TABLE OF CONTENTS

TABLE OF CONTENTS....................................................................................i
CHAPTER I INTRODUCTION
1.1 Background of the Study...........................................................................1
1.2 Identificationof the Study..........................................................................4
1.3 Scope of the Study.....................................................................................4
1.4 Formulation of the Study...........................................................................4
1.5 Objective of Study.....................................................................................5
1.6 Significance of the Study...........................................................................6

BAB II REVIEW OF LITERATURE

2.1 Theoretical Framework.............................................................................8
2.1.1 Wrting............................................................................................8
2.1.1.1 The Definition of Writing........................................................10
2.1.1.2 The Process Writing................................................................12
2.1.1.3 Types of Writing......................................................................13
2.1.1.4 Purpose of writing...................................................................13
2.1.1.5 Chracristics of writing.............................................................14
2.1.1.6 Teaching writing......................................................................16
2.1.1.7 The role of a teacher in the process of students writing.........16
2.1.1.8 Teaching Writing in Senior High School................................18
2.1.2 Descriptive Text............................................................................18
2.1.2.1 The Deffinition of Descriptive Text........................................19
2.1.2.2 Social Function of Descriptive Text........................................19
2.1.2.3 Generic structure of Descriptive Text.....................................19
2.1.2.4 Language Features of Descriptive Text...................................20
2.1.2.5 The Example of Descriptive Text............................................20
2.1.3 Video Media..................................................................................20
2.1.3.1 Learning Media.......................................................................22

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2.1.3.2 Types of Learning Media........................................................22

2.1.3.3 The Purpose of Using Learning Media...................................23
2.1.3.4 The Function of Learning Media.............................................25
2.1.3.5 Advantages of Video Media....................................................26
2.1.4 Animation Video...........................................................................27
2.2 Conceptual Framework............................................................................29
2.3 Hypotesis of Study....................................................................................29

CHAPTER III RESEARCH METHOD

3.1 Research Design........................................................................................30
3.2 Place and Time of Research......................................................................30
3.3 Population and Sample..............................................................................30
3.3.1 Population......................................................................................30
3.3.2 Sample...........................................................................................31
3.4 The Instrument for Collecting Data...........................................................31
3.5 Validity and Reliability of Tests................................................................31
3.5.1 Validity of the Test........................................................................32
3.5.2 Reliability of the Test....................................................................32
3.6 The Technique of Collecting Data............................................................32
3.7 The Techique of Data Analysis.................................................................33

REFERENCES....................................................................................................34
APPENDICES......................................................................................................35

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 CHAPTER I
INTRODUCTION

1.1. Background of the Study

English has four important language skills that must be mastered by
students. They read, write, speak, and listen. In Indonesia, these skills are
taught at the secondary and university levels, even in elementary schools. As
far as learning English is concerned, writing is considered as one of the
important skills for EFL learners, especially in an academic context as
students need to understand and deal with all aspects of writing. English is the
most essential language in the world. Almost all people from different
countries around the world are used to communicate. In the era of
globalization, English is a universal language in various fields, for example,
education, business, politics, and tourism. English is considered as an
International Language. English is also their special characteristic to study in
the world, especially in Indonesia. English is one of the foreign languages in
Indonesia which is provided as a compulsory subject for junior high school,
senior high school and university level students. Most people already know
that English is very important in implementing the development of science
and technology.
In this research will focus on writing skill, because in SMK
Muhammadiyah 5 Kisaran many students have problems in understand this
subject and they always confused to master the writing text. Writing is the
important subject to be taught in the school. Writing is one of the four
language skills that must be mastered by students. In writing skills there are
many rules that must be followed to achieve standard writing skills. English
has a different structure and rules from other languages. Some students often
make some mistakes when they try to understand a foreign language. To get a
clear understanding, they must know the rules and structure. In this case, the
research focuses on the grammar skills that are in the problem of learning
English factors. Moreover, in high school students must be able to express

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their feelings and ideas orally and in written form. They should also be able to
use their analytical and imaginative skills in learning English as a foreign
language. This means that this expectation is included in language skills.
According to Kusumaningsih (2013: 66) writing skills ae very
important for very students, because to hone writing skills a stuents must
have a lot of ideas, knowledge, and life experience. This is the basiccapital
that must be owned in writing activities. Writing is complicated because need
to do everything at once. That the writer must produce words, sentences,
paragraphs and extensions composition together. Because the fact that writing
English to Indonesian students is difficult because English is different from
the structure of Indonesian. Therefore, learning English is it's different from
learning Indonesian.
Many students in class X of SMK Muhammadiyah 5 Kisaran have
problem in writing texts. It can be seen from the result of students’ writing in
class X. There ae some aspects relates to their problem in writing. On the
other hand, based on students' observations and interviews with the teachers,
they also experienced difficulties in digging their ideas into written form.
These problems make students become bored in the teaching and learning
process. They can't explore their ideas to write even though the theme is
clearly defined.
Therefore, to overcome this problem, teachers need to teach writing
using appropriate activities and media for vocational students which are
expected to improve their writing skills. The research consider that problems
in students' writing skills are important to solve.
Based on the explanation and the problem above, this research would
conduct entitled “THE EFFECT OF USING VIDEO ANIMATION AS A
MEDIA ON STUDENT’S WRITING DESCRIPTIVE TEXT IN TENTH
GRADE OF SMK MUHAMMADIYAH 5 KISARAN”.

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1.2. Identification of the study

Based on the problem stated above, the research tried to identify some
interrelated problem as below:
1. Based on observations in class, it was found students made many
grammatical errors and used capital letters.
2. Writing is a skill that is very difficult to master, so there are still many
students who have difficulty to explore their ideas as well into written form.
3. Students feel bored in learning English there is no variation teaching
media from the teacher.

1.3. Scope of the study

Because the research find many problem in observation, the writer limits
the problem in this research is to find generic structure, to find purpose of
text and to get information on text. Therefore, this study focuses on the
effect of video animation as a media on student’s writing descriptive text
in tenth grade on SMK Muhammadiyah 5 Kisaran, then the writing text
used by the research is descriptive text.
1.4. Formulation of the study
Based on the research title, namely The Effect of Video Animation on
Writing Descriptive Text in Class X Students of SMK Muhammadiyah 5
Kisaran 2022/2023 Academic Year. So the research formulation is: Is
there an effect of using animated videos on the writing skills in descriptive
text material in Class X Students of SMK Muhammadiyah 5 Kisaran for
the 2022/2023 Academic Year?
1.5. Objective of the Study
In a study, the research must also write down the purpose of the research
problem. Based on the formulation of the study above, it can be seen that
the purpose of this research problem is to determine the effect of animated
video on writing skills in descriptive text material in Class X Students of
SMK Muhammadiyah 5 Kisaran 2022/2023 Academic Year.

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1.6. Significance of the Study

The significance of the study is:
1. Theoretically: the results of this study are expected to improve learning
to write, especially by using animated video media.
2. Practically:
a. For students
Students are expected to be able to improve their ability to write as
well as possible by using media and motivating students to learn
English, especially in writing comprehension.
b. For teachers
To provide some information to the teacher about the effects of
using animated video media on students' writing comprehension in
descriptive texts.
c. For The Research
This researcher is expected to be able to make a major contribution
to other research as a reference for further similar research.

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 CHAPTER II
REVIEW OF LITERATURE

2.1. Theoretical Framework

The research framework is useful for research. First, the framework is
useful for who and what will researched. In this case the framework helps
focused on research. Second, skeletonassume some connectedness.
Logistical connectivity or Reflects empirical findings. Framework assist
researchers in collecting information selectively (Miles and Huberman,
1994:19).
The Theoretical Framework is one of a series of studies that is
useful for determining the scope of research on the use of animated video
media in the development of students' writing skills and other learning
media, such as writing skills. Research that has been conducted
previously, including:
The first, "The Effect of Animated Video Media on the Ability to
Write Explanatory Texts of Class VIII Students of SMP N 13 Surabaya in
the 2017/2018 Academic Year" by Dewi Miftakhul Jannah. She is a
student from the Indonesian Language and Literature Education study
program, Faculty of Languages and Arts, State University of Surabaya.
The research conducted by Dewi aims to describe the application of
animated video media in learning to write explanatory texts, the effect of
animated video media on the ability to write explanatory texts, and
students' responses after learning to write explanatory texts using animated
video media. This type of research is experimental research, with 30
quantitative descriptive methods. Research conducted by Dewi uses two
stages, pretest and posttest. The results of the pretest did not meet the
KKM, which was 78 with an average value of 73.58 for the control class
and 63.16 for the experimental class. While the post-test results increased,
the control class got an average of 82.53 and the experimental class got
84.76. The results of the calculation of the t test obtained t0 = 3.37 with

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d.b – 72. This indicates that the t count is greater than the t table data,
namely t0 = 3.37 > 2.00. Based on the results of these calculations, it can
be seen that the use of animated video media has a positive effect.
The second, research by Yuni Dewi Shinta, Evi Chamalah, and
Meilan Arsanti. "Implementation of Problem-Based Learning Models and
Animated Video Media of Social Events with Multicultural Education to
Improve Skills in Composing Explanatory Texts.". This study was
published in the BASINDO Journal by the Sultan Agung Islamic
University Semarang. Using a problem-based learning model and
animated video media, Yuni et al. aimed to describe the implementation of
learning and improving skills in composing explanatory texts. The results
demonstrated an increase in the ability to compose explanatory texts.
The third, research by Alek Kurniawan authored "The
Effectiveness of Using Video Animation Media in Teaching German
Listening Skills to Class X MIA Students at SMA Negeri 1 Sedayu
Bantul." The Department of German Education, Faculty of Languages and
Arts, Yogyakarta State University, approved the thesis in July 2015. This
study uncovered differences between students who engaged in the learning
process using animated video media versus those who utilized
conventional videos. With a pre-test, post-test, and control group design,
this type of research is quasi-experimental. Using a simple random
sampling technique, the sample for this research consists of two variables.
On the basis of sampling results, class X MIA 4 was identified as the
experimental class and class X MIA 2 as the control class. The data were
obtained through pre- and post-tests of German listening comprehension.
There is a significant difference between the experimental and control
classes in German listening skill acquisition. Its efficiency weight is 8.13
percent. The mean of the experimental group was 8.0323, which was
higher than the mean of the control group, which was 7.5031.
From the description above, the researc can conclude that there are
still many students who experience problems and difficulties in learning to

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write. Therefore, the research are interested in conducting research on the

influence of animated video media in learning to write descriptive text.

2.1.1. Writing
2.1.1.1 The definition of writing
There are four important skills in English. They are listening,
speaking, reading, and writing. Writing is one of important skill
which is needed in learning of foreign language. Brown (2001: 34)
states that trends in teaching writing of English Second Language
and other language are integrated with teaching in other skills,
particularly in the speaking and listening. When the teachers asked
students to find ideas in writing, the students will try to search the
source in the internet, newspaper, magazine, radio, and television.
During searching the information, they do not only use one skill
but they apply some skills like speaking, listening, and writing.
Spratt, Pulverness, and William (2005:26) state that writing is
aproductive skill. They said that it produces a language rather than
receive it. Hayland (2004:09) also states that writing is a way to
share personal meanings. It means that, it can share the ideas or
purpose in the written form. The people construct their own views
on a particular topic.
They will share their views on that certain topic to the other. A
persons’ view may be different with others’. It depends on their
belief. Therefore, when constructing their views, the people have to
make it understandable and acceptable. Writing can also defined
writing as process and writing as product. In writing as product,
people are only interested in the aim of the task and in the final
product. Wallace (2004:15) states that writing is the final product
after they learn several stages of writing separately before. Those
stages are note taking, identifying of the central idea, outlining,
drafting, and editing. It means that writing is a complex skill. It

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covers many sub skills that they have to pass before producing a
good piece of writing. However, in the writing as process, people
must give attention to some stages in writing which are planning,
drafting, editing (revising),and the final product.
Brown (2001:335 ) also defines writing as a written product
of thinking , drafting, and revising that requires specialized skill on
how to generate ideas, how to recognize them coherently, how to
use discourse makers and rhetorical conventional to put them
cohesively into a written text, how to revise a text for clear
meanings, how to produce a final product. Writing is actually a
development process. In development process, the students try to
express their ideas well with the teachers’ guidance. The teachers
have to provide them with chance to create the irown meaning
within a positive and cooperative environment. So, they need to
practice more and more. They will share their views on that certain
topic to the other. A person’s view may be different with others’. It
depends on their belief. Therefore, when constructing their views,
the people have to make it understandable and acceptable.
Writing can also defined writing as process and writing as
product. In writing as product, people are only interested in the aim
of the task and in the final product. Wallace (2004:15) states that
writing is the final product after they learn several stages of writing
separately before. Those stages are note taking, identifying of the
central idea, outlining, drafting, and editing. It means that writing
is a complex skill. It covers many sub skills that they have to pass
before producing a good piece of writing. However, in the writing
as process, people must give attention to some stages in writing
which are planning, drafting, editing (revising),and the final
product.
Brown (2001:335 ) also defines writing as a written product
of thinking , drafting, and revising that requires specialized skill on

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how to generate ideas, how to recognize them coherently, how to

use discourse makers and rhetorical conventional to put them
cohesively into a written text, how to revise a text for clear
meanings, how to produce a final product. Writing is actually a
development process. In development process, the students try to
express their ideas well with the teachers’ guidance. The teachers
have to provide them with chance to create their own meaning
within a positive and cooperative environment. So, they need to
practice more and more. Writing is like a swimming (Brown, 2001:
334). When people want to able swimming, they must have an
instructor to show them the basics ways to swim although the
instructor is only their parents or their friends. After they get the
basic skill of swimming, they will develop their swimming ability
based on their styles. They more get an opportunity to practice
their swimming styles. It is similar with writing. At the first time,
there will be teachers who guide the students to write. The teachers
will show the principal of writing. After the students understand
about that, they will try to develop their writing according to their
own style. They should get sufficient writing practice to acquire
good writing ability. These practices are aimed to stimulate good
their skill in expressing thoughts in a good passage. It is impossible
to be able to write effectively without any sufficient practices.

2.1.1.2. The process of writing

Brown (2001:34) states that writing like swimming. It means
that when people want to be able to swim, they must have an
instructor to show them the basics ways or tricks to swim although
the instructor is only their parents or their friends, not professional
ones. After they get the basic ways to swim, they will develop their
swimming ability based on their own style. In other hand, in
writing teachers act as an instructor. They must guide their students

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in writing. There are some stages in writing. First, the teachers’

guide students to write a text. Then, the teachers will show students
the principles of writing until they understand. After that, the
teachers try to develop their writing according to their own style.
And the last, the teacher’s get sufficient writing
practices to acquire good writing ability to stimulate their skill in
expressing though in a good passage.
In the process of writing, not only focuses of final output, but also
to pay attention to practice. Hyland (2004:10) states that illustrator
stages of writing to give students clear understanding that writing
process is significant to produce a good writing. There are stages in
process of writing. First, the students and teachers select the topics.
They can join to select the topic in writing. Second, it is pre-
writing. In this stage, the students are involved in brain storming,
collecting data, note taking, and outlining. The third stage is
composing (drafting). In this stage, the students begin to write
down their ideas in a piece of paper. The next stage is responding
to revision. It is done by the teachers or pairs. It is about
developing ideas, organizing the texts. Then, it is about evaluation.
The teachers evaluate the students’ works. It means that teachers
judge the progress that they achieve within the process. After that,
it is publishing. It is about the students’ performance. It is means
that students can present or show about their writing in front of the
class. The last stage is follow-up task. It conducted to conclude the
weaknesses of writing.
According to Harmer (2004:11), there are four stages of
writing. Planning, drafting, editing (revising), and final revision are
the four stages of writing. By planning what they will write,
students gather information during the planning phase. In addition,
they determined the writing's purpose, style, language, and
information selection. They must also consider the organization of

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the ideas and the structure of the content. The teacher can act as a
motivator and facilitator during these stages. They can assist
students in generating ideas. The subsequent phase is drafting,
Drafting is the first stage of production in which ideas are
expressed in complete sentences that adhere to standard writing
conventions. Students express their ideas in sentences and then
paragraphs during these stages. Following the drafting phase comes
editing (revising). It involves editing the students' drafts. Teachers
provide students with feedback on their drafts before they complete
their final drafts. And the final stage is the final draft. It pertains to
the final draft of the students' writing.
2.1.1.3. Types of writing
Brown (2001) identifies four types of written expression:
1. Imitative
To produce written language, the student must master the
fundamental, fundamental tasks of writing letters, words,
punctuation, and very short sentences. This category encompasses
the ability to correctly spell and recognize phoneme-grapheme
correspondences in the English spelling system. At this level,
students attempt to master the mechanics of writing. At this stage,
form is the primary concern, if not the only one; context and
meaning are secondary.
2. Intensive (controlled)
Beyond the fundamentals of imitative writing are the skills of
producing context-appropriate vocabulary, collocations, and
idioms, as well as correct grammatical features up to the length of a
complete sentence. Meaning and context play a small role in
determining correctness and appropriateness, but the majority of
assessment tasks are primarily concerned with form and are rather
strictly governed by the test's structure.

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3. Responsive Here, assessment tasks require learners to perform at

a limited discourse level, connecting sentences into a paragraph
and creating a two- or three-paragraph logically connected
sequence. The assignments adhere to pedagogical directives,
criteria lists, outlines, and other guidelines. Brief narratives and
descriptions, short reports, lab reports, summaries, brief responses
to reading, and interpretations of charts and graphs are all types of
writing. The author has mastered the fundamentals of sentence-
level grammar and is more concerned with the discourse
conventions necessary to accomplish the text's goals. The focus of
form-oriented analysis is primarily at the discourse level, with a
strong emphasis on context and meaning.
4. Extensive Extensive writing requires mastery of all the processes
and strategies of writing for all purposes, up to the length of an
essay, a term paper, a major research project report, or even a
dissertation. Writers focus on achieving a purpose, organizing and
developing ideas logically, using details to support or illustrate
ideas, demonstrating syntactic and lexical variety, and, in many
cases, producing multiple drafts in order to produce a final product.
Focus on grammatical form is limited to editing and proofreading a
draft on occasion.

2.1.1.4. Purpose of writing

The specific explanation about the purpose of writing is proposed
by McMahan et al (1996: 8), stated that written language is used
for these following purposes:
a. To express the writers feeling.
b. To entertain the readers through aesthetical materials.
c. To persuade the readers about the research opinions concept, and
ideas.

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2.1.1.5. Characteristics of writing

Writing a paragraph is an uneasy activity. Students often find
difficulties especially when they want to write a good paragraph. In
every sentence of paragraph, it should be related to the unit of
organization, the parallelism, and others.
According to harmer (Rindra Adhi Pratama,2020) there are two
characteristic of an effective paragraph. Those are coherence and
cohesion:
1. Coherence
Coherence means that the paragraph is easy to read and easy to
understand, then the sentence in the paragraph must be logically
arranged and the movement from one sentence, the reader can
understand at last two things.
a. The writers purpose a coherent text can make the reader
understand what the writers purpose. Is it for giving information,
expressing, or entertaining to reader.
b. The writers line of thought the reader should be able to follow
the story and should not get confused with the content of the story.
2. Cohesion
A paragraph is called cohesion if all supporting sentences can
support the topic sentence. Alice and Ann unity as a requirement of
an effective paragraph. They are: “Every good paragraph has unity,
which means that in each paragraph only one main idea is
discussed if the writer starts to discuss new idea, he must start a
new paragraph. Furthermore, every supporting sentence in the
paragraph must be directly related to the main idea.” From the
definition above we can conclude that there are two characteristic
first is coherence and second is cohesion. Coherence means the
written text easy to read, understand and logically. Cohesion means
that all supporting sentences can support the topic sentence.

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2.1.1.6. Teaching writing

Writing has some important roles in human life; either in academic
purposes or in other aspect of life. Teaching of writing is
conveying, guiding, and giving the knowledge or information
about how write well and how produce good writing.
There are many reasons of teaching writing. Harmer (1998:79)
states that the reasons for teaching writing to students of English as
a foreign language include four reasons.
a. Reinforcement
Some students acquire languages in a purely oral way, but most of
them benefit greatly from seeing the language written down. The
visual demonstration of language construction is invaluable for
both our understanding of how it all fits together and as an aid to
committing the new language to memory. Students often find it
useful to write sentence using language shortly after they have
studied it.
b. Language development
The actual process of writing helps learners learn as they go along.
The mental activity they have to go through in order to construct
proper written texts is all part of the long learning experience.
c. Learning style
Every student have different characteristic. Some students are
fantastically quick at picking up language just by looking and
listening. For the rest of us, it may take a little longer. For many
learners, the time to think things through, to produce language in a
slower way, is invaluable. Writing is appropriate for learners who
take little longer time at picking up language just by looking and
listening. It can also be a quite reflective activity instead of the rush
and bother of interpersonal face-to face communication.
d. Writing as a skill

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Writing is a basic language skill, just as important as speaking,

listening, and reading. Students need to know how to write letters,
how to put written reports together, how to reply advertisements
and increasingly, how to write using electronic media. They need
to know some of writings special conventions (punctuation,
paragraph construction, etc.)

2.1.1.7. The role of a teacher in the process of students writing

According to Harmer (2002:262), teachers have important role in
teaching learning process of writing, the ones that are especially
important are as follows:
a. Motivator
Teachers must motivate the students, creating the right conditions
for the generation of ideas, persuading them of the usefulness of
the activity, and encouraging them to make as much effort on our
part for longer process-writing sequences. Teachers may need to
suggest lines to the students who cannot think anything, or at least
prompt them with teachers own ideas.
b. Resource
Teachers should be ready to supply information and language
where necessary. Teachers need to offer advice and suggestions in
a constructive and tactful way.
c. Feedback provider
Teachers should respond positively and encouragingly to the
content of what the students have written. When offering
correction teachers should choose what and how much to focus on
based on what students need at this particular stage of their studies,
and on what students need at this particular stage of their studies,
and on tasks they have undertaken.

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2.1.1.8. Teaching Writing in Senior High School

There are three steps to teaching writing in Senior High School.
They are Pre-Activity, Main Activity and Final Activity.
1. Pre Activity
In this section, there are four activities: orientation,
apperception, giving motivation, giving a reference.
a. Orientation :
1. Do the opening with a greeting and pray to start the
learning activity.
2. Check student participation as a disciplinary assessment.
3. Prepare students physically and psychologically in initiating
learning activities.
b. Apperception
1. Linking material / themes / learning activities that will be
carried out with the experience of students with previous
material / themes activities.
2. Ask questions that are related to the material to be
submitted.
c. Giving Motivation
1. Provide an overview of the benefits of studying material to
be learned in daily life.
2. If the material, theme / project is done well and truly and
well mastered, students are expected to be able to explain
the material.
3. Deliver the learning objectives at the meeting thattakes
place.
4. Asking questions
d. Giving a reference
1. Notifying the learning material that will be discussed at the
meeting at that time.

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2. Notifying about core competencies, basic competencies,

indicators and KKM at the meeting that took place.
3. Division of study groups.
2. Main Activity
In this section, there are six activities. They are Stimulation,
Problem Statement, Data Collection, Data Processing,
Verification and Generalization.
a. Stimulation students are given motivation or stimulation to
focus their attention on the topic.
b. Problem statement the teacher gives students the
opportunity to identify the descriptive text that is presented.
c. Data collection the students gather the relevant information to
answer the questions that have been identified.
d. Data processing the students process the observational data
e. Verification the students discuss the results of their
observations and verify the results of their observation with
data or theories in the source book.
f. Generalization the students discuss to conclude the material
that has been submitted.

3. Post-Activity
1. Giving a project / product / portfolio / performance material or
assignments that must be learned at the next meeting outside of
the school.
2. Checking student work that has been completed for the as been
learnt.
3. Students who have finished the project / product / portfolio /
performance assignment correctly are given initials and ratings,
for the assessment of project / product / portfolio / performance
assignments on the material that have been learnt.

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4. Giving awards to groups who have good performance and

cooperation.

2.1.2. Descriptive Text

2.1.2.1. The Deffinition of Descriptive Text
According to John Schacter, Ph. D in (Muthoharoh & Anita, 2018)
descriptive writing describes a person, places, or thing in a way that
enables the reader to visualize it. This type of writing is
characterized by a sensory details, precise language, comparison,
strong verbs, and hyperbola.
According to Anderson and Anderson in (Rivai et al., 2017:158)
that descriptive or description describes a particular person, place,
or thing. Its purpose is to tell about the subject by describing its
features without including personal opinions. From some definition
above, the experts have same concepts or similar concept about
descriptive itself, they said that a descriptive is to describe
something like a person, place, or object.

2.1.2.2. Social Function of Descriptive Text

Linda Gerot and Peter Wignell (1995) state that the social
function of descriptive text is to describe a particular person, place
or thing.

2.1.2.3. Generic Structure of Descriptive Text

There are two generic structures of descriptive text:
identification and description. The identification of the descriptive
text is usually as a main idea of the paragraph or called as a general
statement, and the description of the descriptive text is about the
explanation of the general statement or main idea or supporting
details to the general statement (Rivai et al., 2017:158).

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2.1.2.4. Language Features of Descriptive Text

According to Pardiyono (2007:34), the language features
used in descriptive text are:
1. Use of declarative sentences
2. Use of conjunction
3. Using conjunction is to create a coherent text
4. Use of simple present tense Tense used in descriptive text is
present tense, because it tells about a facts, general accepted-facts,
or reality.
5. Use of adjective, verb, noun, adverb.

2.1.2.5. The example of Descriptive Text

My favorite spot in the house is my room (identification)

My room is close to my big sister's room on the second level. The
color of my room is pale gray. Every day, I sleep in a large bed in
my room. I arranged several images on my desk. There are images
of my family, friends, and my Persian cat, Luna, who I keep as a
pet. Additionally, I have drawers where I store all of my clothing.
Although my room is little, it is the nicest spot for me in my home
(description).

2.1.3. Video Media

2.1.3.1. Learning Media
Learning media according to (Surayya, 2012) is a tool that is able
to assist the teaching and learning process and functions to clarify
the meaning of the message or information conveyed, so that it can
achieve the learning objectives that have been planned. Learning
carried out in schools by teachers towards students already
progressing. The developments that occurred did not escape from
the media used during the learning process, the media used for

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learning developing with the times. Heinich in Rusman et al.

argues that, Media is a means of communication channels. The
word media it self comes from Latin and is the plural form of the
word “medium” which means “intermediate”, is intermediary
source of the message (a source) with the recipient (a receiver).
Heinich give examples of media such as film, television, diagrams,
printed materials, computers, and instructor.
1. Media has a close relationship in learning, because the media
can Also interpreted as a tool used to achieve goals learning. Media
is convincing messages and can stimulate the mind students so that
they can be encouraged during the learning process. During the
learning process the media regulates the effective relationship
between the teacher and students.
2. Based on the definition of media above, it can be concluded that
media is a tool to convey information or messages. Media use can
simplify the message you want to convey. However, the message
delivered through media or tools must be used appropriately so that
the message can be delivered to the recipient. Therefore, it is not
just a tool but also available human element involved in a media.
The development of the times has made the world of
education move forward in a better direction. The use of learning
media is very helpful for teachers or students. Learning media is a
vehicle for delivering messages or learning information, so that
students can be conditioned during the learning process. Self-
learning media are part of learning resources that emphasize
software or hardware. The value and function of these tools
determine learning outcomes. Learning media are also defined as
tools and techniques used as intermediaries between teachers and
students. The use of learning media is to streamline communication
and interaction between teachers and students during the learning
process.

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In contrast to Gerlach and Ely in Wina Sanjaya, they argue

that learning media is not only a tool but also everything that
allows students to gain knowledge. Gerlach and Ely also said that
media includes people, materials, equipment, or all activities that
enable students to acquire knowledge, skills, and even attitudes. by
studying. Learning media is a bridge for students and teachers to
have good and active communication, so that learning objectives
can be realized. However, the scope of learning media is not only
teachers and students, but all aspects of the environment that can
support learning for students. The school environment can provide
its own knowledge for students.

2.1.3.2. Types of Learning Media

The types of media that can be used in learning according
to Latri (2017) are graphic media (videos, pictures, photos, charts,
posters, etc.), three-dimensional media (work models, mock ups,
dioramas), and projection media. (slides, films, OHP, etc.), as well
as the use of the environment as a learning medium. Types of
media based on the learning function of Gagne's classification are
demonstration media, oral delivery, printed media, moving images,
still images, films with sound, and learning machines (Primasari,
Zulfiani, & Yanti, 2014). Types of learning media according to
Widyastuti (2017) include:
1. Visual media, namely the type of media that is used only by
relying on the sense of sight, for example, print media, such as
books, maps, journals, pictures, and so on.
2. Audio media, namely the type of media that is used only
relying on hearing, for example tape recorders and radio.
3. Audio-visual media, namely the type of media that is used by
relying on the senses of sight and hearing, for example films,
videos, television programs, etc.

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4. Multimedia, namely media that involves several types of

media and equipment in an integrated manner in a process or
teaching and learning activity. The types of learning media can
be concluded that the media has various types of forms with
their respective advantages, in the application of media a
teacher must adjust to the content of the material, the needs of
students, as well as considerations in terms of funds and
complexity when using.

2.1.3.3. The Purpose of Using Learning Media

The media used in learning must be in accordance with the
conditions of the school, students and the selection of media must
be adjusted to the learning objectives. Ayuningtyas (2011) states
that "the purpose of using media in the learning process is to
streamline and streamline the learning process". The purpose of
using instructional media in general according to Lestari, Ariani, &
Ashadi (2014) is to assist teachers in conveying messages or
subject matter to their students so that messages are easier to
understand, more interesting and more fun for students. The
purpose of using learning media specifically is:
1. Providing different and varied learning experiences so as to
stimulate students' interest in learning.
2. Foster certain attitudes and skills in the field of technology.
3. Creating learning situations that are not easily forgotten by
students.
4. To create an effective learning situation.
5. To provide learning motivation to students (Rahmatia,
Monawati, & Darnius, 2017). From this description it can be
concluded that the purpose of using media in learning is to
streamline the process of delivering information to students.

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2.1.3.4. The Function of Learning Media

Umar (2013) suggests that the functions of learning media
include; helps facilitate student learning and also facilitates
teaching for teachers, provides more real experiences (abstract
becomes concrete), attracts students' attention or in other words
learning is not boring, all student senses can be activated, can
awaken the world of theory with reality. Media in learning serves
to clarify the message conveyed by the teacher (Primasari, 2014).
The function of media in learning according to Nurseto (2011) is to
present objects that students cannot see directly, such as presenting
events that are far away, complicated, complex, which take place
very quickly or slowly, become more systematic and simple. The
function of the media in learning as a whole is to simplify, clarify,
as well as tools and materials to assist teachers in the teaching and
learning process so that students easily understand the content of
learning material and foster a sense of enthusiasm for learning for
students. Yohana (2011) distinguishes the role or function of
learning media into two things, namely function analysis based on
the media and function analysis based on its use, as follows.
1. Analysis of functions based on media, namely.
a. Learning media functions as a source of learning, namely as a
distributor, conveyer, liaison and others.
b. The semantic function means the media's ability to add
vocabulary (verbal symbols) whose meaning or meaning is
truly understood by students (not verbalistic).
c. The manipulative function, based on the general characteristics
(characteristics) they have. Based on these general
characteristics, the media has two capabilities, namely
overcoming the boundaries of space and time and overcoming
sensory limitations.
2. Analysis of functions based on usage (students), namely:

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a. Psychological functions include:

1. The function of attention, meaning that learning media can
increase students' attention to teaching materials.
2. Affective function, this function can evoke feelings, emotions,
and the level of acceptance or rejection of students towards
something.
3. Cognitive function, meaning that the more students are exposed
to objects, the more thoughts and ideas they have.
4. Imaginative function, meaning that learning media can enhance
and develop the imagination of students.
5. The function of motivation, meaning that it encourages
students to be motivated to carry out learning activities so that
learning objectives are achieved.
b. The socio-cultural function, the function of the media seen
from the socio-cultural perspective, namely overcoming socio-
cultural barriers between learning communication participants.
Based on this opinion, if the teacher makes good use of various
learning media, the teacher can share roles with the media. The
teacher's role will be more directed as a learning manager and
responsible for creating conditions in such a way that students
can learn, for this reason the teacher functions more as an
adviser, motivator, guide, and facilitator in learning activities.

2.1.3.5. Advantages of Video Media

Being one of the media that students like the most and is in
demand by teachers, video media does have advantages. The use of
video media for the learning process has positive sides, including
the following:
a. Videos can complement the basic experiences of students when
they read, discuss, practice, and so on.

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b. Video can describe a process precisely which can be shown

repeatedly.
c. Videos can instill affective attitudes.
d. Videos contain positive values that can trigger students to think
and discuss.
e. Videos can present dangerous events when viewed live, such as
a volcanic eruption.
f. Videos can be shown to small, large groups, individuals, and
heterogeneous groups.
g. Through its capabilities and capture techniques that can be
time-consuming, but videos can be displayed in a minute or
two.
The advantages of video media can indeed make the learning
process effective. Playing videos while studying can make it easier
for students to understand the content of the material presented. In
addition, students can also see things that are broader; something
that has never been seen before or cannot be seen directly with the
eye. Video media can also display something briefly, but what is
conveyed is clear and easy to understand. Therefore, the
advantages of using video media above can be used as a reason
why this media is more effective than other media.

2.1.4. Animation Videos

Elly Herliyanti defines animation as a technique for
creating an audiovisual work, in order to produce a sequence of
images that make up a scene. According to him, animation has a
very close relationship with the ideas that are made and these ideas
must be understood by the audience. The definition of animation
has also been conveyed by Vaughan in Iwan Binanto, which is an
attempt to make static presentations come alive. Animation is a

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visual change over time that gives great power to the multimedia
projects and web pages that are created.
Based on a few presented theories, the research Then (Riyana
2007) and (Munadi 2012) make it evident that video can depict the
past; the abstract becomes clear and can be used to generate ideas
through imagination. According to Daryanto, media video has an
advantage over one medium. Journals (Hasmira, Anwar, and
Yusuf, 2017) indicate that in learning media, the role of tools or
media learning also has a significant impact on students' learning
interest.
In addition to the definition above, John and Roger define
animation as an art that gives a vision of the movement of an
object that is not moving. More or less the same as a book entitled,
Animation: Basic Titling and Animation for Motion Picture defines
animation as a technical proof that combines the ease of motion of
an object that is not moving. The need for manipulation to
maximize the results of the animation, so that the message can
reach the audience. There are many things that need to be
considered in making animation, such as matching the audio with
the visuals, the use of video, supporting images, and even other
detailed pictures. Based on the various definitions of animation
above, animation is a collection of manipulative images that seem
to come alive and move. The images created are highlighted
quickly, which ultimately makes the image produce a moving
video. Making animation must also maximize the images that are
used as objects, so that the results can be maximized and good.

2.2. Conceptual Framework

Based on a few presented theories, the researcher attempts to provide the
following conceptual framework:

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THE EFFECT OF USING VIDEO ANIMATION ON STUDENTS

WRITING DESCRIPTIVE TEXT

Quasi-experimental

Two Group
Pre- Tes and Post- Test

Using video animation media

in learning writing
descriptive text
(Riyana 2007) and (Munadi 2012)

Is there significant effect of

using video animation writing
media on students writing skiil
of descriptive text?

The application of animated video media in this study serves as

a benchmark for determining the influence of animated video on the
writing skills of SMK students in grade ten. Students' abilities are
then evaluated based on their knowledge of the significant values
derived from the process of student engagement, student learning,
and application to daily activities. Eventually, it is envisaged that this
would impact the Writing Skills of SMK Muhammadiyah 5 Kisaran
students for the 2022-2023 Academic Year.

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2.3. Hypotesis of Study

In the Writing Skills of Class X Students at SMK Muhammadiyah 5 Kisaran
for the 2022/2023 Academic Year, the application of animated video media
to the notion of writing skills is evident. The hypothesis for the investigation
is as follows:
a. Ha : The usage of animated video media has an effect on the mastery of
writing descriptive text abilities in class X at SMK Muhammadiyah 5
Kisaran during the academic year 2022/2023.
b. Ho : The usage of animated video media has no influence on the Mastery
of Descriptive Text Writing Skills in Class SMK Muhammadiyah 5
Kisaran during the 2022-2023 Academic Year.

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CHAPTER III
RESEARCH METHOD

This chapter describes the methodology employed in this investigation.

beginning with the study's design, location, demographic, and sample. This
chapter includes discusses data collection strategies and instruments, as well
as test validity and reliability.
3.1. Research Design
Using an experimental design, this study examined the impact of
animated video on the descriptive writing of students in class X at SMK
Muhammadiyah 5 Kisaran during the academic year of 2022-2023. There
were two groups of students: the experimental group and the control group.
The experimental group will be instructed using animated video learning
media, whereas the control group will be instructed using conventional
methods. Both groups will be given by pre test and post tes. The design is as
follows :
Group Type Experiments Type
Experimental Group Pre Test X Post Test

Control Group Pre test Y Post Test

Where X : Using Video Animation Media

Y : Using Conventional Way
3.2. Place and Time of Research
This research will be conducted at SMK Muhammadiyah 5 Kisaran
during the academic year of 2022/2023. This school is situated on Jl. Madong
Lubis, Kota Kisaran Timur, Kabupaten Asahan.

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3.3. Population and Samples

3.3.1. Population
The tenth grade population of SMK Muhammadiyah 5 Kisaran for
the 2022/2023 academic year. There were two tenth-grade classes at
SMK Muhammadiyah 5 Kisaran. The following is a description of the
studys’ population.

Class Student
3.3.2.

X AP 1 30

X AK 30

Total 60

Sample
Sampling, according to Khotari (2004), is the process of obtaining
information about the entire population by examining a subset. In most
survey and research projects. The standard procedure is to generalize or
draw conclusions about the parameters of the population from which the
sample is drawn based on the sample. In this study, samples were collected
using a method of purposive sampling. There are two classes currently in
session.

3.4. The Instrument for Collecting Data

Students will be administered multiple-choice tests in order to collect data.
The examination will be comprised of a pre-test and a post-test. A pre-test
will be administered to determine whether or not students have mastered the
material that will be taught using the conventional model. After instruction
with animated video media, a post-test will be administered to assess
comprehension of the material.

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3.5. Validity and Reliability of Tests

3.5.1. Validity of the Test
Validity is the demonstration that an instrument is valid. A valid
instrument has a high validity; in contrast, a less valid instrument does not
have a high validity.
The shape:

N ∑ XY −( ∑ X )( ∑ y )
√ { N ∑ x 2 −( ∑ x ) ¿ 2 } { N ∑ Y 2 −( ∑ Y ) ¿ 2 }
rxy=
Where : rxy = The Correlation between X variable and Y variable
N = Total of The data
X = The mark in the pre-test
XY = Sum of multiplication
X2 = Square of X
Y2 =
square of Y

3.5.2. Reliability of the Test

The Reliability of the test corcern its precision as a measuring

instrument or it can be said that the reliability refers to the consistency of
the measurement.
The form :

2 r 1/21/2
1+r 1/21/2
Where :
r11 =
r11 = The Reliability
r1/21/2 = coefficient between the two test

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The obtain reliability of the test, firstly the mean (M) and the statement
deviation (SD) should be contained.
The value of the reliability as the following :
0,00 - 0,20 the reliability is very low
0,21 - 0,40 the reliability is low
0,41 – 0,60 the reliability is fair
0,61 – 0,80 the reliability is high
0,81 – above the reliability is very high

3.6. The Technique of Collecting Data

In collecting data, this study will use a pre-test and post-test on

students. Students' pre-test scores were used to measure students' writing
skills before the experiment was carried out and the post-test was used to
measure the success rate of using animated videos as learning media in
improving students' writing skills during the experiment. Then the two
scores can be analyzed to be compared between the control class and the
experimental class so that it can be seen whether the animated video media
can have a significant effect or not.

1. Pre-test

Pre-test is conducted to find out the students' reading skill before having
the experiment. The pre-test will be given to the group and their task will
be scored. The result of the pre-test is considered as the preliminary data.

2. Experiment

The experiment is conducted after the pre-test has been administered. In

this study, two experimental classes are conducted. The group is
instructed using animated video media, while the control group is
instructed using the conventional method.

3. Post-test

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Post-test is administrated to measure the student’s reading skill after the

treatment. Then the data will be taken from the test that has been
analyzed. The test for the post-test will be the same.

4. Scoring

After giving the pos-test, all the answers will be checked and score. In
this case this research will make the tests. Because of this research focus
on writing for scoring the test.

B
Skor = ×100
N

Note :

B = Correct Answer
N = Number of item

3.7. The Technique of Data Analysis

The data will be analyzed by applying t-test. Finally, the significant of
the sum, the t-test and t-table will be compare with the degree of freedom of
the test, the t-test formula is as follow :
M x −My

t= √( ∑ x 2+∑ y 2
N x + N y −2 )( 1
+
1
Nx Ny )
Where :
Mx : The mean of experimental group
My : The mean of control group
X2 : The standard deviation of experimental score
Y2 : The standard deviation of control score
Nx : The total number samples of experimental group

Ny : The total number samples of control group.

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Wallace, J. (2004). Model and Exercise. New York: Harcourt, Brace and World
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APPENDICES

APPENDIX 1 Silabus
APPENDIX 2 RPP
APPENDIX 3 Multiple Choice Practice Questios Pre Test And Post Test

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