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While from Oxford American Word Power Dictionary 1998 stated that animation movie is a movie or television program that tells a story by using
moving animation drawings instead of real people and places. According to some definitions above, it can be assumed that animation
movie is a form of media as the representation of man‟s character, man‟s idea, and certain situation by using moving drawing instead of real people and places.
6. The Role of Animation Movie in Writing Skill
Writing skill can be achieved in several ways. The use of animation movie will provide some important aspects in stimulating students‟ motivation in
producing the writing. In many subjects, animation movie can open up range of worthwhile learning activities Wittich and Schuller, 1953: 138. They also state
that classroom using films has many values, for example, pupil interest is heightened, more learning is accomplished, the retention of learned material is
more permanent, and interest in reading increase 1953: 404.
7. Techniques of Teaching Writing Using Animation Movie
According to Stamplesky 1990: 15-16, there are several techniques that can be used to exploit video-film in teaching writing:
a. Sound offvision on silent viewing: this technique can be used either to
stimulate language activity about what is seen on the screen rather what is being said or to focus on what is being said, by a variety of guessing or
prediction task. b.
Sound onvision off: Students guess the setting, action, characters, etc. this can be done by varieties of ways.
c. Pausefreeze-frame control: to utilize with sound onoff and vision onoff
controls as above.
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1 With sound on, pausing at strategic points in the plot or action, teacher
asks students question about the situation what was happenedwhat is going to happened
2 Pause at suitable moment of characters‟ facial expression for students to
guess thoughts, feeling, etc. d.
Sound and vision on viewing comprehension. 1
Students are given a close passage of the dialog or of a description of the scene and have to complete gap whileafter viewing
2 Students view and listen the sequence then have to list the thing they
expect to hear, see, etc. e.
Jumbling sequence: students view each section of sequence, presented to them out of sequence. The students have to determine what was happened or what
will happen in each case and then fit the section into a correct plausible sequence.
f. Split viewing: some students see a sequence but do not hear it; others hear but
do not see. A variety of activities can then follow based on usual information- gap procedures.
To get the productive learning time increase, Sheridan 2010 proposes “Maximizing your teaching time p
rovides a higher quality of education for your
students and a better working atmosphere for you”. While Long Potter in Arnold, 1983: 235, they says that by joining in small and big group, the students
felt comfortable that encouraged them to work productively in learning activities.
E. Teaching Writing Using Animation Movie
