ABSTRACT
This thesis aims (1) to describe the responses of the twelfth grade of science
studies class students in learning the language use to write narrative text by using
animated film; (2) to find out whether there are improvements or not of students’
language use in writing narrative text; and (3) to identify the difficulties in improving
students’ language use in writing narrative text by using the animated film.
This action research study is implemented collaboratively with an English
teacher of SMA Muhammadiyah Sewon, at the twelfth grade of science studies class. The
research is conducted in 2 cycles. Each cycle consists of four steps: planning, action,
observation, and reflection. The data are collected by using techniques of observation,
interview, documentation and test (pre-test and post-test). The qualitative data are
analyzed through descriptive analysis which consists of assembling the data, coding the
data, comparing the data, building interpretation, and reporting the outcomes. The
quantitative data are analyzed through descriptive statistics.
The findings of this research show the improvements of the students’ responses,
the improvements of the students’ language use in writing narrative text, and some
difficulties in improving the students’ language use in writing narrative text by using the
animated film. The data of the improvements of the students’ responses are: (1) a
majority of the students paid attention towards delivered materials from the researcher;
(2) a majority of the students were giving responses towards the lesson as they asked the
questions to the researcher, they answered the researcher’s questions, they gave a
statement that they understood, and they noted the delivering materials; (3) a majority of
the students showed good responses when the animated film was played as they watched
enthusiastically and paid attention carefully towards the animated film; (4) a majority of
the students actively co-operated each other in doing the exercises; (5) a majority of the
students did task activities assiduously. Meanwhile, the data of the improvements of the
students’ language use in writing narrative text showed that all students’ mean score of
language use in the whole was 69.73 in the pre-test and it improves to 77.23 in the first
post test and in the end of the post test, it improves more to 84.52. In other words, it
indicates that this score has passed the passing grade (78). Furthermore, difficulties in
improving students’ language use in writing narrative text by using the animated film
cover difficulties in shortening animated films, in making subtitles of animated films, and
difficulties in managing the time during the process of teaching.
In conclusion, there are two essential things elicited from the findings of the
research. First, the use of animated film can improve the students’ language use in writing
narrative text and the students’ responses. Second, the use of animated film has
difficulties in improving students’ language use in writing narrative text.
Key words: the animated film, writing, language use, narrative, classroom action
research