THE EFFECT OF ANIMATED FILMS ON STUDENTS’ SPEAKING

SKILL OF NARRATIVE TEXT AT GRADE X SMA PLUS

BINABANGSA PEKANBARU

Batdal Niati, Mukhaiyar, Yenni Rozimela

Language Education Program, State University of Padang
nia_weybe@yahoo.com.

Abstrak: Tujuan penelitian ini adalah untuk mengetahui apakah siswa yang
diajar dengan animated films memiliki keterampilan berbicara teks naratif lebih
baik dari pada siswa yang diajar dengan picture story. Jenis penelitian ini adalah
penelitian ekperimen semu; nonequivalent control group pre-post test design.
Sampel penelitian adalah kelas X.1 dan X.2. Kelas X.1 merupakan kelas control
yang diajar dengan menggunakan picture story sedangkan kelas X.2 merupakan
kelas experimen yang diajar dengan menggunakan animated films. Instrumen
yang digunakan untuk mengumpulkan data penelitian adalah tes berbicara. Data
dianalisis dengan menggunakan independent t-test. Temuan menunjukkan bahwa
siswa yang diajar dengan animated films mempunyai keterampilan berbicara teks
naratif lebih besar daripada siswa yang diajar dengan picture story.

Keywords : Animated Film, Picture Story, Speaking Skill, Narrative Text

Introduction
Speaking is one of the skills is a text tells about fiction stories
that should be taught at senior high and containing conflict and
schools. The students should be able resolution. It amuses and entertains
to express meaning in transactional reader’s interesting with imaginary.
and interpersonal conversation (to One of the aims of teaching
get things done), functional spoken speaking skill of narrative text is to
texts, and monologue texts in daily enable the students to narrate or
life contexts (Depdiknas, 2006:30). retell a story by using language
It means that the students should be meaningfully. The teachers need to
able to communicate spoken use some techniques such as jigsaw,
language interpersonally, select the drama, dialogue, chain story, and
best expression that relates to the role play in order to get the students
context of spoken language, able to afford retelling the story. They
show feeling and ideas and use should also use various media such
language according to the function as film, picture story, tape
of the language itself, and able to recording, situational cartoon, and
express meaning of monologue puppet show.
texts. One of the monologue texts The media are very
that should be mastered by the important in teaching speaking skill
students is narrative text. It is of narrative text. Therefore, the
learned by the students in each teacher of SMA Plus Binabangsa
semester. Pekanbaru had been using picture
According to Grace and story and tape recorder. These
Sudarwati (2006:115), narrative text media were assumed to help the
Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

students gaining ideas and enhance film in teaching speaking skill of

their score of speaking skill of narrative text. According to Manser
narrative text. However, in fact, the (2000:4), an animated film is a film
media did not help the students so that contains story, has conflict,
that their speaking skill of narrative dialogue, plot, and characters Then,
text at grade X of SMA Plus Bina Stewart (2006:3) states that films are
Bangsa Pekanbaru was still far from ideas. In addition, Arsyad (2006:29)
expectation. says that films can transfer idea. It
Based on the researcher’s means that by watching animated
experience during teaching at grade films, the students can interpret the
X of SMA Plus Bina Bangsa, she story directly, see the conflict of the
found that some of the students were story clearly, see the action, hear
not able to retell story well. It could sound, and imitate expression,
be seen from their result of speaking stress, and intonation of characters.
skill of narrative text on the first Thus, if the students have ideas,
semester. Only six of thirty five they will be easier to retell the story.
students (17%) were able to retell In addition, they will be interested,
story, thirteen students (37%) did motivated and participate in
not finish their retelling story till the teaching learning process.
end, and the others (46%) were not Moreover, Daryanto
able to retell story. The researcher (2010:117) states that animated film
found some phenomena. First, some is useful medium for the teacher in
of the students were not able to teaching narrative text. It was in line
interpret content of the story. with Barthes (1993:3). He says that
Second, they could not produce animated film is great device that
appropriate pronunciation of words can amuse the audience with
as the target language while retelling imaginary world powerful
story. Third, they did many errors in characters. It means that animated
using language features of narrative films can stimulate students’ feeling
text. Fourth, they paused and and imagination, attract students’
thought too much while speaking. interested, and entertain the
Fifth, they were lack of students.
vocabularies. In addition, based on Meanwhile, Espinosa
the result of interview some of the (2012:2) mentions that animated
students said that they run of the films give effect on students’
ideas when they were retelling the speaking skill. First, animated films
story and the others said that they help to develop the students’
forgot what they wanted to say. As speaking skill. Second, it gives
the result, their score of speaking students entertainment, and
skill of narrative text score was low. motivation. Third, animated films
Those problems were faced provide the students with both
by the students in studying speaking visual and auditory input. It can be
skill of narrative text. One of media concluded that animated films
to solve their problems was films. develop students’ language ability,
There are many kinds of films that get enormous language treasure, and
can be used by the teacher. give motivation.
However, in this research, the Furthermore, according to
researcher limited using animated According to Cakir (2006:5), there

65
Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

are some techniques that can be and language feature of narrative

used for teacher in applying video or text. Finally, the teacher asks some
films in the classroom. First is of the students to retell the story.
freeze frames and prediction. The Based on explanation above,
teacher can stop or pause the picture animated films were useful medium
of films. Then, the students can be in teaching speaking skill of
asked what is going on happen next. narrative text. It was predicted as an
Second is silent viewing. The scenes alternative medium to solve the
are played with sound off and using students’ problem. The research is
only the picture. Third is dubbing carried out to find out whether
activities. The students are asked to students who are taught by using
fill the missing dialogue after animated films have better speaking
watching sound off film episode. skill of narrative text than those who
Fourth is sound on and vision off. In are taught by using picture story.
this part, the visual screen removes Method
and only plays the sound of films. The type of this research was
Fifth is repetition and role play. The quasi-experimental research with
scenes of films can be repeated until nonequivalent control group pre-
the students comprehend about the post test design. According to
story and asks them to act out scenes Christensen (1988:231),
using as much the original as they nonequivalent control group pre-
remember. Sixth is reproduction. post test design is one of quasi
The teacher asks the students to experimental research types that
write or retell what has happened in discriminated research design
English. In conclusion, those between experimental and control
techniques can be applied by the class. It means that treatment only
teacher in teaching speaking skill of done in experimental class while
narrative text. control class is taught as usual.
According to some experts’ Meanwhile, Gay and Airasian
opinions (Fazey, 1999:24, Ryan, (2000: 367) say “quasi-experimental
1998:2, Heffernan, 2005:2, and Reil research is one of types of research
2012:1), the teacher can use that can test hypothesis to establish
animated films in teaching through relationship cause and effect”. It
some steps. In pre teaching activity, means that quasi-experimental
the teacher chooses animated films research is a research that aimed to
that are relevant, appropriate with investigate cause and effect of the
the students, related to material. The research variable, observes effect of
teacher discusses new or unknown treatments, and measure hypothesis.
vocabulary related to the story. The To know the effect of variable, the
teacher asks the students to prepare researcher gave treatments only in
take note that used for taking note experimental class using animated
the important parts of story. In films and taught the students of
whilst teaching activity, the teacher control class as usual using picture
is observing the students while they story
are viewing the animated films. In The subjects of this research
post teaching activity, teacher were 32 students that consisted of
guides the students to retell the story 16 students in experimental class
by concerned with generic structure and 16 students in control class. The

66
Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

data were gathered from speaking assigned to retell one of the eight
test. The form of test was individual stories either on pre-test or post test.
retelling story. The instrument of The titles were categorized into
this research was speaking test. The fable and fairy tales story. There
form of test was individual retelling were four titles related to fables and
story. The researcher gave the test in four titles related to fairy tales. The
experimental and control class. She students were asked to choose one
conducted pre-test and post-test for of the titles that they known well.
both of classes. Pre-test aimed to Then, they retell the story. Their
know students’ speaking skill of speaking skill of narrative text was
narrative text generally and Post-test measured based on five aspects of
aimed to know students’ speaking scoring which are adapted from
skill of narrative text after theories of Henning (1987: 35),
treatments. Hughes (2005:123), Tsang and
In this research, the Wong in Richard and Renandrya
researcher focused on content (2002:222), and O’malley and
validity. It was appropriated with Pierce (1996:156) They are
Bachman’s Theory (1990:40). He pronunciation, grammar,
states that the test has content vocabulary, fluency, and
validity if the test design measured comprehension. The result of
what should be measured in students’ speaking skill of narrative
teaching learning process reflect to text either was analyzed by using
syllabus or instructional program. independent t-test.
The test needed instruction to do it.
Therefore, the researcher arranged Finding and discussion
the instruction of test based on Finding of the research
syllabus and students’ book. aimed to answer the research
Moreover, it had been discussed question whether students who are
with the advisors and the colleague taught by using animated films have
(Wahyuni Widiastuti, S. Pd) and better speaking skill of narrative text
also appropriated with experts’ than those who are taught by using
judgment. Besides, the titles of picture story.
stories considered suitable with After doing the research, the
kinds of narrative text which studied writer found that students who were
by the students. It means that the taught by animated films had better
instrument had been valid and could speaking skill of narrative text than
be used for measuring students’ those who were taught by picture
speaking skill of narrative text. story. It was indicated by data. The
To get the reliability of the finding of the research was
instrument, she analyzed using inter- explained as follows;
rater reliability based on statement 1. Data Description
of Brown (2010:27). He says that All of the data were gathered
inter-reliability is two or more from students’ speaking skill of
scorers in same test. Thus, the raters narrative text on pre-test and post
of the test were two lecturers and the test. The test that given on pre-test
researcher herself. and post-test was the same. The data
To know students’ speaking were gathered from 32 students. It
skill of narrative text, they were consisted of 16 students in control

67
 Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

class and 16 students in Table 2

experimental class. The result of The Result of Pre-Test and Post-
students’ speaking skill of narrative Test of Control Class
text can be summarized as bellow;
Table 1 Sta
The Result Pre-Test and Post-Test nda
of Experimental and Control rd Su
Class Min Max Dev m
Lo M Me Mea Me Mo imu imu iati
Te Hig Su Me Test n dian de m m on
Class N we od dia
st hest m an Pre 46.
st e n 776
Test 48.5 46.7 7 40 66.7 8.1
Contr 46. 46. 48.
16 66.7 40 776 Post 58.2 45. 45. 932
Pre ol 7 7 5
Te Expe 42. 46. Test 5 58 3 3 73.3 9.3
48.
st rimen 16 66.7 40 7 7 780
75
tal Students' Speaking Skill
Contr 45. 45. 58 58.
Po 16 73.3 932 80
ol 3 3 25 60
st
Te
Expe
57.
58. 62.
101 63. SCORE 40
rimen 16 76 7 7 20
st 3 2 25 Pre Test
tal 0

Standard…
Post Test

Mode

Maximum
Mean

Minimum
The table above shows that the Median
mean score gotten by the students
on pre-test of experimental and
control class was the same. It means Figure 1.Bar graphs of the Result of
that the level of students’ speaking Pre-Test and Post-Test of Control
skill of narrative text was similar. Class
However, after doing seven
treatments, the result of post-test Based on table and graphs
gotten by the students was different. above, it can be seen that all of the
The mean score increased either on statistics result on pre-test increased
experimental or control class. on post-test. The mean score of pre-
test was 48.5 while mean score on
2. Data Analysis post-test was 58.25. It means that
a. The Result of Pre-Test and there was different 9.75 point
Post-Test of Control Class among pre-test and post-test. The
The data were gathered from 16 minimum, median, mode, and
students in control clas. The result maximum score between pre-test
of research finding was analyzed and post-test had difference. Those
statictically. It could be summarized increased from pre-test to post-test.
in the table below; The standard deviation of pre-test
was 8.07 while standard deviation of
post test was 9.28. The sum of pre-
test was 776.03 while the sum of
post-test was 932. It had difference
155.97 point among both of the

68
 Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

tests. It means that the result of Based on table above and

students’ speaking skill of post-test graphs above, it can be understood
was greater than pre-test. that all of the statistics result on pre-
test increased on post-test. The
b. The Result of Pre-Test and mean score of pre-test was 48.75
Post-Test of Experimental while mean score on post-test was
Class 63.25. It means that there was
The researcher gave the raising score about 14.5 among both
same test on students either pre-test of tests. The median, mode,
or post test. There were eight maximum, and minimum score
animated films were showed and between pre-test and post-test had
discussed on the students during difference. Those scores increased
treatments. Eventually, the students’ from pre-test to post-test. The
speaking skill of narrative text had standard deviation of pre-test was
increased significantly. The data 8.16 while standard deviation of
were analyzed statictically. It could post-test was 4.98. The sum of pre-
be summarized in the table below; test was 780.01 while the sum of
Table 3 post-test was 1012.01. It had
The Result of Pre-Test and Post- significant difference about 232
Test of Experimental Class point among both of the tests. It
Tes Sta means that the result of students’
t Mi nda speaking skill of post-test was
Ma
Me Me Mo ni rd greater than pre-test.
xim Sum
an dian de mu Dev After gathering the data from
um
m iati both of experimental and control
on class, the researcher analyzed the
Pre 48. 66. normality data and homogeneity of
45.3 42.7 40 8.2 780samples. The normality of data used
Test 8 7
Post 63. 57. Kolmogorov-Smirnov test (K-S test)
62.7 62.7 76 5.0 1012 and variance of samples used
Test 3 3
Levene formula. Those tests were
used to determine hypothesis
Students' Speaking Skill statistic formula. The result of tests
80 showed that the data either in
60 control and experimental class were
SCORE

40 normal distribution and variance of

20 Pre Test
0 samples was homogenous.
Standard…

Post Test To know whether

Mode
Median

Maximum
Mean

Minimum

hyphothesis of the research was

accepted or not, the researcher
computed the t-calculated using
Figure 2.Bar graphs of the Result of independent t-test. The result of
Pre-Test and Post-Test of testing could be seen as below;
Experimental Class Table 7
The Result of t- Calculated

69
 Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

Standard T df helped to enhance

Class N Sum Mean students speaking skill
Deviation
Control class 16 155.97 9.74 4.68 2.640 30 of narrative text than
Experimental picture story.
16 232 14.50 5.46 Animated film show
class
The result of testing shows story completely so that
that the mean score of control class the students comprehended the story
was 9.74 while mean score of easily. Then, they heard and
experimental class was 14.5. It was imitated expression, stress, and
different 4.76 point. Standard intonation of words as the result
deviation control class was 4.68 their vocabulary, pronunciation and
while standard deviation of fluency to be better. This case
experimental class was 5.46. The facilitated them to retell the story. It
experimental score was higher 0.78 also provided them saw properties,
point than control class. The sum of background, costume, and plot of
control class was 155.97 while sum the story completely. Those could
of experimental class was 232. expand their ideas to retell story.
There was different 121.37 point. It It was in line with
means that those scores among Stewart’s statement (2006:3). He
control and experimental class were states that animated films are ideas.
different. Moreover, t calculated both of It meant that by watching animated
classes was 2.640. Degree of films, the students got many ideas
freedom (df) was 30. The t-calculated for retelling the story. Meanwhile
was compared t table α 1% = 2.750 and Heinich (1989:206) argues that
t table α 5% = 2.042 with df (30). As the animated films give students same
result, t calculated was bigger than t table basic effect on cognitive and motor
and t learning. It means that animated
α 5% table α 1%
(2.750<2.640>2.042.). In addition, films gave the students both visual
Sig (0.000) was smaller than α and auditory input to learn language
(0.05). Thus, null hypothesis (H0) totally in which they saw and heard
was rejected and alternative directly. They will process
hypothesis (Ha) was accepted. It information about story and retell
means that animated film helped the the story easily.
students to enhance their speaking Moreover, Harmer
skill of narrative text than picture (2002:282) says that in animated
story. In conclusion, students who film, the students did not only hear
were taught by animated film had language, but also they can see
better speaking skill than those who character, climax, anti-climax,
were taught by picture story at grade moral lesson, situation
X SMA Plus Binabangsa Pekanbaru. (background), and properties, and
The result of students’ see the use of the language. With the
speaking skill of narrative text help of the language written and the
(pronunciation, grammar, images of film, the students also can
vocabulary, fluency, and enrich their vocabulary and can
comprehension) in experimental improve their grammar. It also
class was greater than the students’ facilitated the students to understand
speaking skill in control class. It the story and improve their language
caused animated films proven acquisition. In addition, Espinosa

70
Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

(2012:2) says that film give Barthes, Roland. 1993. “Visual

entertaining and motivating to the Story Telling and Narrative
students in learning and make the Text Structure”. (online)
students have experience in real http://inpoint.org/visualstoryt
English: voices, accents, styles, and elling//html. Accessed on
registers. In fact, students who were August 23rd 2013.
taught by animated film had greater
gain score of speaking skill of Cakir, Ismail. 2006. The Use of
narrative text than those who were Videos as a video-visual.
taught by picture story. Material in Foreign
Language Teaching
Conclusion Classroom. The Turkish
Based on the finding and Journal of Educational
discussion, the result of study shows Technology-TOJET, Vol. 5,
that students’ speaking skill of Issue.4, (Online)
narrative text in experimental class (http://www.tojet.net/
is better than students’ speaking articles/549, accessed on
skill of narrative text in control class December 1st 2013).
at grade X SMA Plus Binabangsa
Pekanbaru. It could be concluded Christensen, Larry B. 1988.
that students who are taught by Experimental Methodology.
animated film have better speaking Massachusetts: Allyn and
skill of narrative text than those who Bocon Inc
are taught by picture story.
Suggestion Depdiknas. 2006. Standard
Based on the conclusion Kompetensi Mata
above, the English teachers are Pembelajaran Bahasa
suggested to apply animated films in Inggris SMA. Jakarta:
teaching speaking skill of narrative Depdiknas.
text.
Espinosa, María Inés Brumana.
Note: This article was written 2012. ELT Goes to the
from the writer’s thesis at Movies #1 – Advantages of
Graduated Program of Padang Using Films in Class.
State University supervised by Electronic Education,
Prof. Dr. Mukhaiyar, M. Pd. and (Online),
Dra. Yenni Rozimela, M.Ed., (http://serc.carleton.
Ph.D. edu/econ/media/ why.html,
accessed on December 15th
Reference 2012).

Bachman, Lyle F. 1990. Fazey, Milli. 1999. Movie. Kentucky

Fundamental Considerations Educational Television,
in Language Testing. (Online),
Oxford: Oxford University (http://www.cord.org
Press. /txcollabnursing/onsite.movi
es.htm.com, accessed on
Desember 30th 2012).

71
Journal English Language Teaching (ELT) Volume 2 Nomor 1, November 2014

Edition
Gay, L.R and Peter Airasian 2000.
Educational Research: O’Malley, Michael J and Pierce
Competencies for Analysis Valdez Lorraine. 1996.
and Application. New Authentic Assessment for
Jersey: Merill Publishing English Language Learners.
Company. Virginia: Addison-Wesley
Publishing Company.
Grace, Eudia and Sudarwati. 2007. Richard, Jack C and Willy A
Look Ahead Book 1. Jakarta: Renandrya. 2002.
Penerbit Erlangga. Methodology in Language
Teaching. Cambridge:
Harmer, Jeremy 2002. The Practice Cambridge University Press.
of English Language
Teaching. Essex: Pearson Reil, Aletha. 2012. How to Use
Education Limited. Movies in the Classroom.
Electronic EHOW, (Online),
Heinich, et al. 1989. Instructional http://www. ehow.
Media and the New com/how_7873107_use-
Technologies of Instruction. movies classroom. html,
New York: MacMillan accessed on November 15th
Publishing Company. 2012).

Henning, Grant. 1987. Language Ryan, Stephen. 1998. Using Films

Testing: Development to Develop Learner
Evaluation Research. Los Motivation. The Internet
Angeles: Newbury House TESL Journal, (Online), Vol.
Publishers. IV, No. 11, (http://iteslj.org
/Articles/Ryan-Films.html
Heffernan, Neil. 2005. Watching accessed on November 15th
Movie Trailers in the ESL 2012).
Class. The Internet TESL
Journal, (Online), Vol. XI, Stewart, David M. 2006. Film
No. 3, English: Using Films to
(http://iteslj.org/Lessons/ Teach English. Electronic
HeffernanMovieTrailers.htm Journal of English
l, accessed on November 15th Education, (Online), (http://
2012). ejee.ncu.edu.tw/articles.asp?
period=24&flag=24,
Hughes, Arthur. 2005. Testing for accessed on March 10th
Language Teachers. 2013).
Cambridge: Cambridge
University Press.

Manser, H. Martin. 2000. Oxford

Learner’s Pocket Dictionary.
New York: Oxford
University Press. New

72