the purpose of the occasion and the audience.
b. Good writing reflects the author’s ability to organize the material into a coherent work, thereby shifting it from the central, dominant thought logic to supporting points, and finally reaching a consistent ending, thus conveying thoughtfulness to the reader plan.
c. Good writing reflects the writer’s ability to write clearly, using sentence structure, language and examples, so one possible meaning is the writer’s intention.
d. Good writing reflects the writer's persuasive ability, which can make interested readers interested in the subject and show a thorough and profound understanding.
e. Good writing reflects that the writer criticized the first draft and revised it.
Revision is the key to effective writing.
C. Animated Stories
1. Definition of Animated Stories
Animation was first made by Fady Saeed from Egypt in 1756. In the 17th to 19th centuries, simple animation equipment was invented before the advent of film projectors. History of Animated Film began in 1890, the first animated film made by Charles-Ĕmile Reynaud, the inventor of Praxinoscope, a motion system that use a rotation of 12 image. On October 18, 1892, at the Musĕe Grĕvin in Paris, France, he exhibited an animation with a round of 500 images.
Gutenberg defined animation in Miller (2003:1) as "the art, technique, and process of giving obvious movement and life to inanimate objects through photography". Gonzales defined animation in Betrancourt (2005: 287) as "a series of changing images that are dynamically presented according to the user's actions by helping the user to constantly change over time and develop a more accurate thinking model than the task." At the same time, Wright pointed out in Sulaiman (2012: 1) that the word "animate" comes from the Latin verb "animate", which means "alive or full of breath". In animation, we can completely reorganize
reality. This means that the animation is a moving image and seems to be alive.
Therefore, when watching an animation, the audience feels like they are watching a movie and see the creatures in reality. "
From the above definition, it can be concluded that an animated story is a story presented in the form of animation. This means that the story will be displayed in animation to help the audience understand the story.
2. Kinds of Animated Stories
There are two kinds of animated stories, with dialogue and non-dialogue.
Dialogue is a verbal exchange between two or more people. Hargrove (1995: 176) says, “A dialogue is a conversation where there is a free flow of meaning in a group and diverse views and perspectives are encouraged”. Dialogue is the things that are said by the characters in a story, movie, etc.
From that explanation, it could be concluded that non-dialogue short animated stories are series moving pictures in a form of animation which have no conversation said by the characters at all. The plot is depends on the gestures and expressions showed by the characters. So that the viewers have different perspective in concluding and understanding the story. It motivates the students’
ideas, imagination, and creativity in writing narrative.
3. The Advantages and Disadvantages of Animated Stories in Teaching and Learning
a. Advantages
According to the module manual entitled "Animation as a Learning Tool"
by VIA University College in Denmark, children learn best and most when they enjoy what they do. Using animation as a tool to encourage and develop children's learning is not only fun, but also effective. This means that when the teacher uses animation, students will like the teaching learning process because it is more interesting. The manual also states that through the use of animation, children can develop skills in storytelling, visual communication, cognition, emotion, ethics and aesthetics, observation and sensory, concentration, problem solving, and innovation.
From the statement, it can be said that animation is a good choice for developing students' abilities. Therefore, it can be seen that in written storytelling, animated stories are the most interesting media for young students or junior high school students.
A booklet on animation called "Animation Teaching" (2005) pointed out that animation has the following advantages:
1. Animation is very popular among children.
2. For animation, no post-editing is required
3. Animation makes it possible to control the film, because there is a work on every photo on the film-every movement and cut is planned in detail so that reflection and analysis can be carried out.
4. Animation can be included in regular teaching situations because it does not take up much space.
5. Animation and imagination are closely linked; even the smallest students can use animation.
6. Animation makes "move in time" easy.
7. Animation production can combine the physical world and the virtual world 8. Animation can enhance creativity
Based on the explanation of the advantages of using animation, it can be concluded that animation is very helpful for teachers to motivate students to learn and to improve students' imagination or creativity. At the same time, teachers should choose a suitable animation and should consider the duration. Therefore, animated short stories are the most effective medium to use.
b. Disadvantages
According to Utami D (2007) animation is a medium that quite interesting to use in learning in schools, but there are several disadvantages that animation have:
1. Need special equipment.
2. Material for animation is difficult to change if at any time it can be erroneous or the information contained in it.
3. It is difficult to add to attract students’ attention if used correctly
4. Divert attention from the substance of the material conveyed to the animate embellishments that are just not important.
D. Media
1. The Nature of Media
According to Li-Ling KUO (1991: 1), “Media is a means of transmitting or transmitting information. When the media transmits information for teaching purposes, it is called educational media.” Meanwhile, Celle and Murcia (2001:
142) state that media are tools or physical things used by the teacher to motivate the students by bringing a slice of real life into the classroom and presenting language in its more complete communication complex. The researcher can say that media is important in teaching and learning English. Media helps the teacher to deliver the material being taught easier. On the other hand, the students can understand the material easily. Moreover, media is a good way to engage the students in learning English.
2. Types of Media
According to Gerlach and Elly (1980: 274) there are five types of media. They are:
a. Picture
A picture is a record or copy of a real object or event, and can be larger or smaller than the object or event represented.
b. Audio Recording
Recording is done on tape, CD, movie soundtrack. The sound is real and will be displayed in the order in which it actually occurred, unless the recording is edited. Obviously, one of the most important recording types is speech material. Therefore, recordings can be used by individuals, and can also be played directly to listeners or through broadcast or central sound systems.
c. Motion Picture (Movie/Video Tape Recording)
Motion pictures (movie/video tape recording) are moving images produced from real scenes or graphical representations. The object or event may be in normal motion, slow motion, delayed or stopped motion.
d. Television
Television can originate from multiple sources and can be distributed in multiple ways, but the signal is ultimately displayed by the television receiver.
e. Real Things, Simulation, and Models
Real things that contrast with other media cannot replace actual objects or events. Simulation is a copy of the real situation, and the simulation is designed to be as close as possible to the actual event or process. Models are copies or representations of reality.
As can be seen from the above summary, teachers have many options to match the media with learning goals and learning products. In this case, researchers use pictures and movies as media in the form of animated stories to teach writing, especially narrative texts.
Sugeng (2010: 165) summarizes the media types as follows:
a. The printed media can be books, story books, newspapers, magazines, and other printed materials such as manuals and recipes.
b. Still media can be charts, pictures, picture cards, posters, slot boards, and flannel boards.
c. Audio media can be the radio, audio tape, telephone, and natural sounds.
d. Visual media can be OHT/OHP, slides, photos, and film strips.
e. Audio-visual media can be the TV, 8 mm and 16 mm, the movies, slide/tapes, and film strips/tapes.
f. Real-object media can be real objects, specimen, and models.
g. Simulated media can be games and quizzes, role plays, and simulations.
As can be seen from the above summary, teachers have many options to match the media with the learning goals and learning products. In this case, researchers will use one of audio-visual media and static media as a medium to teach writing, especially narrative text.
E. Narrative Texts
1. Definition of Narrative Texts
Anderson and Anderson (1997: 8) said: "A narrative text is a text that tells a story, and uses it to entertain and inform readers or listeners." Percy pointed out in Permana and Zuhri (2013: 2), “A narrative is a kind of prose that tells a story or a series of events. Its purpose is to give meaning to an event or a series of events by telling a story. From these statements It can be inferred that the narrative text is related to a story. The story includes events that are presented to readers or listeners.
According to Ayres (2008), “Narrative text is a form of discourse, which has been fixed in writing”. At the same time, Parera (1993: 5) pointed out that
“Narrative is one of the forms of development writing. For example, characters tell the history of something based on the development of writing from time to time”.
According to Anderson (1997:14), that a good narrative uses words to paint a picture in our minds of: what the characters look like (their appearance), where the action is taking place (the setting), how things are happening (the action).
From the definition above, it said that narrative text is a story tells us about something interesting that has purpose to amuse and to entertain for the readers or viewers.
2. Generic Structure of Narrative Texts
Derewianka (1990: 32) states that the steps to construct a narrative are:
a. Orientation, the author tells the audience who the characters in the story are, where and when the story happened.
b. Complication, the story is driven by a series of events, during this period; we usually hope that some kind of complexity or problem arises. If there were no accidents, it would not be so interesting. This complexity will involve the main characters and will often (temporarily) target them to teach their goals.
The narrative reflects the complex situations we encounter in our lives and tends to convince us that they can be solved.
c. Resolution, in the "satisfactory" narrative, the complications were resolved.
The quality of the complications can be resolved, but it is rarely fully resolved (although this can of course be done in certain types of narratives, which makes us wonder (how is the end?).
Meanwhile, Anderson and Anderson (1997: 8) "show the steps to construct narrative text. They are:
a. Orientation, this is an opening to tell the character, set the time and place.
b. Complications, It contains events in the story, which inspire readers to guess what will happen in the story
c. Sequence of events, the character responds to complications d. Resolution, the role finally solved the complex problem.
e. Coda contains comments or moral values that can be learned from the story, but this is an optional step ".
In addition, Coffman and Reed (2010:1) pointed out that “narratives are described as having several common components, including scenes, plots (a series of plots based on goals, attempts, and results), solving Project or story ending".
3. Language Features of Narrative Text
According to Anderson (1998: 3), the language features of narrative text are : a. Nouns that identify the specific characters and places in the story
b. Adjectives that provide accurate description of the characters and settings c. Verbs that show the actions that occur in the story
d. Time words that connect events to tell when they occur, the use of simple past tense and past continuous tense.
F. Classroom Action Research 1. Definition of CAR
Action Research has a long history. The concept of Action Research was first expressed by Kurt Lewin in 1944. The previous year, namely in 1910 John Dewey in his book How We Think and The Source of a Science of Education, had thrown ideas about how scientific methods were used to solve problem from day to day. In the late 1970s and early 1980s in the USA there was a desire for collaboration to develop educator professionalism. Prunthy and Hively (1982);
Schon (1983), collaborative support is expanding, and this effort is known as action research.
Judging from the term Classroom Action Research, there are 3 definitions, namely:
a. Research, which means designating an activity to observe an object using certain methodologies to obtain useful data in improving quality for researchers.
b. Action, shows a movement of activities that are deliberately carried out wiyh a specific purpose.
c. Class, what is meant by a group of students at the same time, receives the same lesson from the same teacher.
By combining the definition of these three words, it can be concluded that the definition of classroom action research is an examination of learning activities in the form of an action that is deliberately generated and occurs in the classroom together.
2. Benefits of CAR
Mc. Niff (1992) state that the main basis for carrying out classroom action research in improvement, in the context of improvement in the learning process. Classroom Action Research is a strategic way for teachers to improve or improve learning services in the classroom.
3. Action Research Model
Although some experts suggest different models, in general there are four stages that are commonly passed in action research, namely:
a. Planning b. Acting c. Observing d. Reflection a. Planning
Planning is a plan to deal with the research problem after it is determined. In the planning stage, the researchers prepare some procedural actions to improve students' ability to write narrative texts using short animated stories. The program is put in some lesson plans.
b. Acting
This section discussed the steps and activities that the researchers were perform. In the performance stage, the researchers try to implement some procedural behaviour formulated in the plan.
c. Observing
Observation is the next step to monitor and pay close attention to the teaching process to collect data from the results of the action. When researchers implement some procedural behaviors to improve students' ability to write
Short Animated Stories
narrative text using short animated stories, researchers are also observing the teaching and learning process to obtain any data.
d. Reflection
Reflection means analysing the results based on the collected data to determine the next action in the next cycle. After the observation process is completed, the researchers and teachers reflect on the teaching and learning process and the improvement of students’ ability to write narrative texts.
G. Conceptual Frameworks
Figure 2.1 Conceptual Framework Classroom Action Research
Writing Skill
Content Organization
Improving the students Writing ability
Figure 2.1 through the application of short animated stories to illustrate the teaching process of English writing, the content and organization of the narrative text can be improved.
Short animated stories are one of the techniques that can be used by teachers to help students get ideas and imagination to improve their ability to write narrative text. By using short animated stories, students will understand the plot of the story and can tell the story by writing down the story. At the marking stage, the final version is compare with drafts to gain an insight into the development of both content and organization from the planning stage to the final version. In the final version the teacher can get information about the influence of short animated stories to the students’ writing achievement. So, the main purpose of this learning and teaching process is improvement of the students’ writing especially for content and organization.