THE USE OF TEACHING MEDIA POWTOON TO IMPROVE ELEVENTH GRADE OF LANGUAGE CLASS STUDENTSÂ’ WRITING ABILITY AT SMA NEGERI 1 MALANG

THE USE OF TEACHING MEDIA POWTOON TO IMPROVE

ELEVENTH GRADE OF LANGUAGE CLASS STUDENTS’

WRITING ABILITY AT SMA NEGERI 1 MALANG

THESIS

By :

SITI CHOLIFAH FIMBRIANI

201210100311082

ENGLISH DEPARTMENT

FACULTY OF TEACHING TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADYAH MALANG

THE USE OF TEACHING MEDIA POWTOON TO IMPROVE

ELEVENTH

GRADE OF LANGUAGE CLASS STUDENTS’

WRITING ABILITY AT SMA NEGERI 1 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By :

SITI CHOLIFAH FIMBRIANI

201210100311082

ENGLISH DEPARTMENT

FACULTY OF TEACHING TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADYAH MALANG

v

MOTTO AND DEDICATION

MOTTO

If you fall a thousand times, stand up millions of times because you do not know how close you are to success.

change the pain into positive thing is a wise attitude

DEDICATION

I dedicate my thesis work to my precious family and special people. A special feeling of gratitude to my loving parents, Mr. Kandar, and Mrs. Nanik whose words of encouragement and push for tenacity ring in my ears. My beloved sister Siti Latifah who always asks me new things about math. My brother-in-law Maofika Apki who always remind me to finish my thesis. My beloved boy friend Gisik Giriantoko who has never left my side.

I also dedicate this thesis to my beloved new Sister Euis Fauziah Ramadhani and Griya Jasmine crews Yuni, Feppy, Desy, Eta who have supported me to finish my thesis writing. Then, special thanks also goes to my best friends Dita, Intan, April, Dian, Westina, Eka, Risput, and Citot who always support and help me throughout the process. I hope that all of you will be my best girls forever. Also, thanks to Modi “Motor Dita” who takes me nowhere and Madinatul Munawaroh who accompanies me during conducting the research.

I dedicate this work and give special thanks to my best advisors, Mr. Riski Lestiono and Mr. Sudiran, for their patience and guidance during helping me in all time research and writing of this thesis. My sincere thanks also goes to Mr. Munash Fauzie Anwar who helped me in collecting my research data.

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ACKNOWLEDGEMENTS

Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina muhammadin wa’ala alihi wa sohbihi ajma’in. All grateful prays to the great loving Allah SWT, the almighty and the most merciful, for the gift to the researcher in finishing the thesis.

The researcher would like to express her deep appreciation and gratitude to all people who are very helpful in the process of this thesis. Firstly, the researcher would like to deliver her best gratefulness to Allah SWT for guiding her, hence, she is able to finish this thesis. Also, praises are offered to the beloved Prophet, Muhammad SAW as the best role model ever to all people around the world, especially Muslims.

Secondly, the researcher would like to express her deepest gratitude to her advisors Mr. Riski Lestiono, M.A. and Mr. Dr. Sudiran, M.Hum. because without their excellent guidance, caring, and patience, the researcher would never be able to finish this thesis. The researcher could not have imagined having better advisors for her Bachelor study. The researcher would like to thank Drs. Munash Fauzie Anwar, M.M. who let the researcher experience the teaching in the field and practical issues beyond the textbooks.

Thirdly, best gratitude is addressed to the researcher’s beloved family. For

the researcher’s perfect mother Nanik, her handsome father Kandar, dearest sister Siti Latifah, beloved brother-in-law Maofika Apki, and her special one Gisik Giriantoko who are always supporting and encouraging her with their best wishes. Eventually, big thanks is also given to all classmates of class B 2012, especially for 3 sisters whom she met in this class, the feminine and patient girls Mei Dita, Intan, and April who always becomes a cheerful girl.

Finally, her deepest and special thanks goes to all of her best friends whose names cannot be mentioned one by one, to all her friends in campus and many people who know her, thank you very much. She will always remember you all the time. May Allah bless you all, amin.

Malang, August 2, 2016 The Researcher,

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TABLE OF CONTENTS

COVER ... i

APPROVAL... ii

LEGALIZATION ... iii

ORIGINALITY DECLARATION ... iv

MOTTO AND DEDICATION ... v

ABSTRACT ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... viii

LIST OF APPENDICES... xi

LIST OF TABLES ... xii

LIST OF FIGURE... xiii

CHAPTER I INTRODUCTION 1.1 Background of Study... 1

1.2 Statement of Problem ... 6

1.3 Purpose of Study ... 6

1.4 Significance of Study ... 7

1.5 Scope and Limitation ... 7

1.6 Definition of Key Terms ... 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The Nature of Writing ... 9

2.1.1 The Importance of Writing ... 10

2.1.2 The Types of Writing Performance... 12

2.1.3 The Genres of Writing ... 14

2.1.4 The Process of Writing... 16

2.1.5 The Problems in Teaching Writing ... 18

2.2 Teaching Media ... 19

2.2.1 Kinds of Teaching Media ... 20

2.2.2 The Importance of Teaching Media ... 23

2.3 Media PowToon ... 24

ix

2.4 The Teaching of English in Indonesia ... 28

2.5 The Teaching of Writing in Senior High School Level ... 29

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Method ... 33

3.2 Research Subject ... 34

3.3 Research Setting ... 34

3.4 Research Procedures ... 34

3.4.1 Cycle I ... 35

3.4.2 Cycle II ... 37

3.5 Research Instrument ... 38

3.5.1 Interview Guide ... 38

3.5.2 Field Notes ... 39

3.5.3 Test Instrument ... 39

3.6 Data Collection ... 40

3.7 Data Analysis ... 41

3.7.1 Quantitative Data ... 41

3.7.2 Qualitative Data ... 42

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Findings ... 44

4.1.1 Findings of The Preliminary Study ... 44

4.1.1.1 The Result of Pre-Interview ... 44

4.1.1.2 The Result of Pre-Test ... 46

4.1.2 Findings of Cycle I ... 46

4.1.2.1 Planning ... 47

4.1.2.2 Acting ... 47

4.1.2.3 Observing ... 54

4.1.2.4 Reflecting ... 56

4.1.3 Findings of Cycle II ... 58

4.1.3.1 Planning ... 59

4.1.3.2 Acting ... 59

4.1.3.3 Observing ... 65

x

4.1.4 Findings After Implementing the Action ... 69

4.2 Discussion ... 70

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 77

5.2 Suggestions ... 78

REFERENCES ... 81

xi

LIST OF TABLES

Table 4.1 Lesson Plan on Monday, May 2, 2016 (First Meeting) ... 49

Table 4.2 Lesson Plan on Monday, May 9, 2016 (Second Meeting) ... 51

Table 4.3 Lesson Plan on May 11, 2016 (Third Meeting) ... 54

Table 4.4 Lesson Plan on May 16, 2016 (Fourth Meeting) ... 61

Table 4.5 Lesson Plan on May 20, 2016 (Fifth Meeting) ... 63

xii

LIST OF FIGURE

Figure 2.1 (Login to PowToon) ... 26 Figure 2.2 (Home of PowToon) ... 26 Figure 3.1 The action research’s spiral (based on Kemmis and McTaggart,

xiii

LIST OF APPENDICES

Appendix 1: Field Notes ... 85

Appendix 2: Interview Guide ... 103

Appendix 3: Observation Checklists ... 107

Appendix 4: Students’ Score ... 110

Appendix 5: Syllabus ... 114

Appendix 6: Samples of Lesson Plan ... 121

Appendix 7: Samples of Worksheet ... 146

Appendix 8: Documentation ... 158

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REFERENCES

Ary, D., et al. (2010). Introduction to Research in Education (8th Ed.). USA: Wadsworth, Cengage Learning.

Asyhar, Rayandra. (2012). Kreatif Mengembangkan Media Pembelajaran. Jakarta: Referensi Jakarta.

Brown, H. Douglas. (2004). Language Assesment. Principles and Classroom Practices. Chapter 9. New York: Longman.

Depdiknas. (2002). Pedoman Khusus Pengembangan Silabus dan Penilaian. Jakarta : Direktorat Pendidikan Menengah Umum Dirjen Dikdasmen.

Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Department Pendidikan Nasional.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th Ed.). Americas, New York: The McGraw-Hill Companies, Inc.

Graham, S., & Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. New York: Carnegie Corporation. https://www.carnegie.org/media/filer_public/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf

Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition. New York: Longman.

Hyland, K. (2003). Second Language Writing. New York, Cambridge University

Press. Retreived From:

http://catdir.loc.gov/catdir/samples/cam041/2003041957.pdf

Hopkins, D. (2008). A Teacher’s Guide to Classroom Research (4th Ed). England: Open University Press.

Machalla M.A. Megaiab. 2014. The English Writing Competence of The Students of Indonesian Senior High School. WEI International Academic Conference Proceedings Bali, Indonesia. Retrieved from:

http://www.westeastinstitute.com/wp-content/uploads/2014/06/Machalla-M.A.-Megaiab-Full-Paper.pdf

Micholis, Yusron. (2013). Teaching Writing Procedure Text by Using YouTube

Video to The Tenth Grade Students of SMK NU Ma’ Aruf Kudus in The

Academic Year 2012/2013.

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Murcia, M. Celce and Olshtain E. 2000. Discourse and Context in Language Teaching. United States of America: Cambridge University Press. Retreived from:

http://eprints.umk.ac.id/163/1/THE_ANALYSIS_OF_COHERENCE_IN_T HE_BACKGROUND.pdf

Richards, J. C & Renandya, W. A. (2002). Methodology in Language Teaching. New York: Cambridge University Press.

Ruis, Nuhung. Muhyidin. Waluyo, Tri. (2009). Instructional Media. Jakarta: Ministry of National Education. Sadiman et al, (2010; 14).

https://mmursyidpw.files.wordpress.com/2009/05/instructionalmedia.pdf Seow, A. (2002). The Writing Process and Process Writing. In Richards, J. C &

Renandya, W. A (Eds.). Methodology in Language Teaching (pp. 315-320). New York: Cambridge University Press.

Spitalnik, Ilya. (2013). The Power of Cartoon Marketing. Retreived from: www.PowToon.com

St.Y.Slamet.2008. Dasar-dasar Pembelajaran Bahasa dan Sastra Indonesia di Sekolah Dasar. Surakarta: UNS Press. Retreived from: http://www.kajianpustaka.com/2013/07/pengertian-tujuan-dan-tahapan-menulis.html

Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach (5th Ed). Pearson Education Inc. Retrieved from: http://www.education.com/reference/article/writing-genres/

Thoman, Elizabeth. (2003). An Overview & Orientation Guide To Media Literacy Education. Santa Monica, CA. Retreived from: http://www.medialit.org/sites/default/files/01_MLKorientation.pdf

Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing. Language Learning & Technology, Vol 14, No. 1, pp, 3-8. Retrieved from http://llt.msu.edu/vol14num1/commentary.pdf

Wati, H. (2011). The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation. International Journal of Instruction Vol. 4, No.1. Retrieved from: www.e-iji.net

Yassaei, Shahla. (2012). Using Original Video and Sound Effects to Teach English. United Kingdom.

http://journal.unnes.ac.id/sju/index.php/eej

http://escholarship.org/uc/item/4kx77286#page-1

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https://core.ac.uk/download/files/478/12348820.pdf

http://bdkpadang.kemenag.go.id/index.php?option=com_content&view=article&i d=512:teaching-writing-skill-using-situational-cartoons-at-mts-english-teachers-training-in-bdk-padang&catid=41:top-headlines

https://www.powtoon.com/account/login/ https://www.powtoon.com/dashboard/templates/

https://www.powtoon.com/presentoons/ckLvdDWbvWF/edit/#/ http://myhero.com/hero.asp?hero=kartini_indonesia_05_ul

http://mungkininiadalahblog.blogspot.co.id/2015/04/biografi-singkat-dan-padat-isaac-newton.html

http://myhero.com/hero.asp?hero=Dewantara_stursula_indonesia_06_ul

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CHAPTER I INTRODUCTION

This chapter discusses background of the study, statement of problem, purpose of study, significance of study, scope and limitation, and definition of key terms.

1.1 Background of Study

Nowadays, based on 2013 Competence Based Curriculum, students are expected to master four skills in order to be able to use English communicatively. One of them is writing skill. Writing is regarded as the productive skill that students should consider the writing components by struggling, managing, amd providing as the obscure aspect. Also, it can be said that writing is a process of using, decomposing, composing, modifying and creating written products as the abstract concept as well (Permendiknas: 2013).

However, writing is commonly considered as the most difficult English skill for students to acquire to the readers. The difficulties in writing skill happen since the students have to produce the text by using English. Besides, there are many text types taught in Senior High School. The texts used are narrative, descriptive, recount, etc. Each text has different social function, generic structures, and language features. According to Richards & Renandya (2002:303), writing is the most difficult skill for second language learners to master. It is not only caused by the difficulty on exploring

2

as planning, drafting, revising, and editing also. Students have to write about what they think in their mind and state it on a paper by using the correct procedure.

Those statements above explain that good writing skill is important for students, but the fact shows that the students still have difficulties in their writing ability. Based on the researcher’s preliminary observation on December 2015, English is taught in all of class division whether in science class, social class, or in language class. The students are given the English subject for four periods. The students of Language Class at SMA Negeri I Malang are commonly proficient. The students are ready to study English by themselves. It means that they have already understood about whole materials. The teacher’s role is giving support and trying to use appropriate teaching media. In eleventh grades of Language Class students, for instance, students are taught listening. The teacher gives assignment to make a paragraph related to the listening text. When they were asked to identify a certain text and to make a paragraph, the students are confused. However, the problem is that students still cannot understand about the generic structure of the text. For instance, they are confused to identify which one is the descriptive text, narrative text, recount text, explanation text, etc. It is not only that case; students have low understanding in making a good paragraph. Also, the media that are used by the teacher cannot attract the students which only consist of huge number of slides with a lot of sentences. It causes the students to have low motivation in produce good writing. The power point should be lively, interested, and attracting because it can make students enjoy reading the slides. The video animation contains of the real story which is needed to put in the slides in order to

3

deepen the students’ understanding about the certain text. As a consequence, it needs a special treatment to make them aware of their problems.

There are many treatments, strategies, and other ways to teach students according to the materials or potencies of the students in teaching and learning English. According to Hyland (2003), writing is learned, rather than taught, and

the teacher’s best method is flexibility and support. English teacher is required to explore the students with effective techniques, methods, and approaches. The students who learn English will be successful if the learning sources or strategies are relevant to the students’ need. Beside using those ways in teaching English, the teacher may use media in teaching writing. One of them is audio visual. According to Queentie (2012), audio visual media is tool that is used in teaching and learning process with using our sight and hearing so as to make the students acquire knowledge, skills, or attitudes.

PowToon is included into audio visual media because it is an interactive, communicative and fun media. It makes the students interact with the teacher by using sight and hearing. PowToon is an online service to create an exposure that has a very interesting animated features including handwriting animation, cartoon animation, transition effects, and more vibrant as well as setting time line that is very easy. Almost all features can be accessed in one screen in the process of making an exposure. Exposure that has a built-in cartoon characters, animation models and objects other cartoons make this service suitable for making instructional media, especially for those students who like the relaxing and informal atmosphere in the classroom. In using teaching media PowToon, the

4

researcher wants to apply proper media because of several considerations. First, this media is new media that teachers must be online by using internet. Automatically, there are very few studies conducted to apply Powtoon. Second, it is appropriate that the teacher explains material about how to compose the paragraph, kinds of text such as narrative text, descriptive text, procedure text, etc. PowToon can be an alternative way to make creative slides during explaining the material. PowToon is important to help the students explore this deepest of all questions to be written into paper. Third, it can attract the students’ attention, for instance, developing idea is condition when students are stuck in that sentence. By using animation models and cartoon characters in PowToon, it helps the students to be more creative and imaginative in developing paragraph.

By using media, the students can easily understand the material. According to Midun (2009:41), media give a good impact to young learners; it can make message of the materials delivered clearly; this can make the learners active in teaching learning process including motivating the learners and letting them study by themselves based on their interest and ability.

Considering the importance of writing and the findings of previous observation, the researcher is interested in applying teaching media PowToon to help students in their writing ability. The following discussion is about some previous studies about teaching media conducted by Dwi Harjaningrum (2009), and audio visual by Bima Teresna Alisandi (2012), and Yusron Micholis (2013). Based on previous study by Dwi Harjaningrum (2009) “Interactive Media in Learning English for students of class II at SDN Trengguli 1 Demak”, he found

5

out that students were more interested in studying English. Then, the process of studying English was more effective. The interactive media was equipped with a multimedia-based evaluation that was made by using Action Script (Adobe Flash). It was software used to create animations, presentations, and learning program. Combining various media elements such as sound, animation, text and images were packaged in an application.

Another previous studies by Bima Teresna Alisandi (2012) “Audio Visual

Media in Teaching Listening at SMP Muhammadiyah 06 Dau Malang” found that the

teacher of the 2nd grade in teaching listening at SMP Muhammadiyah 06 Dau Malang used three audio visual media; they were VCD player, video player and computer. All of them got good responses from the students. They got nine responses namely, specific response, choral response, nonverbal, open-ended or students initiated, silence, silence

– Av, confusion (work oriented), laughter, uses English. In short, using various audio

visual media can avoid the boredom of the students, attract students’ attention, stimulate

student in study, and add their motivation to learn in class.

Besides, the previous studies concerning on the audio visual media in improving writing skill had been conducted by Yusron (2013) who investigated teaching writing procedure text by using YouTube video to the tenth grade

students of SMK NU MA’ARIF Kudus. The result of his study shows that using

YouTube video is appropriate in improving the ability of teaching writing especially in procedure text.

This research has similar purpose with the previous researches above. In this research, the researcher used PowToon which is included as the audio visual

6

as the media and treatment in order to improve the students writing skill. Through using PowToon, the students can learn the concepts of writing which is presented by cartoon animation. On the other hand, PowToon is new media which has rarely been used in previous research.

Based on the importance of PowToon, the researcher is interested in applying this teaching media to improve the writing ability of eleventh grade of Language Class at SMAN 1 Malang. The lack of students’ understanding about differences of each text

types and the students’ low motivation in writing which is caused by monotonous media can cause the low students’ writing proficiency. It interests the researcher to conduct a study to improve students writing ability using PowToon.

1.2 Statement of Problem

Based on the background above, the research concerned on the following problem :

How can teaching media PowToon improve the eleventh grade of Language Class students’ writing ability at SMA Negeri 1 Malang?

1.3 Purpose of Study

Based on the statement of the problem above, the purpose of this study is: To investigate how teaching media PowToon improves the eleventh grade of language class students’ writing ability at SMA Negeri 1 Malang.

7

1.4 Significance of Study

The result of this study is expected to give contribution to the students in order to be more interested in studying English. It also can give some contributions to the teachers in order to develop the teaching media by using media PowToon and increase their quality in teaching and learning process. Theoretically, it can enrich the knowledge about teaching media for English Department. Finally, the result of this study is expected to give contribution for other researchers who want to conduct a similar research of the same aspect of the study.

1.5 Scope and Limitation

The scope of this research focuses on how teaching media PowToon can

improve the students’ writing ability, and the research is limited to the subject of the students who are the eleventh grade of Language Class at SMA Negeri 1 Malang.

1.6 Definition of Key Term

According to the title of this thesis, the researcher presents the definition of key term that can be used to make the readers easy to understand. It is necessary to define the key terms as follows:

1. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2007, p.8).

2. Teaching media is everything that can convey or deliver messages from a source, so that a conducive learning environment occurs where the receiver can do the learning process effeciently and effectively (Asyhar, 2012).

8

3. Audio Visual Media is tool that is used in teaching and learning process by using our sight and hearing in order to make the students acquire knowledge, skills, or attitudes (Queentie, 2012).

4. PowToon is an online service to create an exposure that has very interesting animated features including handwriting animation, cartoon animation, transition effects, and more vibrant as well as setting time line that is very easy.

5. Writing ability is productive language skill that produces form of writing (St. Y. Slamet, 2008:72).

deepen the students’ understanding about the certain text. As a consequence, it needs a special treatment to make them aware of their problems.

There are many treatments, strategies, and other ways to teach students according to the materials or potencies of the students in teaching and learning English. According to Hyland (2003), writing is learned, rather than taught, and the teacher’s best method is flexibility and support. English teacher is required to explore the students with effective techniques, methods, and approaches. The students who learn English will be successful if the learning sources or strategies are relevant to the students’ need. Beside using those ways in teaching English, the teacher may use media in teaching writing. One of them is audio visual. According to Queentie (2012), audio visual media is tool that is used in teaching and learning process with using our sight and hearing so as to make the students acquire knowledge, skills, or attitudes.

PowToon is included into audio visual media because it is an interactive, communicative and fun media. It makes the students interact with the teacher by using sight and hearing. PowToon is an online service to create an exposure that has a very interesting animated features including handwriting animation, cartoon animation, transition effects, and more vibrant as well as setting time line that is very easy. Almost all features can be accessed in one screen in the process of making an exposure. Exposure that has a built-in cartoon characters, animation models and objects other cartoons make this service suitable for making instructional media, especially for those students who like the relaxing and informal atmosphere in the classroom. In using teaching media PowToon, the

researcher wants to apply proper media because of several considerations. First, this media is new media that teachers must be online by using internet. Automatically, there are very few studies conducted to apply Powtoon. Second, it is appropriate that the teacher explains material about how to compose the paragraph, kinds of text such as narrative text, descriptive text, procedure text, etc. PowToon can be an alternative way to make creative slides during explaining the material. PowToon is important to help the students explore this deepest of all questions to be written into paper. Third, it can attract the students’ attention, for instance, developing idea is condition when students are stuck in that sentence. By using animation models and cartoon characters in PowToon, it helps the students to be more creative and imaginative in developing paragraph.

By using media, the students can easily understand the material. According to Midun (2009:41), media give a good impact to young learners; it can make message of the materials delivered clearly; this can make the learners active in teaching learning process including motivating the learners and letting them study by themselves based on their interest and ability.

Considering the importance of writing and the findings of previous observation, the researcher is interested in applying teaching media PowToon to help students in their writing ability. The following discussion is about some previous studies about teaching media conducted by Dwi Harjaningrum (2009), and audio visual by Bima Teresna Alisandi (2012), and Yusron Micholis (2013). Based on previous study by Dwi Harjaningrum (2009) “Interactive Media in Learning English for students of class II at SDN Trengguli 1 Demak”, he found

out that students were more interested in studying English. Then, the process of studying English was more effective. The interactive media was equipped with a multimedia-based evaluation that was made by using Action Script (Adobe Flash). It was software used to create animations, presentations, and learning program. Combining various media elements such as sound, animation, text and images were packaged in an application.

Another previous studies by Bima Teresna Alisandi (2012) “Audio Visual Media in Teaching Listening at SMP Muhammadiyah 06 Dau Malang” found that the teacher of the 2nd grade in teaching listening at SMP Muhammadiyah 06 Dau Malang used three audio visual media; they were VCD player, video player and computer. All of them got good responses from the students. They got nine responses namely, specific response, choral response, nonverbal, open-ended or students initiated, silence, silence – Av, confusion (work oriented), laughter, uses English. In short, using various audio visual media can avoid the boredom of the students, attract students’ attention, stimulate student in study, and add their motivation to learn in class.

Besides, the previous studies concerning on the audio visual media in improving writing skill had been conducted by Yusron (2013) who investigated teaching writing procedure text by using YouTube video to the tenth grade students of SMK NU MA’ARIF Kudus. The result of his study shows that using YouTube video is appropriate in improving the ability of teaching writing especially in procedure text.

This research has similar purpose with the previous researches above. In this research, the researcher used PowToon which is included as the audio visual

as the media and treatment in order to improve the students writing skill. Through using PowToon, the students can learn the concepts of writing which is presented by cartoon animation. On the other hand, PowToon is new media which has rarely been used in previous research.

Based on the importance of PowToon, the researcher is interested in applying this teaching media to improve the writing ability of eleventh grade of Language Class at SMAN 1 Malang. The lack of students’ understanding about differences of each text types and the students’ low motivation in writing which is caused by monotonous media can cause the low students’ writing proficiency. It interests the researcher to conduct a study to improve students writing ability using PowToon.

1.2 Statement of Problem

Based on the background above, the research concerned on the following problem :

How can teaching media PowToon improve the eleventh grade of Language Class students’ writing ability at SMA Negeri 1 Malang?

1.3 Purpose of Study

Based on the statement of the problem above, the purpose of this study is: To investigate how teaching media PowToon improves the eleventh grade of language class students’ writing ability at SMA Negeri 1 Malang.

1.4 Significance of Study

The result of this study is expected to give contribution to the students in order to be more interested in studying English. It also can give some contributions to the teachers in order to develop the teaching media by using media PowToon and increase their quality in teaching and learning process. Theoretically, it can enrich the knowledge about teaching media for English Department. Finally, the result of this study is expected to give contribution for other researchers who want to conduct a similar research of the same aspect of the study.

1.5 Scope and Limitation

The scope of this research focuses on how teaching media PowToon can improve the students’ writing ability, and the research is limited to the subject of the students who are the eleventh grade of Language Class at SMA Negeri 1 Malang.

1.6 Definition of Key Term

According to the title of this thesis, the researcher presents the definition of key term that can be used to make the readers easy to understand. It is necessary to define the key terms as follows:

1. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2007, p.8).

2. Teaching media is everything that can convey or deliver messages from a source, so that a conducive learning environment occurs where the receiver can do the learning process effeciently and effectively (Asyhar, 2012).

3. Audio Visual Media is tool that is used in teaching and learning process by using our sight and hearing in order to make the students acquire knowledge, skills, or attitudes (Queentie, 2012).

4. PowToon is an online service to create an exposure that has very interesting animated features including handwriting animation, cartoon animation, transition effects, and more vibrant as well as setting time line that is very easy.

5. Writing ability is productive language skill that produces form of writing (St. Y. Slamet, 2008:72).