CHAPTER I

INTRODUCTION

1.1 The Background of the Research

English is a means of communication in every nation for all over the world. English

language itself is an international language. It is also used to develop business, economy,

socials and education in modern life. In Indonesia our government has determined that

English is one of the foreign languages to be thought and has become a part of the curriculum

of the high school. It means that English language is useful for all and university, aspect of

life especially in globalization era.

Narrative is a kind of writing that tells reader a story or relates an event whether in

personal experience or in a personal way. The generic structure of narrative texts is; having

orientation, complication, and resolution. But, the students‟ ability in answering multiple

choice questions about narrative is not same for all students. Therefore, it is necessary to find

a technique in teaching narrative in order to improve students‟ ability in answering multiple

choice questions.

In answering the questions the students face many problems. Firstly, the students do

not know what they want to answer or the students have no idea to get the answer. Secondly,

the students do not understand about the questions.

Based on the writer experience during teaching process, one of the students’

difficulties in learning English is answering the questions, if the students have task to answer

the questions, they will be confused. They usually can’t find the right answer from the text or

even for trying to answer it. Furthermore, they will answer the wrong answer. They do not

know that there is no relation between their answer with the questions.

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 Unconsciously, we have often watched movies throughout our lives. Movies become

a part of human life. Movies are easy to find, we can watch on television, computer, and

laptop or even in a hand phone. We use movies for entertaining and studying and other

things. Movies have great tendency to attract attention of the students. Watching to the

movies is also fun and very interesting as the media in answering the questions about

narrative. Movies are extremely adaptable and can suit any age, sex, taster, mood or level of

ability. Why we should use movies, the answer for this question for one reason is that the

students need something fun and easy to understand something because they can see the

movie. The techniques of giving exercise by using the text do not make students interested in

answering the questions.

The main aim of this study is for the teacher to help the students to answer multiple

choice questions by using animated movie. Therefore, the teacher should create and give

different way to motivate the students in answering questions. Hopefully, the teachers can

apply this way to support teaching learning process especially in giving the exercise to the

students.

Based on the discussion above, the writer wants to observe about the ability of the

students to answer the multiple choice questions by using animated movie.

1.2 The problem of research

Based on the background above, the researcher formulates the problem as follow: - How

is the ability of the students in answering multiple choice questions by using animated movie?

1.3 The Objective of the Research

Related to the problem of the study, the objective of the study is: - To find out the

ability of the students in answering multiple choice questions while watching “Beauty and

The beast movie.”

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1.4 The scope of the Research
This research will be focused to the ability of the students in answering

multiple choice questions by using movie namely “Beauty and The Beast”. The

animation video is Beauty and the Beast, Beauty and the Beast is a 1991 American

animated musical romantic fantasy film produced by Walt Disney Feature Animation

and released by Walt Disney Pictures. Based on the traditional French fairy tale of the

same name by Jeanne-Marie Le Prince de Beaumont. Beauty and the Beast focuses on

the relationship between the Beast (Benson), a prince who is magically transformed

into a hideous monster as punishment for his selfishness, and Belle (O'Hara), a

beautiful young woman who he imprisons in his castle. This movie also has English

subtitle to help the students. The students also will answer 10 questions while

watching the movie. The questions are:

1. What tense which is used in narrative text?

a. Present perfect
b. Present tense
c. Past perfect
d. Past tense

2. Where did the prince live?

a. In a castle
b. In a house
c. In a palace
d. In a office
3. What did the beautiful fairy do when the prince sent her away from his castle?
a. She cursed the prince and his castle
b. She built the castle of the prince
c. She left the castle
d. She killed the prince
4. What is the girl name who lived on the other side of mountain?
a. Bale
b. Belle
c. Bill
d. Blue
5. Why did the prince become a beast?

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 a. Because the prince sent the woman away
b. Because the prince killed the woman
c. Because the prince wicked
d. Because the prince didn’t like the woman

6. Did Belle live with her father? Is her father Maurice?

a. Yes, she did. Yes, he is
b. No, She didn’t. Yes, he is
c. Yes, she did. No, he isn’t.
d. No, she didn’t. No, he isn’t

7. Why Belle didn’t like the beast?

a. Because he was mean
b. Because he was kind
c. Because he was mad
d. Because he was crazy
8. What did Belle do to break the spell?
a. She declared her love to the beast
b. She left the beast
c. She heal the beast
d. She killed the beast
9. What are the generic structures of Narrative Text?
a. Orientation, evaluation, complication, resolution and re-orientation
b. Orientation, evaluation and complication
c. Orientation and complication
d. Evaluation, complication and resolution
10. Who was involved in the text?
a. Belle
b. Maurice
c. Prince
d.Belle, the Beast (Prince), Maurice and Beautiful Fairy

1.5 The Significance of the Research

As alternative strategy, this research is to know the ability of the students to answer

multiple choice questions while watching a movie. The writer hopes that the result of the

research can give some education to the teachers especially for the English teachers at SMA

Negeri 1 Pematangsiantar exactly in teaching narrative text.

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 The significance of this research is expected to be valuable to the English teacher in

improving the ability of the students in answering multiple choice questions by using

animated movie and to help the English teacher to create a new technique in giving narrative

exercise to the students not only by using text but also can use the movie. The researcher

hopes that the students will get the new alternative way to answer multiple choice questions

by using animated movie. The researcher also hopes that this research will be useful to the

readers to get information, knowledge and to get a new way to give exercise to the students

So, this study is useful to find out whether answering multiple choice questions can be

applied for the English teachers in the process of learning.

1.6. The Theoretical framework

The theoretical of this research based on theory of Bordwell and Thompson, Jeremy

Harmer, Gerry and Abbot

1.7. The Definition of Key Terms

a. Ability is the students ‘competence in answering the questions or the students’

mastery in answering the questions.

b. Narrative is a kind of writing that tells reader a story or relates an event whether in

personal experience or in a personal way.

c. Movie is a form of entertainment that enacts a story by a sequence of images giving

the illusion of continuous movement.

d. Animated movie is a kind of film which involves sounds, recording a series of

drawing or manipulating in animate object, one frame in one time.

e. The students are the first year students of SMA NEGERI 1 PEMATANGSIANTAR.

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1.8 Hypothesis

In the research, the hypothesis was formulated as the following:

Ho: The students are not able to answer multiple choice questions while watching

the movie.
Ha: The students are able to answer multiple choice questions while watching the

movie.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Ability

Ability is present state of being able to make response or perform a certain task, when

we say that a person has ability to do something and he or she can do it right in their life.

Ability is a present to do something.

Noah Webster’s collegiate dictionary defines ability is the quality or state of being

able especially physical, mental, or legal power to perform.

Based on the idea above, the writer makes a conclusion that ability is one’s capability

of doing something and that of making a certain physical or mental response. When we say

that a person has an ability to do something, it means he or she can do it right now. In relation

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to the objective of this study, ability is the student’s capability to answer the multiple choice

questions.

2.2 Answering

Answer is a reaction or response in the form of spoken or written reply to a question

or request.

Based on Cambridge Dictionary defines “answer” is a statement (either spoken or

written) that is made to reply to a question or request or criticism or accusation.

It can be inferred that answering is a response of someone in the form of spoken or

written form to a question.

2.3 Narrative Text

2.3.1 Definition Of Narrative

Narrative text is any written text in which the writer wants to amuse, entertain

people, and to detail with actual or vicarious experience in different ways. It provides

an aesthetic literary experience to the reader. Narrative text is written based on life

experience. In literary term, experience is what we do, feel, hear, read, even what we

dream. Narrative text is organized focusing at character oriented. It is build using

descriptive familiar language and dialogue. There are some genres of literary text

which fit to be classified as the narrative text. Some of them are: folktales, it includes

fables, legends, myth, or realistic tales .mysteries, fantasy, science or realistic fiction.

2.3.2 The Generic Structure Of Narrative Text

Narrative text is a text containing five components i.e., orientation, evaluation,

complication, resolution, and re-orientation by which a writer amuses, entertains

people, and to deal with actual or vicarious experience.

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a. The orientation is beginning of the text. Its function is to set the scene and

introduces the participants.

b. The second is the evaluation. It is a stepping back to evaluate the plight.
c. The third is the complication. This is the place in which a crisis arises.
d. The fourth is the resolution in which the crisis is resolved from better or for worse.
e. The fifth is the orientation. It can be optional.

2.3.3 The Social Function

The social function of narrative text is to amuse, entertain and to deal with

actual or vicarious experience in different ways; narratives deal with problematic

events which lead to a crisis or turning point of some kind, which in turn finds a

resolution.

2.3.4 The Language Features Of Narrative Text

a. Focus on general human agents: Focus on specific and usually individualized

participants.

Example: Aladdin, Snow White and Pinocchio

b. Use of material processes, (and in this text, behavioural and verbal processes).

Example: The bomb exploded

c. Use of relational processes and mental processes.

Example: A tiger was unhappy

d. Use of temporal conjunctions, and temporal circumstances.

Example: a few years ago, sometimes, once upon a time

e. Use of past tense.

Example: lived, stayed, and went

2.3.5 Example of Narrative Text

Snow White

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 Once upon a time there lived a little, named Snow White. She lived with her

aunt and uncle because her parents were died.

One day she heard her aunt and uncle talking about leaving Snow White in

the castle because they wanted to go to America and they didn’t have enough money

to take Snow White with them.

Snow White didn’t want her uncle and aunt to do this. So she decided to run

away. The next morning she run away from home when her aunt and uncle were

having breakfast, she run away into the wood.

In the wood she felt very tired and hungry. Then she saw this cottage. She

knocked but no one answered so she went inside and felt asleep

Meanwhile seven dwarfs were coming home from work. They went inside.

There, they found Snow White woke up. She saw the dwarfs. The dwarfs said; “What

is your name?”. Snow White said; “My name is Snow White”. One of the dwarfs said;

“If you wish, you may live here with us”. Snow White told the whole story about her.

Then Snow white and the seven dwarfs lived happily ever after.

2.4 Movie

Movies, also known as films, are a type of visual communication which use

moving pictures and sound to tell stories or inform (help people to learn). People in

every part of the world watch movies as a type of entertainment, a way to have fun.

Fun for some people can mean laughing, while for others it can mean crying, or

feeling afraid. Most movies are made so that they can be shown on big screens at

cinemas or movie theatres.

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2.4.1. Types of film
Bordwell and Thompson that was cited on Retno Ayu’s thesis defined the types of

movie of film as follow.

2.4.1.1. Documentary film

A documentary film supports to present factual information about the world

outside the film. As a type of films, documentaries present themselves as factually

trustworthy. According to Bardwell and Thompson there are two types of

documentary films, they are:

A. Direct cinema; recording an on going event ‘as it happens’ with minimal

interference by the filmmaker.

B. Compilation films; produced by assembling images from archival sources.

2.4.1.2. Fictional film

A fictional film presents imaginary beings, places or events. Yet, if a film is

fictional, that does not mean that it is completely unrelated actuality. For one

thing, not everything shown or implied by the fiction films needs to be imaginary,

a typical fictional film stages its events: they are designed, planned, rehearsed,

filmed and re- filmed. In a fictional film the agents are portrayed or depicted by an

intermediate, not photographed directly in documentary.

2.4.1.3. Animated film
Animated films are distinguished from live-action ones by the unusual kinds of

work that are done at production stage. Animation films do not do continuously

filming outdoor action in the real time, but they create a series of images by

shooting one frame at a time.

2.4.1.4. Experimental film
Some filmmakers set out to create films that challenge orthodox notion of what

movies can show and how it can show it.

Experimental films are made for many reasons, they are;

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 a. The filmmakers want to express personal experience or view point.

b. The filmmakers may also want to explore some possibilities of the medium it

self.

c. The experimental filmmakers may tell no story but they may create a fictional

story that will usually challenge the viewer

2.4.2. Animated film

Animated film is a kind of film which involves sound, recording a series of

drawing or manipulating in animate object, one frame in one time. When

projected, the sequences of frames take on the illusion of motion. This film

uses computer graphics in creating animated images.

In this research, the researcher uses animated film. The animated film that will

be given is appropriate with the age for the students of senior high school.

This study, the writer as the researcher chooses animated film that has

characteristic funny, so it can make teaching and learning process more

cheerful. Film can be an effective media in writing teaching because it

provides students an idea to write, share their opinions in writing and stimulate

their interest in teaching and learning process.

2.4.3 The advantages and disadvantages of film

Teaching in general or English teaching in particular is a combined effort of

various components to achieve a certain goal. It means that the success of

teaching is not determined by a single component, by the roles of all

components involved. However, in teaching learning process, a teacher must

bring all components into classroom and apply them.

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Harmer states that there are many reasons why video (film) can be used in

language learning:

2.4.3.1. Seeing language –in-use

One of the main advantages of film is that students do not just hear

language, they see it too. This greatly aids comprehension, since for

example; general meaning and moods are often conveyed thought

expression, gesture and other visual clues. Thus we can observe how

intonation can match facial expression. All such, paralinguistic features

give valuable meaning clues and help viewers to see beyond what they are

listening to, and thus interpret the text more deeply.

2.4.3.2. Cross-cultural awareness

A film uniquely allows students to look at situations far beyond their

classrooms. This is especially useful if they want to see, for example,

typical British ‘body language ‘when inviting someone out, or how

American speaks to waiters. Film is also of great values in giving students

a chance to see such things as what kinds of food people eat in other eat in

other countries and what they wear.

2.4.3.3. The power of creation
When the students make their own film as a media in teaching and

learning process, they are given the potential to create something

memorable and enjoyable. The camera operators and directors suddenly

have considerable power. The task of filmmaking can provoke genuine

creative and communicative uses of the language, with students finding

them doing new things in English.

2.4.3.4. Motivation

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 For all the reasons so far mentioned, most students show an increased level

of interest when they have a chance to see language in use as well as hear

it, and when this is coupled with interesting tasks.

Beside the advantages, use film as a medium also has several

disadvantages. There are:

1. During playing film, teachers can not explain any material because it

can disturb students’ concentration.

2. Students can not understand the film well if it is played too fast.
3. If the listening equipment has bad quality, the students can not listen

the sound of the film.

4. The equipment is expensive.
2.5. Multiple choice
2.5.1. Definition of multiple choice

Multiple choices are a form of assessment in which respondents are

asked to select the best possible (or answer) out of the choices from a list. The

multiple choice format is most frequently used in educational testing, in

market research, and in elections when a person chooses between multiple

choice test are often colloquially referred to as “question,” but this is a

misnomer because many items are not phrased as a question. For example,

they can be presented as incomplete statements or mathematical equations,

thus, the more general term “item,” is the most appropriate label. Items are

stored in an item bank. (Brown, 2004:223)

2.5.2. Types of multiple choice

Multiple choice test questions are used to determine a student’s depth

of understanding on a topic. Moreover, they are a way for the teacher to

evaluate her effectiveness as an instructor and a tool that can assist in

improving instruction techniques. Many teachers prefer multiple choice

question type tests because they are easily graded, provide only one correct

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 answer and have the potential for providing immediate feedback for the

student on progress. There are different types of multiple choice questions

(Brown, 2004:223).

There are different types of multiple choices: knowledge, comprehension,

application, analysis and evaluation.

2.5.2.1 Knowledge
Multiple choice questions that seek to test a student’s basic understanding

on a topic are knowledge questions. Knowledge questions commonly ask

students to select a group of traits from a list that correctly identifies

something. For example, if the question is, “what are the five senses?” the

teacher should provide at least three sets of choices. Under “A” the teacher

could list, ”see, hear, touch, smell and eat” while under “B” the teacher could

list,” speak, , hear, touch and smell,” leaving “C” to list the correct response

group: see, hear, touch, taste and smell. In any case, the student must be

capable of answering the basic knowledge multiple choice questions before

being able to correctly answer more in depth question types.

2.5.2.2 Comprehension
Comprehension type questions focus on a specific factor associated with

the main topic. These types of questions test the student’s in depth

understanding of something. For example, students tested on plant life might

be asked to identify something on a list that could potentially inhibit plant

growth, such as a lack of sunlight or insect populations.

2.5.2.3 Application

Can the student apply his knowledge to a problem connected to the topic?

Application type question on a multiple choice test are intended to uncover the

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 answer to this question, application questions offer a problem to the student, as

well as obstacles for figuring out the problem, and the provide a list of

potential solutions. The student is tasked with selecting the right solution.
The question is often worded much like a math word problem, with only

one correct answer possible on a list.

2.5.2.4 Analysis

In the analysis type question, the teacher generally provides a statement of

fact about the topic, and then asks students to identify a supporting factor

associated with the statement. For example, a statement of fact associated with

the laws in the United States is that a bill becomes law when it passes by a

majority vote in Congress. A list of supporting statements might include,

“However, a bill can be killed by the President,” “However, a bill can be killed

after two weeks,” “However, a bill can be killed if it’s not worded correctly,”

or “However, a bill can be killed in either the House or Senate before it ever

comes to a vote.” The last answer, of course, is the correct supporting

statement.

2.5.2.5 Evaluation

The evaluation multiple choice question is related to evidence about the

topic A basic knowledge of the evidence associated with a subject means that

the student understands why something is significant. With regard to science

experiments, for example, a student might be asked to select a statement that

correctly identifies evidence supporting the use of the scientific method.

2.5.3. Advantages and disadvantages of Multiple choice
2.5.3.1. Advantages

There are several advantages to multiple choice tests. If item

writers are well trained and items are quality assured, it can be a very

15
effective assessment technique. If the students are instructed on the way

in which the item format works and myths surrounding the tests are

corrected, they will perform better on the test. On many assessments,

reliability has been shown to improve with larger numbers of items on a

test, and with good sampling and care over case specificity, overall test

reliability can be further increased.

Multiple choice tests often require less time to administer for a

given amount material than would tests requiring written responses. This

results in a more comprehensive evaluation of the candidate’s extent of

knowledge. Even greater efficiency can be created by the use of online

examination delivery software. This increase in efficiency can offset he

advantages offered by free response items. That is, if free-response items

provide twice as much as information but take four times as long to

complete, multiple choice items present items present a better

measurement tool.

Multiple choice questions lend themselves to the development of

objective assessment items, but without author training, questions can be

subjective in nature. Because this style of test does not require a teacher

to interpret answers, test takers are graded purely on their sections,

creating a lower likelihood of teacher in their results. Factors irrelevant

to the assessed material (such as handwriting and clarity of presentation

do not come into play in a multiple choice assessment, and so candidate

is graded purely on their knowledge of the topic. Finally, if test takers

aware of how to use answer sheets or online examination tick boxes,

their responses can be relied upon with clarity. Overall, multiple choice

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tests are the strongest predictions of overall student performance

compared with other forms of evaluations, such as in class participation,

case exams, written assignments, and simulation games. In the other

hand, the advantages of multiple choice are they can be used to measure

learning outcomes at almost any level, they are easy to understand (if

well written, that is). They deemphasize writing skills, they minimize

guessing, they are easy to score, and they can be easily analyzed for their

effectiveness.

a. Multiple choice item can be used to measure learning outcomes at

almost any level. This is the big one, and we have mentioned it

before. This allows multiple choice items to be very flexible and to

be very flexible and to be useful anytime you are sure that test takers

can adequately read, and understand, the content of the question.

b. They are clear and straightforward. Well written multiple choice

items are very clear and what is expected of the test taker is clear as

well. There’s usually no ambiguity (how many pages should I write,

can I use personal experiences, etc) about answering the test

questions.
c. No writing needed. Well, not very much anyway, and that has two

distinct advantages. First, it eliminates any differences between test

takers based on their writing skill. And, second, it allows for

responses to be completed fairly quickly, leaving more time for more

questions. Yu should a lot about 60 seconds per multiple choice

questions when designing your test.

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d. The effects of guessing are minimized, especially when compared to

true false items. With four or five options, the likelihood of getting a

well written items correct by chance alone.

e. Multiple choice items are easy to score, and the score is reliable as

well as. If this is the case and you have a choice of what kind of

items to use.
f. Multiple choice items lend themselves to item analysis. We’ll talk

shortly about items analysis, including how to do it and what it does.

For now, it’s enough to understand that this technique allows you to

further refine multiple choice items so that they perform better and

give you a clearer picture of how this or that item performed and if it

did what it was supposed to do. For this reason, multiple choice

items can be diagnostic tools to tell you what test takers understand

and what they do not.

2.5.3.2. Disadvantages

There are several advantages to multiple choice tests the system

of multiple choice questions seems to be quite objective and reliable

one, but it still has some drawbacks. The most serious disadvantage is

that not all spheres of knowledge can be assessed in such a way.

Multiple choice testing is suitable for certain defined skills

while problem solving ones can hardly be assessed with it. However,

sometimes multiple choice tests are quite often used for such purposes

because they allow assessing a large number of students at a time.

However objective such kind of test may seem, some kind of

ambiguity is still possible. The author may misinterpret an item and

thus the “correct” answer may be a really strange one. There is another

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problem with choosing the correct answer. Multiple choice tests neither

do nor require any argumentation and that’s why test takers often try to

guess the right answer. But before trying to guess, you should think

twice! Will you be proud of such a mark? I doubt! Multiple choice

tests are designed to be objective, so help them with that! Do not cheat

and increase their reliability!

Another problem with such system of assessment is that you

will not get a credit for a partially correct answer. For example, in all

those kinds of written tests you can demonstrate that you have the

general idea on the subject which will give you partial credit. But in

the case with multiple choice tests you won’t be assessed for your

partial knowing of the subject. Only the exact answer will bring you a

point.

It is clear that all the questions formed ambiguously can make

any test taker confused. It is an accepted fact that there must be just

one possible answer for each question. If you think logically, all the

other variants will seem to be some way wrong. However, some

authors do not know this and may want their students to find several

answers for each issue. Well. This is the problem of untrained test

developers and not of the system as a whole, but still it exists.

Some critics think that multiple choice tests have turned

knowledge into a kind of puzzle or a crossword and do not let assess

students’ knowledge perfectly well. Others say that with theses tests

students should no longer prove their own point of view. However,

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despite all the criticism multiple choice tests are still popular because

they are truly reliable and effective. In the other hand, the

disadvantages of multiple choice are they take along time to write,

good ones are difficult to write, they limit creativity, and they may

have more than one correct answer. The disadvantages of multiple

choice as follows:

a. Multiple choice items take a long time to write. It can figure on

anywhere between 10 and 20 minutes to write decent first draft of a

multiple choice item.

b. Good multiple choice items are not easy to write. Not only do they

take a long time, but unless you have vey good distracters (written

well, focused, etc.)

c. Multiple choice items do not allow for creative or unique responses.

Test takers have no choice as to how to respond. So, if there is

anything more they would like to add or show what they know beyond

what is present in the individual item.

CHAPTER III

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 METHODOLOGY OF RESEARCH

This chapter describe six subchapters. The first is research design. The

second is the subject of the research. The third is the instrument of the

research. The fourth is the technique of collecting data. The fifth is instrument

of collecting data. And the last is technique of analyzing data.

3.1 The Design of Research

In this research, the writer wants to know the ability of the students in

answering multiple choice questions about. Its observation is focused on answering

multiple choice questions that based on 10 questions.

The researcher applied descriptive quantitative design for this research. It was

used to know the ability of the students. In this study the researcher used descriptive

design to analyze the ability of the students in answering multiple choice questions.

3.2 The Subject of the Research

The subject of this study is the first year students of SMA NEGERI 1

PEMATANGSIANTAR. In this research, the writer takes 30 students as sample.

3.3. The Object of Research

The object of the research is answering multiple choice questions that consist

of 10 questions.

3.4. The technique of collecting data

Collecting the data is the most important activity in the research in collecting

data. There some steps that will be taken by the researcher as follow:
1. The writer prepares the movie and questions.
2. The writer asks permission from the institute.

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 3. The writer comes to SMA N. 1 Pematangsiantar
4. The writer chooses some students who will be tested.
5. The writer explains about narrative text.
6. The writer plays the movie and asks the students to answer the questions while

watching the movie.

7. Collecting and analyzing the result of the test.

3.5. Instrument of Collecting Data

Instrument is device or mean used for collecting the data. The instrument that

is used in this research for collecting the data is multiple choice test. The test is

exercise to answer multiple choice questions based on the movie that will be played

while they answer the questions, the questions consist of 10 questions. The students

should answer the questions correctly based on what they hear and after they have

learned about the material. In doing and gathering the data the writer gives the test to

the students of senior high scholl.

3.6. Technique of analyzing data

Analysis data techniques are the sequence in research. In this research, the

writer analyses the data by using statistical analysis. Test is used to describe the

success of students’ ability in answering multiple choice questions while watching

movie.

BIBLIOGRAPHY

Abbot, Gerry, Cs, The Teaching of English as an International Language, London:

Williams Collins, 1981

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Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik Edisi VI. Jakarta: Rineka

Cipta, 2006

Douglas, Brown. 2002. Principles of Language Learning and Teaching. London Teaching

Harmer, Jeremy, The Practice Of English Language Teaching, (England: Longman, 2003)

Retno Ayu Murwani Puspitasari, “The Use Of Animation Movies For Developing Students’

Writing Skill Of Narrative Text at Eleventh Grade Students Of SMA Negeri 10 Semarang”

..........................., Text Writing (Student’s Worksheet), Teacher Training and Education

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www.Cambridge Dictionary.com

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