DEVELOPING ANIMATION VIDEO FOR TEACHING NARRATIVE TEXT TO

EIGHTH GRADE STUDENTS OF SMP NEGERI 2 LUBUK PAKAM

Yunikartika Damanik
M. Eko Isdianto
Universitas Negeri Medan

The aim of this study was to developed animation video as media in teaching writing
narrative text for the eighth grade students of SMP Negeri 2 Lubuk Pakam. Due to the result
in the form of product, this study was categorized as Research and Development (R & D)
study which adapted from Borg and Gall (2003) theory with some modifications. The subject
of the study was the eighth grade students of SMP Negeri 2 Lubuk Pakam. In conducting this
study, the procedured were gathering the data and information, conducting the need analysis
designing the first draft of media, revising the media and producing the final product as the
animation video. The instruments of collecting the data were the combination of two
strategies; interview and questionnaires. The data were gathered by administering interview
to English teacher and distributing questionnaires to 30 respondents to get the students’
needs. The interview and questionnaires result prove that the students need animation video
as a media in teaching writing which can help the students to understand about the narrative
text. The new animation video consists of some pictures, characters and explanations that can
be used in teaching writing narrative text. The media had been validated by two validators.
The first validator gave 89.6% and the second validator gave 95.2% that it could be inferred
that the developed media was appropriate to be used for students. The result of the study was
the animation video that the teacher can use as the teaching media of narrative text for the
eighth grade students of SMP Negeri 2 Lubuk Pakam.

Keywords: Research and Developing, media, eighth grade students, Narrative text,
animation video.

1. INTRODUCTION
In Indonesia, English is a foreign language taught in schools since English has
become an international language. It is also used by most communities in the world. People
have known that they use spoken and written words every single day to communicate with
others. Many levels of education in Indonesia require English as one of the subjects taught in
school, from elementary to college level and even it becomes one of the subjects examined in
national examinations. In the working field, many people learn English to communicate
actively and to fulfill the competence demanded by companies or certain jobs. Learning
English is important, especially for those who are going to continue at the university level
after graduating from high school.
In English, there are four language skills that have to be mastered by students so they
can use English actively and also passively. Writing as a part of the language skills besides
listening, speaking and reading must be taught maximally by the teacher to the student. The
student’s ability in listening and speaking will help them in writing well. Nunan (2003) stated
that writing an idea is not just pouring the information into plain paper but also delivering the
message of the writer in the right form and structure. Writing also needs what is calls the
context the situation (p. 35).
Writing is a powerful tool to organize the overwhelming events and make them
manageable. It means that the students will not have the ability to write if they are not forced
by the appropriate media and material. Therefore, the teacher should be able to establish the
situation to make fun of learning. Writing for learning means writing as the media to practice
the language they have learned, and writing-for-writing means as the media to develop the
students’ ability a writer. So, writing can be an efficient way to measure the students’ ability
in learning English.
In teaching writing, the teacher can use various media. Technology is one of the
greatest human inventions in history that is mainly used to help the human problems in life,
education is one of the major human problems that technology was able to help. Technology
is developing rapidly in the 21st century and these developments are bringing many
innovations in education as well. It is known that the application of technology has
considerably changed English teaching methods. It provides so many alternatives as making
teaching interesting and more productive in terms of advancement (Patel, 2013, p. 116).
Furthermore, the writer wanted to know the influences of watching animation videos on
students in writing narrative text.
Based on the writer’s observation at SMP N 2 Lubuk Pakam by interviewing the
English teacher, student’s achievement in writing, especially in writing narrative text was still
very low. It caused many students have problems due to lack of vocabulary, less motivation
also the English teacher who just used common media such as a textbook. Many students
found some difficulties in making good writing, there are content, organization, vocabulary,
language mechanics, and also students have some difficulties in developing their ideas in
writing. Unexpectedly the teacher also said in the interview that they did not use any
interesting media to teach English in class. The truth is they just focused on gave the students
several tasks. The teacher indeed used a whiteboard and textbook because the teacher can not
create innovative media based on digital technology.
From the result of the interview, the writer found that most of the students in the
eighth grade of the school still found difficulties especially in writing narrative text. The
student felt so difficult to learn and also teaching writing is necessary to use media, so that
the students do not get bored.
To motivate students to learn, the writer used interesting media to motivate the
students in the learning process. The writer used the media in teaching the writing of the
narrative text. So this media can be used by both teachers and students, it’s offered different
situations which increases students’ motivation in the learning process.
Animation video is one of the media that can be applied in teaching narrative text. It
not only can entertain but also can be used to improve the students’ mastery of writing a
narrative story. With this media, the students will not easily get bored because most young
learners love to see the animation video. The other advantage is this video does not have any
violence therefore it is suitable for the students. The conversation and speech in the video can
be easily remembered and understood because it provides the daily conversation language
which is often heard by the students.
The teacher can use animation videos based on the material that will be given.
Animation videos can help the teacher to make an interesting teaching methodology.
Hopefully, using animation videos for the teaching-learning process, especially in teaching
narrative text can run effectively to support the presentation of the materials. Further,
animation videos as media are expected to enhance students’ ability in writing narrative text.
According to the phenomenon above the writer is interesting to do the study research
with the title “Developing Animation Video for Teaching Narrative Text to Eighth
Grade Students of SMP Negeri 2 Lubuk Pakam”.
2. LITERATURE OF REVIEW
1) Writing
Writing is one of the four language skills and is considered a difficult skill because
the writers should consider some aspects of writing such as content, organizing, purpose,
vocabulary, punctuation, and spelling in a balanced way. Writing activities involve several
elements, namely: the writer as the delivery of messages, written content, channels or media,
and readers. In a process of writing people use the words to express the feeling, idea, or
intention to the other written forms and writings, not merely the process of thinking of
something to say and selecting the words needed to express it (Dalman, 2015, p. 3).
Moreover, writing might be the most difficult skill for non-native speakers because they have
to master all elements above in making a written product. Writing is an important part of any
standardized test.
Daffern (2020, p. 23) explained the recognition of the writing process engages
students in writing for specific personal or social purposes and alerts students to the
conscious and considered creation of texts. It focuses their attention, even in the very early
years of school, on the need to be attentive to authorial and secretarial aspects of writing,
there are several processes of writing, they are:
1. Planning (pre-writing)
There are several pre-writing techniques that were helped to think and developed a
topic and get the word, as follows:
- Group brainstorming
Group members spew out ideas about the topic. Spontaneity is important here. There
are no right or wrong answers. May have up come up with a new idea that seemed silly or
impractical, but one idea led to another, and you eventually hit on an idea that worked.
Students may cover familiar ground first and then move off to more abstract or wild theories.
- Clustering
Students form words related to a stimulus supplied by the teacher. The word is circled
and then linked by lines to show a discernible a cluster. Clustering is a simples powerful
strategy.
- Rapid Free Writing
Within a limited time, students can make write quickly a single word or phrase about a
topic. The time limit keeps the writer’s mind ticking and thinking fast. Rapid free writing is
done when group brainstorming is not possible or because the personal nature of a certain
topic requires a different strategy.
- WH-Question
WH-Question is the who, why, what, where, when and how a question about the topic.
This can help to write a paragraph that has a correlation to the topic.
2. Drafting
In the drafting stage, the writer is focused on fluency in writing with grammatical
accuracy. Students need support for recording ideas in an initial draft. Teacher modeling or
joint text construction can be very supportive for students at this point. This might involve:
Modeling how to convert ideas or speech to written text. So, the teacher engaging in a
‘think-aloud protocol’ might be of benefit, such as, “I need to remember that I am writing this
for people who were not there when the events happened. So, I’ll need to include information
like where the action took place and who was there. Let’s see how will I start …”
Enlisting student support to collaboratively construct a text (or sections of a text).
“Who has a suggestion for what important details we need to add here?”
Demonstrating risk-taking strategies in undertaking ambitious writing. “I’m not sure how to
spell extrovert-but it’s a perfect word to use here. I’ll have a go at it, underline it and check
the spelling later. I need to get my ideas down first.”
 Making connections from texts read to those being drafted. “Remember how E.B.
White started Charlotte’s Web with dialogue? Why don’t you try that in your narratives?”
Explicitly drawing attention to linguistic structures and features of different text types.
“Remember, this is a recount. It happened in the past, so we need to use past tense verbs.”
3. Responding
Responding to students’ writing has a central role to play in the successful
implementation of process writing. Responses can be oral in writing after the students have
produced and before they process to revise the draft that they make.
4. Revising
Revising means rewriting an essay, building on what has already been done to make it
stronger. They revise their draft, they review their draft on the feedback given in the
responding stages. There are several stages to the revising process: revising content, revising
sentences, and editing. Important considerations here are whether the text makes sense and
whether ideas are presented clearly and sequentially. Actions might include:
Expanding noun groups to provide more detail
Removing redundant or unimportant information to make the piece clearer
Focusing on more precise, technical language word choice
Use connectives to improve transitions between paragraphs.
5. Editing
In this stage, students have to prepare the final draft for evaluation by the teacher. They
edit their work in grammar, spelling, punctuation, diction, sentence accuracy of supportive
textual material like quotations, examples, etc. The teacher’s role in supporting students to
edit their writing might be:
Ensuring that the writer is mindful of the reader at all times, making visible the
proofreading strategies writers need to enact. “I’m not sure about my spelling of that word
extrovert. Let me say it slowly in syllables: ex-to-vert. What sounds do I hear? How might I
record them? Does it look right? I better check using a dictionary or spell check”
Orchestrating a peer-review process. “When you share your written pieces, always
begin with positive feedback. Two stars and a wish is a good approach—offer two
compliments, then a constructive suggestion”
Modeling word substitution. “Instead of saying ‘We got bored’, what could we write?
What’s a better word than got? ‘We became … what … disinterested …
6. Evaluating
After the students have finished, the next stage is the evaluation of students writing. In
this stage, students were gotten score may be scoring analytical.
7. Post-writing
Post-writing constitutes any classroom activity that the teacher and students can do
with complete pieces of writing. Include publishing, sharing, reading, aloud, and
transforming text for stage performance. Successful writing used material procedures to help
the production of writing. So, the teacher’s role here can be around:
Modeling and deconstructing existing texts as mentor texts for students: these might
be web pages, picture books, graphic novels, podcasts, pamphlets, information texts, etc.
Salient features of these texts should be noted for students to appropriate and adapt.
Supporting students’ publishing by recognizing different strengths and talents in the
classroom: the students who have an excellent eye for layout, are talented calligraphers, adept
on the keyboard, etc.
Encouraging students to offer feedback on published pieces of classroom writing.
This can include students reflecting on their own successes. “Was there something you did
with this publication that you’d never done before?”
 Celebrating successes and the mastery of new skills around text creation. This can
take the form of special classroom celebrations (as mentioned earlier) but can also take the
form of ongoing feedback.
2) Conceptual Framework of Narrative Text
The narrative text is a spoken or written text to communicate a message, which is
used to interpret its meaning in the story. Here is the definition of narrative text according to
some experts:
- Abbot (2010, p. 5) explained narrative can be defined as a succession of events. Its
basic component are: the chronological order of the events themselves (story), their
verbal or visual representation (text), and the act of telling or writting (narration).
- Permana (2013, p. 2) explaied 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.
- Meyers (2010, p. 96) explained narrative text is an imaginative text, although there are
also factual. Narrative can be fairy tales, mysteries, science fiction, romance, and a
lso horror stories.
Based on some descriptions above, it can be concluded that narrative is a kind of text,
which tells about events, or accuracy, that can make the reader feels that it is real. Narrative
text is also a spoken or written text to communicate a message, to interpret its meaning in the
story. The purpose of narrative text is to entertain and attract the reader’s attention. But
narrative text can also be used to teach, inform and change the mind or behavior of the reader
(Rebecca, 2003, p. 50).
Akmala (201, p. 18) explained narrative text has a structure, a shape, or a pattern.
There are orientation, rising action, climax, falling action, and resolution.
1) The orientation establishes the characters and situation.
2) Rising action refers to a series of complication that leads to the climax.
3) The climax is the critical moment when problems/conflicts demand something to be
done about them.
4) Falling action is the moment away from the highest peak of excitement.
5) The resolution consists of the result or outcome.
3) Media
Media is an instrument that can affect the condition of the teaching and learning
process. Using the media in teaching can active students who are passive and stimulate the
student to study (Smaldino, 2011, p. 78).
Vernon (2007, p. 105) stated that, the meaning of media can be divided into 2 kinds,
media as a graphic, photo recorder, and media as a video. Moreover, in the extensive
meaning, media is created by someone to find information, knowledge and represent the skill
or new lesson. Representing the skill or the new lesson is linked to the learning and teaching
activities, media is barely needed in language teaching.

4) Developing Media
Developing media, needs to do analyze in order to know what the appropriate media
that the students need is, as follows:
1. Target Needs
Target needs is a term that in practice hides several important distinctions. It is more
useful to look at the target situation in terms of necessities, lacks and wants.
a. Necessities
Necessities are the type of need determined by the demands of the target situation,
that is what the learner has to know to function effectively in the target situation.
b. Lacks
 The writer also needs to know what the learner knows already so that the writer can
decide which of the necessities the learner lacks. One target situation necessity might be to
read texts in a particular subject area.
c. Student’s Needs for Media Development
The learner as well as a view as to what their needs are. Learners may well have a
clear idea of the necessities of the target situation, they certainly had a view as to their lacks.
2. Learning Needs
There is a number of ways to gather information about learners’ needs, the most
popular to be used are questionnaires, interviews, observation, data collection and informal
consultation with sponsors, learners and others. Among those ways, questionnaires are the
most appropriate way to get sufficient and accurate data on the needs of students. Through
questionnaires, it is expected that the students will feel free and give a real answer that the
information of those questionnaires is accurate.
5) Animation Video
Animation comes from the word “Animation” which in English “to animate” which
means to move. Definition of animation by Manser (2000, p. 30), animation is a sequences
of images that provide entertaintment to enact a story by sound and illusion by continuous
movements.
Powtoon is a DIY (do it yourself) animation creator software. The software is cloud –
based animated presentation and animated explainer videos. Powtoon is a British company, it
was launched in 2011. Powtoon is an online service for creating an exposure that has
interesting animation features, including animation more vivid handwriting, cartoon
animation, transition effects and very easy timeline setting.
3. RESEARCH METHODOLOGY
This study had used Research and Developing (R and D) design developed by Borg
and Gall (2003). To gain the purpose, it will need a research approach that highlights an
effort to produce the attractive media. Therefore, in developing animation video the writer
used Research and Development (R and D). The subject of the study was the eighth grade
students at SMP Negeri 2 Lubuk Pakam. The technique of collecting data was in the form of
qualitative and quantitative data. Yin (2011, p. 56) explained instrument of data collection is
a tool for collecting the data. So, in this study to collect the data, the writer applied a
combination of two strategies, using interviews with the teacher and giving questionnaires to
the students.
The data was divided into two forms of data analysis, qualitative and quantitative. The
data was collected and then this study will describe the findings. The qualitative data was
analyze by showing the conclusion of the interview and the questionnaires data from students
and experts changed into the percentage of data, the formula is as following:

Score (f )
Percentage % ¿ X 100%
Maximum Score(N )
Where:
P = Percentage
F = Frequency
N = Total number of Respondents
100 = Fixed number
 After that, the data was transformed into qualitative data with a high percentage is
100% and a low percentage is 0%. The next is the data was described qualitatively based on
the count up above, range percentage, and the quality level as follow:
Table 3.4. Range and Quality Level
Percentage (%) Categories
81% - 100% Excellent
61% - 80% Good
41% - 60% Fair
21% - 40% Low
<21% Very low
Arikunto (2010)
4. DATA ANALYSIS, RESEARCH FINDINGS, AND DISCUSSION
1. Data Analysis
According to Priatna, (2017, p. 159), analysis in research is an important part of the
research process because, with this analysis, the data is available and will see its benefits,
especially in solving research problems and achieving the ultimate goal of the research.
The writer distributed a questionnaire for a needs analysis to grade VIII students with
total number of the students was 30.
2. Research Findings
The data and information on the problem were derived from the preliminary
observation and interview. The observation and the interview were conducted at SMP Negeri
2 Lubuk Pakam.
Based on the observation, it was found that the teacher in the eighth grade only used
traditional teaching media such as a whiteboard and some pictures provided in the students’
English book to support the learning process. Additional to the information before was found
in the interview, the teacher said that sometimes using another media such as powerpoint.
Based on the interview, the teacher most of the time used the English textbook as the main
activity in the class. When the teacher explained the lesson by using the book, students
mostly did not pay attention to the teacher. Then the teacher agreed through new media helps
students to understand well.
The study aimed to develop an animation video by Powtoon as a media for teaching
Narrative text. The media designed by referring to the student’s and teacher’s need analysis.
After analyzing the teacher’s interview results and the students’ needs. It was found that
teaching learning-process has to be more attractive and interesting. Development should be
done to the media used in English teaching and the learning process of narrative text. The
media should be attractive and interesting enough to stimulate students’ thinking. The content
of the media was adjusted for students. Powtoon inspires the teacher to make creative
animation explanation videos about the material narrative text.
The developed media firstly was judged by experts in order to make sure the quality
of the materials. There were 4 aspects in the validating instrument, they are linguistics
aspects, process aspects, content aspects, and layout aspects, followed by the critics and
suggestions columns.
To implement the curriculum of 2013 that applied a scientific approach, Sani (2015,
p. 53) stated that the Scientific Approach can be done in the following steps: In the learning-
teaching process applied based on the scientific approach, the teacher starts the class by
greeting the students, checking their attendance and then doing pray. After that, the teacher
explained a brief explanation about the topic that going to be tough. In this step, the teacher
launched the first video of the learning media has been made, showing the front cover of the
media.
 The cover of the narrative story entitled Cinderella, The Goose That Laid the Golden
Egg, The Tiger and The Mosquito was made colorful. It made the students interested to learn
the narrative text. In the second video, there is an explanation of the narrative text. This is
important because the students have to know what topic they need to achieve in
understanding narrative text writing.
The first step of the scientific approach is observing. In this step, the teacher guided
the students by watching the video.
a). Observing
The observing step lets the students observe the material that the teacher gave in the
video. The teacher guided the students to explain some information that is in the video. The
explanation contened in the video is quite complete, the teacher must be creative enough to
involve the students in the teaching-learning process, instead of just watching the video.
b). Questioning
In this step the teacher let the students ask questions related to the narrative text. The
teacher can ask the students whether they understand the narrative text, or not. This process
made the teaching-learning process more interactive.
c). Experimenting
After giving the story, the teacher started playing with the explanation of the narrative
text. Then, the teacher let the students watch the video again and try to understand the
example given. In this section happened the experimenting step. Experimenting steps was the
most important step, because the students test out their prediction to prove the hypothesis
right or wrong. In this step, the teacher guided the students to understand more about the
narrative text.
d). Associating
In this step, the teacher tried to arise the students’ critical thinking. This step can be
done by giving Practice to the students. The teacher guided them to get the meaning of the
text and also answer some questions. The teacher must control the students’ activity. The
teacher asked the students to answer the questions and read aloud their answers, so the whole
class can participate in the discussion of the answers.
e). Communicating
The communicating step was the step to conclude all the knowledge that the students
had learned. In this step, the teacher guided the students to make a conclusion about the
material and also did some corrections to the students. For example, the teacher can ask the
students to rewrite the story using their own words and then present it in front of the class.
From the results of the analysis, the writer starts revising the Student Worksheet
product or the developed media. After getting the validation, the writer considered the
experts’ judgments in order to enhance the media’s quality. After revising the media, the final
product had been completed.

3. Discussion
The limitation of this study was related to the subjects, the subject was the eighth
grade students of SMP Negeri 2 Lubuk Pakam. The objective of this study was to develop a
teaching media based on finding out the needs of eighth grade students. The writer developed
the learning media due the inappropriateness of existing media for the eighth grade students
of SMP Negeri 2 Lubuk Pakam. The media contains basic competencies as the basis and is
believed to be able to improve students’ writing skills for narrative text.
The developed media were designed by conducting the research and development
stages by Borg and Gall (2003, P. 569). The media developed by the writer were, appropriate
and related to the student’s needs based on their interest as one of the ways to improve their
learning motivation in order to increase their skill in studying English, especially writing
narrative text.
From those problems, the writer designed the animation video media that can stimulate the
students to learn narrative text and also to help the teacher to find a good media to teaching
learning process. The video contains the definition of narrative text, the purpose of narrative
text, generic structure, language features, types of narrative text and examples. The video also
has music, transition, and moving animations. The animation video was a new innovative
teaching method. The teacher can use lots of animation, characters, sounds, clips, and import
pictures or videos to support their ideas to strengthen the material, stimulating, meaningful
learning, and arousing the students’ interest in teaching learning process.
To get the quality of the product, the writer gave it to the experts to validate it. The
validators came from an English Lecturer from the State University of Medan that was Dr.
Isli Iriani I Pane M.Hum., as the first validator and an English Teacher from SMP Negeri 2
Lubuk Pakam that was Dewi Puspasari S.Pd., as the second validator. As the result from the
first validator evaluation got 89.6% and from the second validator the evaluation got 95.2%
(Excellent) for some aspects. The average score can conclude from the experts is 92.4% with
the category Excellent.
Furthermore, this present study purposes a needs analysis to find out the needs of
learners, both target needs and learning needs in detail. Then through this media
development, the needs of the learners can be fulfilled. This finding confirms the study of
Masoumpanah (2013) who successfully analyzed the students’ needs in detail and developed
the materials based on the students’ needs.
Although language proficiency factors are certainly important in determining writing
skills, writing media also plays an important and significant role. The result of this study
suggests the teachers to use interesting and attractive media based on the students’ needs and
interests.
There for, it seems that it is time for the teachers to make and provide the writing
media which is appropriate and attract the students to write English. As professional teachers,
it is our duty to enrich the students’ knowledge and always find ways to gain their enthusiasm
and motivation in learning English.

5. CONCLUSIONS AND SUGGESTIONS

1. Conclusion
Since English is one of the important subjects in the Indonesian curriculum, the
teacher should be more creative to make teaching and learning process success. The teacher
can improve the quality of teaching and learning process by using various innovative media
which can involve the material in the textbook.
After analyzing the data, the writer drew the conclusion that the students’ existing
writing media was not interesting. They found that was difficult to write a narrative text
which eventually brought them to be passive learners. They want to have interested and
attractive media which motivates them to learn and write a narrative text. The solution to the
students’ problem was by developing new interesting media. This new writing media was
based on their needs and made them more interested in learning as well as easing them to
think and write a narrative text through an animation video. There were some reasons why
this animation video by Powtoon was more interesting than the old media. First, it helps the
students by watching the video that attracts the students’ enthusiasm in learning narrative
text. Second, there are short explanations about the material in the video that could help the
students to write a narrative text.
 2. Suggestions
Based on the study of Developing an animation video for teaching narrative text to the
eighth grade students of SMP Negeri 2 Lubuk Pakam, the writer would like to give several
suggestions to help improve the quality of the teaching and learning process. The suggestions
are elaborated as follows:
1. For the Teacher
It can be used as a teaching and learning media if the teacher can organize it
according to the students’ needs.
2. For the Student
By using innovative media in English class, it perhaps students will be more
interested and enthusiastic to learn English, especially writing narrative text.
3. For the Other writer
It is hoped that this study could inspire and may help another writer to conduct
research related to writing narrative text.

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