Judul Skripsi: Using animated video to improve students' vocabulary in writing narrative text. This research was aimed at improving the students'. vocabulary in writing narrative text using animation video that focused on writing narrative text to identify the number of vocabulary use and the range of vocabulary. The sample of the research was the tenth grade of MA Assalam Timbuseng which consisted of 25 students.
The research results showed that the students' difference before and after using animation video was significantly different. The students' pre-test average score in terms of vocabulary was 78 to be 92 in the post-test with 17.94%. This means that there was a significant difference between the students' . vocabulary before and after using animation video.
Berdasarkan hasil, dapat disimpulkan bahwa video animasi efektif dalam meningkatkan kosakata siswa untuk menulis teks narasi di kelas sepuluh MA Assalam Timbuseng pada tahun ajaran. Berdasarkan hasil tersebut dapat disimpulkan bahwa video animasi efektif meningkatkan kosakata siswa kelas 10 MA Assalam Timbuseng tahun pelajaran 2020/2021.
INTRODUCTION
- Problem Statement
- The Objective of the Research
- The Significance of the Research
- Scope of the Research
Based on some previous studies have learned that animation video can achieve good and fast results in improving students' vocabulary. There are some previous researchers who used animation video as a medium in the learning process to improve students' vocabulary. From the section above, it can be concluded that animation video is effective in improving students' vocabulary.
The difference between the previous study and this study is that the researcher uses animated video to improve students' vocabulary in writing narrative texts by rewriting the content of the video based on students' words. In this study, the researcher uses animated video as a medium to improve students' vocabulary in writing narrative texts. Based on the above explanation, the researcher formulates the problem as follows; Is the use of animated video effective to improve students' vocabulary in writing narrative texts?
The purpose of this research will focus on video animation in improving students' vocabulary in writing narrative text. The study focused on the application of video-animation in improving students' vocabulary in writing narrative texts.
REVIEW OF LITERATURE
Conceptual Framework
PRE-TEST : The researcher gave a pre-test (the researcher showed some pictures and suggested the students to write the narrative text based on the pictures). PROCESS: The researcher used animated video in the learning process as a media to improve students' vocabulary in writing narrative text. In this conceptual framework, the researcher would do the pre-test, the treatment and the post-test.
In the introduction (pre-test) the researcher showed some pictures and suggested the students to write the narrative text based on the pictures; in the treatment, the researcher showed the students animated videos and suggested the students to rewrite the content of the video based on the students' words. The researcher had seen whether animated video as a media in the learning process is important or not important to improve students' vocabulary in writing narrative text.
Hypothesis
In this research, the independent variable was the use of video-animation in improving students' vocabulary in writing narrative text. The dependent variable of this research was the students' vocabulary test score in story writing. The research instrument was the writing test which focused on students' vocabulary in their narrative text.
The pre-test was used to obtain students' vocabulary data in their narrative text before attending the treatment. The post-test was used to obtain students' vocabulary data in their narrative text after they attended the treatment. The findings present the data related to the number of students' vocabulary in the writing of the narrative text and the implementation of an animated video.
Learners' vocabularies are students' abilities to use words in their narrative text in the pre-test. The average number of students' vocabulary refers to the students' average vocabulary they had in their narrative texts at pre-test. Learners' vocabularies are students' abilities to write different words in their narrative text in the post-test.
Average of the number of students' vocabulary refers to the students' average vocabulary they had in their narrative texts in the post-test. The result of students' number of vocabulary in their narrative text is presented as follows. From the table 4.5 it is concluded that the students' vocabulary in their narrative text differs significantly between pre-test and post-test, it can be seen the Sig.
The significant indicator determines that the use of animated video in improving the number of students' vocabulary is effective. The mean score of the students before being treated using video animation in improving vocabulary in narrative text writing was 78. After analyzing the students' score using SPSS 22, both the pre-test and the post-test were significantly different.
RESEARCH METHOD
Population and Sample
The subject of this research was the tenth grade students of the Senior High School in Takalar in academic year 2020/2021. The population of this research was X grade in MA Assalam Timbuseng Takalar, which consisted of 2 classes, 1 class science and 1 class social. In this research, the researcher took one class of Social tenth grade MA Assalam Timbuseng which consisted of 25 students.
Research Variable
It is said to be a dependent variable because the dependent variable is affected by the independent variable.
Instrument of the Research
Technique of Data Collecting
To collect the data, the students write their own narrative text based on the pictures they have provided.
Technique of Data Analysis
In this case, the researcher used the T-test (significance test) for the paired sample T-test, which was a test to know the significant difference between the result of the average scores of the students in the pre-test and the post-test, the researcher used the t- analysis of the test at the level of significance (α) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of the subject (25 students), the hypotheses are as follows. Paired sample t-test of students' vocabularies shows the significant difference of students' vocabulary scores in pre-test and post-test using video animation. This section presented the analysis of the findings which showed the significant difference of students' vocabulary in the pre-test and post-test.
The number of students' vocabulary mean score before they were treated using animation video was shown through pretest score which was 78. The implementation of animation video was useful to improve students' vocabulary number because with the animation video students can see and listen to new vocabulary , and the amount of vocabulary in their narrative text improved. The effect of animation film on students' ability to write narrative text in class X MIA 5 of SMAN 9 Kendari. Journal of Teaching of English, 1 (2).
FINDINGS AND DISCUSSION
Discussion
For example, Nurul Aulia writes 155 words in her narrative text in pre-test and she writes 184 words in her narrative text in post-test. It can be concluded that there is significant difference between pre-test and post-test. The result found is consistent with the research done by Aridha (2018) on her research, says the use of animation video can improve students'.
Based on the above statement, the researcher believes that using animation video can help students improve the number of vocabulary in their narrative text because they can see and listen to new vocabulary. Based on the results and the discussion in the previous chapter, the researcher concludes that the use of animation video can improve the students'. Thus, it can be believed that there is a significant difference in using animation video to improve students'.
MA Assalam Timbuseng tenth grade English teachers are suggested to use animation video as an alternative method that can be used as a medium in teaching the material, especially in improving vocabulary in narrative text writing. Vocabulary mastery of eleventh grade students of MA Nahdlatul Muslimin in academic year 2013/2014 taught using animation video. The use of animation video in improving the vocabulary of second grade student of SMP Negeri 6 Watampone.
Diambil dari https://media.neliti.com/media/publications/60691-EN-animation-video- to-improve-students-voca.pdf). Meningkatkan keterampilan menulis teks narasi siswa menggunakan program video animasi di Garde XI IPA 2 SMA N 1 Teluk Kuantan. Merespon makna dalam teks narasi lisan dan tulis berbentuk legenda rakyat pendek dan sederhana dengan menggunakan jumlah kata yang lebih banyak dan lebih luas sesuai dengan konteks penggunaan.
Narrative text merupakan jenis teks yang berbentuk cerita khayalan, kisah nyata yang dikarang, atau dongeng.
CONCLUSION AND SUGGESTION
Suggestion
Guru meminta siswa untuk menuliskan isi teks dalam video menggunakan kosakata yang telah mereka pelajari untuk diasosiasikan. Guru meminta siswa menggunakan kosakata yang telah mereka pelajari untuk menuliskan isi teks dalam video. Nilai koreksi: Apabila nilai koreksi sama atau lebih tinggi dari rata-rata KKM, maka nilai yang dimasukkan adalah nilai standar KKM, dan jika nilai koreksi di bawah standar KKM, maka nilai yang dimasukkan adalah apa adanya.
Jika skor soal <65%, maka materi pembelajaran sebaiknya diulang, terutama soal yang ketuntasan <65%.
Writing Pre-Test
Writing Post-Test
Lesson Plans
KI3 : Memahami, menerapkan dan menganalisis pengetahuan faktual, konseptual dan prosedural, berdasarkan rasa ingin tahu tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban mengenai penyebab fenomena dan peristiwa, serta menerapkan pengetahuan prosedural dalam suatu bidang tertentu berdasarkan bakat dan minatnya dalam pemecahan masalah.
The Students’ Number of Vocabulary in Pre-Test
The Students’ Number of Vocabulary in Post-Test
The Students’ Mean Score
The Students’ Percentages of Students’ Improvement
T-test Pairs
