CHAPTER II

LITERATURE REVIEW

A. THEORETICAL FRAMEWORK

1. Writing

a. Definition Of Writing

Writing is the hardest talent to learn and should be taught after students

have mastered the other skills. However, students are expected to be able

to write well in this setting because writing allows students to

communicate their ideas on paper and make them known to readers.

Writing is the most challenging ability for second or foreign language

learners to master, according to Richards and Renandya (2002:303). Not

only is it tough to generate and organize thoughts, but it is also challenging

to translate these concepts into understandable language.

Writing is a necessary talent that should not be overlooked. Because

students must know how to produce grammatically acceptable text and

understand the meaning of phrases to be taught writing. According to

Hughes (2003:100), writing requires the writer to comprehend components

such as syntax, organization, vocabulary, mechanics, and content because

successful writing requires those aspects for the readers to understand.

When writers can write well, it fosters healthy communication between

writers and readers

Writing is a thinking process in which ideas are formed and focused on

more relevant concepts. Therefore, it is more than just translating words

into writing symbols. According to Khoiriyah and Mahendra (2017:279),

 writing conveys information, thoughts, experiences, and ideas in written

form.

Writing is communicating thoughts and ideas in a readable form by

employing symbols (letters of the alphabet, punctuation, and spaces). From

some concepts of writing, it can be concluded that writing is a medium of

human communication that involves representing a language with symbols.

In writing, students can express their ideas on paper and be understood by

the reader.

According to Nation (2009:113) Writing is an activity that can usefully be

prepared for work in the other skills of listening, speaking and reading.

Zamel in Nunan (1991: 88) in Mundriyah and Parmawati (2016) states that

writing skill can develop rapidly when students’ concerns and interests are

acknowledged, when they are given numerous opportunities to write.

According to Zamel (2007: 207 as cited by Nisa,2015:79) “writing is a

process which the people can explore and discover their thoughts and ideas

in written form.”

In addition, Nunan (2003 cited in Rizqiya, Pamungkas, & Inayah,

2017: 256) stated that “Writing is an activity that involves physical and

mental actions.”

b. The Important Of Writing

According Chappell 2011 , the are some important of writing namly:

1) Express one’s personality;

2) foster communication;

3) Develop thinking skills;

 4) Make logical and persuasive arguments;

5) Give a person a chance to later reflect on his/her ideas and re-

evaluate them;

6) Provide and receive feedback;

7) Prepare for school and employment.

According Walsh (2010) Writing is important because it’s used extensively

in higher education and in the workplace. If students don’t know how to

express themselves in writing, they won’t be able to communicate well

with professors, employers, peers, or just about anyone else. Much of

professional communication is done in writing: proposals, memos, reports,

applications, preliminary interviews, e-mails, and more are part of the daily

life of a college student or successful graduate.

c. The Element Of Writing

According to Dr. Stephen Wilbers (2015), there are five elements of

effective writing:

1) Central Idea

This element of good writing involves focusing on a clear,

manageable idea, argument, or thesis around which to organize

your material. It includes selecting subordinate ideas that support

and reinforce your central idea.

2) Organization

This element of writing has to do with a coherent arrangement of

material. It involves keeping the reader oriented to central and

 subordinate ideas. Good organization is logical and sequential. It

guides the reader between divisions of the material.

3) Supporting Material

Explanations, examples, statistics, and quotations make the ideas

and information presented meaningful and memorable for the

reader. In the exposition, the role of supporting material is to

clarify; in an argument, to persuade.

4) Word Choice, And Point Of View Language is clear, specific,

accurate, and appropriate to the audience, purpose, and material.

Variety in sentence structure and length creates emphasis.

5) Spelling, Grammar, And Punctuation This element of good writing

counts only when it’s wrong. Fair or not, your reader will notice

your spelling, grammar, or punctuation only when you make a

mistake.

d. The Types of Writing

The different types of writing systems in the native language are important

in determining how simple it is for students to learn to write. According to

Finnochiaro, there are two types of writing.

1) Factual or Practical Writing

This style of writing is concerned with fact. It can be found in the

writing of letters and summaries by the writer.

2) Imaginary Creative Writing

 This style of writing is most commonly used in literature. Novels,

romances, fantasies, science fiction, and adventure stories are all

examples of imaginative prose.

e. The Proces Of Writing

According to Harmer (2004:4) the process of writing has four steps, they

are:

1) planning;

In planning, before start to write, the writer will try and decide what it is

they are going to write. For some writers this may involve making

detailed notes. When planning, writers have to think about three main

issues. In the first place they have to consider the purpose of their

writing. The Second is experienced writers think of the audience what

they are writing for. The last, the writers have to consider the content

and the structure.

2) Drafting;

In drafting, the writers write down on paper what the ideas that they

gets from their mind. The writers can refer to the first version of a piece

of writing as a draft. As the writing process proceeds into editing, a

number of drafts may be produced on the way to the final version.

3) Editing;

In editing (reflecting and revising), when writer have produced a draft

they usually read trough what they have written to see where it works

and where it doesn’t. Perhaps the order of the information is not clear,
 something in written is ambiguous or confusing. Reflecting and revising

are often helped by other readers who comment and make suggestions.

4) Final Version.

In final version, once writers have edited their draft, making the changes

they consider to be necessary, they produce their final version. This may

look considerably different from both the original plan and the first

draft, because things have changed in the editing process. But the writer

is now ready to send the written text to the reader.

According Richard the four major steps of the process of writing:

1) Planning

Any classroom activity that encourages students to write, such as group

brainstorming, clustering, fast free writing, WH Questions, and so on, is

considered planning (free-writing).

2) Drafting

Drafting (Writing) is a stage in which writers concentrate on writing

flow rather than grammatical accuracy or neatness.

3) Revising

Revising is reviewing the text based on the feedback provided during

the responding stage and reexamining what was written to determine

how well the writer communicates the meanings to the reader.

4) Editing

Editing is the stage in which students tidy up their texts as they prepare

the final draft for teacher evaluation; they edit their own or their peers'

work for grammar, spelling, punctuation, diction, and sentence

structure, among other things.

 Grenville, on the other hand, argued that writing is a process that includes the

following steps:

1) Getting inspiration (in no particular order).

2) Deciding (selecting the ideas you think will be most useful).

3) Outlining (putting these ideas into the best order - making a plan).

4) Drafting (doing the first draft from beginning to end, without going

back).

5) Revising (cutting, adding, or moving parts of this draft where

necessary).

6) Editing (proofreading for grammar, spelling, and paragraphs)

2. DESCRIPTIVE TEXT

a. Definition Of Descriptive Text

According to Mukarto in Karimah (2016) saysthat descriptive text is a kind

of text to describe something, someone or place. Writing descriptive means

describing something, place or people in order to lead the reader to feel

writing itself.

According Rinawati (2008) states that descriptive text is a text describing

something, people or place clearly and specifically.

The other experts are Gerot and Wignel in Rohmat and Sadikin(2019) state

that descriptive text has a purpose to describe a particular thing, people or

place which shows the reader about the physical appearance of something

clearly.

Also, Emilia and Christie (2013) argue that descriptive text is a text which

focuses on describing a thing, item, and individual.

 According Husna (2013) descriptive text is a kind of writing that consists of

description characteristics and definition of object or something.

Wyrick (1999: 227) states that “the writer of description creates a word

picture of person, place, objects, and emotions using a careful selection of

detail to make an impression on the reader”

Based on the definition of descriptive text above, it can be concluded that

descriptive text is a text which describes people, thing or place that write

its physical appearance and characteristic of the object.

b. Social Function Of Descriptive Text

According Raison et. al (2004:13) Description text is a type of text, which

has the social function to give description about object or thing or people,

generic structure and language features.

c. Generic Structure Of Descriptive Text

According to Mukarto (2007), there are two main parts in a descriptive text

such as identification and description. Identification parts explain the

introduction of the thing, place or people and explain the general of the

topic. Identification usually appears in the first paragraph to inform the

reader what will be described in the next paragraph. Rosa (2008) says that

identification is one of the generic structure of descriptive text which will

give the information about the object that will be described.

1) . Identification

Identification introduces and identifies anything or phenomenon which

described. It has a function to bring the reader to introduce what will be

discussed. Like the orientation of other genres, identification is usually

put in the first paragraph. It is an introduction to the reader to read the

 next paragraph. Identification usually answers the question; what is the

topic of the text, and what is the text above.

2) Description

The description is part of a generic structure that consists of a particular

phenomenon or thing. It is the main issue that has a characteristic of

distinguishing with another genre. The description has a function to

describe parts, qualities, and characteristics of the parts of the object. It is

put after identification or the next paragraph of identification until the

final paragraph. For instance, if students describe the classroom, students

mention the parts of the classroom as its doors, chairs, tables, and walls.

The students mention characteristics of the classroom as big (size), green

(color), or clean (quality)

According to Harmenita and Tiarina (2013: 4) the generic structures of

descriptive text are as follows:

1) Identification

Identification explains about the topic or identifying what or who

want to be described.

2) Description

Description explains about details of the topic: describing parts,

qualities and characteristic. Description occurs about the explanation

or delineation about something.

Gerot and Wignell (1994: 208) add that there are two generic structures

of descriptive text; namely, identification and description. In

identification, the learners will identify phenomenon or subject that is

going to be described. While, description, the learners will describe

 specifically parts, qualities, and characteristics of an object that is being

described.

d. Language Features of Descriptive Text

1) Using simple present tense.

This point will be the important language feature in descriptive text.

Students should master the using of simple present tense to have good

writing, especially in descriptive text writing. Murphy (1994: 4) says that

we use the present simple to talk about things in general. We are not

thinking only about now. We use it to say that something happens all the

time or repeatedly, or that something is true in general

2) Using nouns that have correlation with people, place, and famous

historical building.

3) Using spelling and handwriting clearly and orderly.

4) Using utterances, stressing and intonation when students are asked to

present their work

5) Word reference

e. Guides in Writing Descriptive Text

There are several things which should be known before writing descriptive

text. They are:

1) Communicative purpose:

Descriptive is a type of written text, which has the specific function to

give description about an object (human or non human).

2) Rhetorical structure:

As explained before, the rhetorical structure of descriptive text is

identification and description. Identification is a statement of topic or

 subject which wants to be described. Description is the details of

identification or the object.

3) Grammatical patterns:

The declarative sentence usually is used in the descriptive text. The

use of conjunction is also needed to make coherent devices. The

present tense is used dominantly because in the descriptive text

includes facts, general accepted-facts, or reality

After knowing about the explanation above, when a writer wants to write

descriptive text, he or she also should know the guides of writing descriptive

text. There are some guides to write a descriptive text. According to John J.

De Boer (1982), there are six guides for writing description.

1) Observe carefully and record your sense impressions.

2) Select significant details that convey a dominant impression of the

subject.

3) Organize your description according to a unifying principle; for

example, the order of space for descriptions of places.

4) Choose either stationary or a moving vantage point from which to

describe a scene.

5) Use concrete, vivid language. Use figure of speech and connotative

language.

6) In characterizing people:

Give details of appearance and of actions.

Use a person’s own words where they serve to reveal character.

Describe feelings and attitudes

f. The Example Of Descriptive Text

1) My room is my favorite place in my house (identification).

My room is in second floor, next to my big sister’s room. My room is

painted light grey. There is big bed inside my room where I sleep

every day. I put some pictures on my desk. There are my family

picture, my picture with my friends, and my pictures with my pet,

Luna, a persian cat. I also have drawers where I put all my clothes

inside. My room is not big, but it is the best place in my house for me

(description).

2) Roddy is my friend since we are kid (introduction).

We are neighbour and we always go to the same school. Roddy is

taller than me. He has blonde hair and pointed nose. His favourite

food is hamburger with fries and coke. We often playing video games

together in my house. But sometime we love swimming in water park

near our neighborhood. Roddy and I are best friend forever

(description).

3) Singapore is a South-east Asian country located between Malaysia

and Indonesia (identification).

Despite its small size, Singapore is known for its transition as a third-

world country to the first-world country. Singapore also was known as

the Asian Tiger economy, based on external trade and its workforce.

Singapore size is not as big as Indonesia, but the city ranks highly in

numerous international rankings for its education, entertainment,

finance, healthcare, human capital, innovation, logistics,

manufacturing, technology, tourism, trade, and transport. Singapore

 is home to 5.6 million people with a diverse culture. Majority ethnic

groups in Singapore are Chinese, Malay, and Indian. Singapore

Independence Day was on the 9th of August 1965. Merlion Statue is

the official mascot of Singapore. Singapore is famous for its Garden

by the Bay, Marina Bay Sands, dan Orchard Road (description).

4) My Family

My family has four members: those are I, my sister, and parents of

course. My mother is 47 years old. Her name’s Anisa. She’s thin-faced

and she’s got long, blond hair and beautiful green eyes. She is still

slim because she always tries to stay in shape. She is very good-

looking, always well-dressed and elegant.

My father, Lukman, is 5 years older than my mother. He is 52. In spite

of his age he’s still black-haired, with several grey hairs. He has

bright blue eyes. He is quite tall, but a bit shorter than me. He’s very

hard-working. Besides that he is working in a travel company. He can

even make a dinner when my mother is outside. His cooking and his

meals are always very tasty as well as my mothers’.

Finally, my sister Nadina. She is 22. She is also red-haired and green-

eyed. She has long wavy hair and freckles. She is definitely shorter

than me. She is rather introverted. But she is very sensible, smart and

co-operative. Right now she is studying English and also knows

Arabic and Mandarin. I want to be so smart as she is.

 They all, except me, speak Sundanese very well, because we were

living in Bandung for 5 years. My sister have been going to primary

school there. Unfortunately I was only 3 when we were leaving to

Jakarta, so I can’t speak Sundanese. Now we are happily living in

Jakarta.

5) My Small House

I live in a small house. It has five rooms: there are two bedrooms, a

living room, a bathroom, and a kitchen. Indeed it is a small house; but

I like living in here for wasting my spare time.

When the door is open, I can see the living room. It is so small with

only three chairs and a table, nothing else. I prefer reading a novel in

this room.

My bedroom is in the left side of the living room. In this room there is

a night table next to the bed, a TV, a radio, and a computer. When

being bored of reading, I usually play online games, chat with my

friends via Facebook and so on.

Next to my bedroom is my mother’s. I do not know what is inside

because I never come in to see it. In the right side of the living room

there is the kitchen. In the kitchen I have everything I need when I get

hungry. It is very pleasure when my mother cooks, the smell fills my

whole house.

I know it is a very small house; but it is the best place I have ever

seen.
3. Media

a. Definition of media

Learning media is a tool that inform or delivers teaching messages, so

it can stimulate the mind, feelings and willingness of students in order

to encourage the learning process of students. And as supporting of

learning process so that student can get the effectifness and efisien of

material.

There are some experts that stated about teaching media. According to

Bakri (2011:3) media is plural form of medium, which derives from

Latin word medius that has meaning “middle”. In Bahasa, medium

means “between or interval”. The meaning of media aimed at

something that delivers information (massage) between message

sender and receiver. Teaching media based on Arsyad (2009:4) is a

media that bring instructional purpose of massages or information of

learning. Media is means of expressing massage and information.

According to Heinich, et al in Nurrochim (2013:17-18) stated that

media as a mediator that delivers information between sender and

receiver. The importance of using media for learning is that it can be

used to make the learning process more effective and efficient. For

example, the use of video in students' Writing activities is helpful to

stimulate and motivate them to write. Learning media helps teachers to

deliver the material more clearly.

Gerlach and Ely (1980) in Bakri (2011:3) divide learning media in

wide meaning and a narrow meaning. Media in wide meaning is

people, material, or event which can create a condition so that students

 can get new knowledge, skill, or attitude. In this meaning teacher,

book, and the environment is included in media. While media in

narrow meaning is graphic, photo, picture, mechanic, and electronic

tools that use to express, process, and convey visual and verbal

information. Also, Briggs (1991, p. 10) in Aniqotunnisa stated that

learning media is all physical form that can convey a message and can

stimulate students to learn.

b. The function of lerning media

The importance of using media for learning is a media that can be used to

help the students in their study, in order to make the learning process more

effective and efficient. By using media, the material is more interesting

concrete and easier to understand.

According to Sudjana (2001:64) the function of learning media in teaching

and learning process as follows:

1) The using of media in learning process is not addition function, but

has own function as an aid to express effective teaching learning

situation.

2) The using of learning media is integral part of all learning situation. It

means that learning media is one of element that should be developed

by teacher

3) The using of learning media is more important to accelerate teaching

and learning process and help student in comprehend material from

teacher.

In addition, Mulyani in Dewi (2012:13) stated that the function of a

leaning media is as the followings:

 1) As an auxiliary tool to create effective learning situation.

2) As an Integral part of all learning situation.

3) To concrete the abstract concept, so a learning media can

decrease verbal comprehension.

4) To build up students’ motivation to learn

c. The kinds of media

According to Mahajan (2012:6-7), media are classified into seven

categories such as:

1) Graphic Media

Many kinds of printed media. Such as, books, pictures, photographs,

maps, charts, posters, graphs, diagrams.

2) Display Media

A board used to show information in small group, e.g., chalkboard,

bulletin board, flannel board, and peg boards.

3) Three Dimensional Media

The media that has 3D shape. For example, models, objects,

specimens, puppets

4) Projected Media

A kind of media that need projector to show the messages. For

example, slides, filmstrips, transparencies, films, video tapes,

gramophones, records.

5) Audio Media

Media that just can be heard. Such as, radio, audio cassettes,

gramophones, records.

6) Video Media
 This media is combination between audio and visual, e.g., TV,

videocassettes, CD, computers.

7) Activity Media

Media that can act some activity. For example, fieldtrips,

dramatization, demonstration, and role-playing.

Based on Sahid (2010:3) learning media can be grouped as follows:

1) Visual Media

The media which can show information that just can be seen and read.

For example: picture, photo, graphic, diagram, poster, cartoon, comic,

book, etc.

2) Audio Media

The media which can show information that just can be heard. For

example: radio, tape recorder, language laboratory, MP3 player, etc.

3) Projected Still Media

The media that need projector to show the information which inform

of no-motion picture/writing. For example: Power Point slide, micro

film, etc.

4) Projected Motion Media

The media that need projector to show information inform of motion

picture/writing. For example: film, television, video (VCD, DV,

VTR), computer, etc.

The other classifications of learning media also stated by Leshin, et al in

Arsyad (2009:36) those are:

 1) Human-based media (teacher, instructor, role-play, group activity,

field-trip);

2) Printed-based media (book, guide line, workbook, paper);

3) Visual-based media (video, film, slide-tape program, television)

4) Computer-based media

(Interactive Video, Hypertext). In addition, Rusman in Kusantati, et al,.

(2014:38) classified teaching media into six kinds, those are:

1) Visual media,

2) Audio media,

3) Audio Visual media,

4) Group presentation media,

5) Object media,

6) Interactive computer-based media

d. The types of media

Types of media according Widyastuti and Nurhidayati (2010) classify

media into seven groups namely.

1) Audio media, such as: Javanese news broadcasts on radio, Javanese

plays on radio, and tape recorders along with Javanese audio tapes.

2) Print media, such as: books, modules, independent teaching materials

3) Silent visual media, such as: photos, slides, pictures

4) Motion visual media, such as: silent film, silent movie maker, video

without sound

5) Semi-motion audio media, such as: far away writing sounds

6) Silent audio-visual media, such as: soundtrack films, sound slides

 7) Audio-visual motion media, such as: documentary films about Javanese

arts or traditional performing arts, kethoprak videos, wayang videos,

campursari videos

Based on some of the views above regarding the types of teaching media,

it can be concluded that the media can be categorized into seven types of

media, namely audio media, visual media, audio visual media and

multimedia.

4. Animation video

Animation video is one media that displays entertainment, news, and

information through an image. Animation video is an example of an audio-

visual media with storylines that can assist students in learning to write. It is a

powerful tool for motivating kids and helping them understand the language

a. Definition Of Animation Video

In general, animation is defined as the pictures that appear and can move.

An animation video is one in which puppets or drawings appear to move.

Harrison and Hummell (2010, p. 20) define it as a quick display of a

sequence of static images that create the illusion of motion.

Meanwhile, Brown Lewis and Harcleroad (1977, p. 232) termed it as a

collection of video prepared through the pictures that produce the illusion

of movement when projected.

The use of animation in learning activities according to Brown, Lewis, and

Harcleroad (1997, p. 224) has some special advantages such as:

1) Cut some intellectual disabilities in learning,

 2) Helping to overcome some physical obstacles on the student,

Presenting a variety of events in continuity, to provide a special visual

experience in order to gain a deeper understanding,

3) allows students to create real action or imagine of an event or process,

and

4) Useful to evaluate students' knowledge or their analytical skills in the

learning activities of certain matter.

According to Gagne (1985) in Dahar (1996) the use of animation

video as a media of information relevant to the processing model

which is divided into eight phases, they are phases of motivation,

recognition, acquisition, retention, dialing, transfer, giving responses,

up to reinforcement. Animation video qualify as a media that since the

beginning can help to motivate students to learn until they get to the

stage reinforcement, which is expected after watching the animation

video, feedback can be carried with maximum results.

Hegarty (2004, p. 343) explained that with the development of today's

technology, animation video can provide visual displays which are

stronger than the various phenomena and abstract information, which

is greatly contribute to improve the quality of the learning process and

outcomes. Bogiages and Hitt (2008, p. 43) added that the increase of

interest, the understanding, and skills in group work is a part of the use

of animation in the learning process.

b. Animation Video As Media

The usage of media in the teaching and learning process benefits the

students. Students' achievement will improve if they comprehend the

lesson being studied. Video is one approach that influences students'

enthusiasm for studying. Mastery of the subject delivered must be balanced

with the technology used. The language learner might benefit from various

media and visual presentation approaches. As a result, as long as audio-

visual materials are used at the appropriate time and location, they all

favorably contribute to language learning.

The computer and the internet as audiovisual tools have advantages over

other media. As stated in Sadiman et al. (2008: 9), the use of audiovisual

aids such as animation video functions as a medium to convey the message

or the information in the study. Many teachers use video to introduce a

topic, present content, provide repair, and increase enrichment. Video

segments can be used in the classroom teaching environment with small

groups and individual students. The short video time allows teachers full

flexibility and increases learning tailored to the needs of students directly.

Teachers typically employ teaching aids (teaching aids) in the form of

drawings, models, or other items that can provide real experience and

incentive to learn, as well as better absorption, to deliver the message of

learning. Video learning is one type of computer-based instructional

medium that has been developed. Video is an audio-visual medium that

generates a moving image and natural or enhanced sound. A training film

can present/display challenging objects that can be brought immediately to

the classroom. Students will benefit immensely from video lessons in

mimicking, following, imitating, and comprehending the sequence of

activities that must be accomplished.

 The video capability for picturing the subject is beneficial in enabling a

teacher to present material, such as illustrating specific motor movements,

facial expressions, and the specific surroundings. Using video, the teacher

can concentrate on certain aspects of the model.

As teaching and learning media, teachers can employ animation or visuals.

In this study, the researcher employed animated videos as media to teach

writing in junior high school. Animation video is intimately associated

with children and teenagers and offers exciting moving pictures with a

simple, uplifting message.

c. Teqnique In Using Animation Video

The use of learning media in the classroom should be prepared well by the

teacher. Sand (1956, p. 353-355) and Brown et al (1983, p. 244-245)

1) Preparing yourself

The first thing to do by the teacher before showing the video to

students is previewing the video and make some notes about the

content of the video. Teacher may invite some students to preview the

video and see their point of view about it.

2) Preparing the environment

After preparing the video, the next thing to do is arranging the

classroom to be as comfortable as possible. The technical equipment

such as a speaker and a laptop/computer should be located

appropriately so that students can get good view while watching the

video.

3) Preparing the students

 When students watch the video, teacher should help them to

understand why they must watch the video and tell what they can get

by watching it. Teacher can also ask the students to discuss the content

of video then relate to what they know and they do not know.

4) Showing the video

While watching the video, make students comfortable and try to show

the video without interruption such as giving a question in the middle

of video.

5) Carrying out the follow up

After showing the video, teacher asks the students about the content of

the video to know their opinion about the video.

d. The Advantages Of Animation Video

According to Lowe (2004), animation can fulfill both emotive and

cognitive functions. Affective function refers to portraying things in a

hilarious, spectacular, or unusual manner to capture learners' attention and

push them to study. Cognitive function is the clear presentation of dynamic

things that allows learners to understand them more easily.

According to Hemei (1997: 45), video is a rich and significant resource for

students and teachers. Video presentations appeal to students because they

are engaging, challenging, and stimulating. By bringing a variety of

communicative settings into the classroom, the video shows them how

people behave in the culture whose language they are learning. Another

crucial feature that teachers can use to make it more fascinating and

enjoyable: it promotes comprehension.

 The main advantage of using animation videos is that animations can help

learners come to understand complex ideas more easily Ainsworth (2008).

Moreover, Oddone (2011) states that the advantages of using videos in the

language classroom are:

1) Could improve students' motivation

2) Make students interested.

3) Provide students with experience

4) Make students understandable during the learning process.

e. The Disadvantages Of Animation Video

On the contrary to the advantages mentioned above, Arsyad (2011) also

stated some disadvantages of using video:

1) Particularly, using animation video need much time.

2) The teacher must be imaginative in selecting animation that is

effective for learning.

B. RELAVANT STUDY

The researcher found some Relevant Study which are closely related to this research.

Those are:

CATUR PRAYOGI 2022 in his thesis entitle “Using Animation Video To Improve

Students' Ability In Writing Procedure Text At The Ninth Grade Of SMP N 1

Lamasi” the researcher found the appropriate way in teaching English writing using

animation video as follow: First, distribute the animated video link to the students.

Before playing the video, gives instructions to the students on what to do during the

learning process. Second, distributed a print-out of the procedure text material with

examples and a list of vocabulary with the aim that students better understand
learning and make a procedure text according to the material provided. Third, when

showing animated videos, certain parts or important points must be stopped and give

further explanations to students to make them clearer, namely language features such

as imperative sentences, action verbs, connective sequence, and numbering. The last,

asked the students to divide into several groups to practice writing procedure text, one

representative from each group read their writings. Then, the result concludes that

animation videos can improve students' writing procedure text in the Ninth grade of

SMP Negeri 1 Lamasi

LILIS FITRIANA 2018 in her thesis “The Use Of Animation Movies To Develop

Students’ Writing On Descriptive Text (Pre-Experimental Study at the Eighth Grade

of SMP Somba Opu). The researcher found Using animation movies was a media in

teaching writing that developed the students‟ writing ability especially writing

descriptive text dealing with vocabulary and content. The text was given every

meeting was different. Every meeting, the students showed a little by little improved

in learning. The students more enjoy, active, free, and spirit to learn. It organized at

the eighth grade students of SMP SombaOpu. It was proved by the mean score based

on pre-test and post-test .The mean score of the students before and after treatment for

students‟ content achievement was 58.65 becomes 89.42 and treatment for students‟

vocabulary achievement was 59.61 becomes 92.31with the t-test value was greater

than t-table for students‟ vocabulary achievement (2.70>1.708) and the t-test value

was greater than t-table for students‟ content achievement (3.21>1.708).

MAQDISA ID’HA DWI YUZA 2019 in her thesis entitle “Teaching Descriptive Text

Writing By Using Animated Video” the researcher found the using animated video is

significantly effective to teach writing descriptive text. It showed the students’ score
in post-test higher than pre-test after the treatment given. Animated video has an

effect on teaching descriptive text.

NURUL KHAIRAT 2021 in her thesis entitle “The Use Of Animation Video To

Improve Students’ Vocabulary In Writing Narrative Text” (A Pre-experimental

Research at the Tenth Grade of MA Assalam Timbuseng in the Academic Year

2020/2021) found the use of animation video can improve students’ number of

vocabularies in their narrative text. The students’ mean score before being the treated

using animation video in improving vocabulary in writing narrative text was 78. After

giving a treatment, the students’ mean score was 92. After the students’ score

analyzed using SPSS 22, both pre-test and post-test were significantly different. It was

proved by the Sig (2-tailed) (0.000) which is lower than α = 0.05. Thus, it can be

meant that there is a significant difference of using animation video in improving

students’ number of vocabulary in writing narrative text at the tenth grade of MA

Assalam Timbuseng Takalar.

In this research there are some similarities and differences from several relevant study

as described above. First, the previous researchers focused on their research to find

out the results and impacts of the use animation video, while in this study the

researchers focused on how the teacher using animation video Capcut-based in

learning to write descriptive texts. second, there are also similarities from previous

researchers who used animation video in learning descriptive text, but previous

researchers used classroom action and pre-experiment research, while in the current

study, researchers will using qualitative research because researchers want to explore

further about how the teacher using animation video-based Capcut in the learning

process to improve ability students' skills in writing descriptive text.

C. CONCEPTUAL FRAMEWORK

Teaching writing is rather difficult for the teacher because not all students can

understand English. Many students are dificult to write a simple text. They do not

know how to write a good text because some of them do not know the structure of a

text. Students in junior high school are believed can make a text but they can’t make

text in good arrangmend. If they can’t know the arrangment of a text, their text will be

difficult to understand by the reader.

Descriptive text is one of kinds of genre in writing. Descriptive text tells the story that

has a squence of events in it. Each of events are releted. There are some kinds of

descriptive text such as legend , mythe, fairytale etc. Descriptive text has function to

entertain in the readers.

Animation video is one of kinds of media in teaching. Animation video contains of

some pictures in it in order the students understand the material better. The teacher

can use animation video as the media in teaching writing especially descriptive text

because when the teacher uses aniamtion video the students can be interesting in

learning writing of descriptive text easly. From the animation video students can be

clear with descriptive text such as the stucture of the text, the languge feature of the

text etc.

The use of animation video can make language more accessible for students by

making in easir to integrate and contextualize writing activities. Animation video as

the media that display some picture and is used in teaching and learning process.

Descriptive text is a kind of text consist of events in it. Animation video and

descriptive text is related each other. Aniamtion video can display the picture of

orientation , complication and resolutin in descriptive text so the students will be

motivated to learn descriptive text.

 Visually the conceptual framework of these theories is presented as follows.

Teacher’s Belief

The Use Of Animated Video

Descriptive text

1. Pick a particular clip to respresent main content

of the animated video

2. Prepare guidelines for students’ activities

3. Introduce the animated video briefly play the

animated video

4. Stop the animated video at any part to