





































Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) 

1 

 

 
ELT FORUM 10 (1) (2021) 

 

Journal of English Language Teaching 

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

 

Short-animation video in web meeting classes for secondary school learners’ EFL 

writing achievement  

Dwi Nikita Sari1, Susilo Susilo2, Effendi Limbong3  
 
1,2,3English Department, FKIP, Mulawarman University 

 

Article Info 
________________  
Article History: 

Received in 1 Januari 

2021  
Approved in 3 March 

2021 

Published in 26 March 

2021 

________________  
Keywords:  

EFL Writing; Secondary 

School learners;  

Short animation video; 

Web meeting circumstances 

 

 

 

Abstract  
___________________________________________________________________ 
The study aims at investigating whether there is an effect of short animation video 

on the EFL narrative writing achievement of the secondary school EFL learners in 

the circumstance where web meeting was becoming the class. The study was an 
experimental study using Static Group Comparison Design. Respondents 

participated in the study were the 8th Graders of Junior High School. There were 32 
students in the experimental group and the other 32 students in the control group. 

The data were collected by conducting writing tests, i.e. post-test for both the 
experimental and control groups. Independent sample t-test was used to test the 

significant difference for pre and post-test scores. The results revealed that the 

students under the experimental group (M = 83.22, SD = 7.979, N = 32) performed 
higher in scores on their narrative writing achievement than the students under the 

control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. 
It means there is a significant difference between narrative writing achievement of 

the students under the experimental group and those under the control group.  This 
finding implies there is a significant effect of short animation video on the narrative 

EFL writing achievement of the secondary school EFL learners.  
  

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Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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INTRODUCTION 

To fit for the disruption of the normal function of education since the covid-19 outbreak began 

to run its course, students, teachers, and leaders of education had put in place various alternative ways 

to continue all the businesses of education. Due to the restriction of people congregating in public 

place, all educational institutions had to prefer choosing virtual meeting classes to continue the process 

of teaching and learning. As a result, to explore various innovations of the online meeting class has 

been becoming new challenges for all teachers to obtain a bright sustainable future. Such a sustainable 

future might strongly presumably be related to the interaction with digital resources (Flores, 2020; 

Napal et al., 2020; Rosa et al., 2016). At the same time, digital resources may bring teachers to shift 

their roles to be more active, innovative, critical, open-minded, driving them to manage, mentor, and 

motivate their students in digital learning environment (Amin, 2016). That is why, it is necessary for 

teachers to have virtual-web meetings with learners in order that they are able to help students navigate 

complex communication situations in a digital environment (O’Dowd et al., 2019). Apparently, using 

technology-based media in web meeting circumstance of learning is a panacea.  

There are numerous technology-based media used in teaching EFL writing, one of which is a 

video. As what Richards & Renandya (2002) elaborated about video, compared to other visual media, 

video covers more quite heavy sense in terms of an access to learners’ experiences which might make 

the learners easily digest materials given. According to Cakir (2006), media and styles of visual 

presentation are useful for language learners. In addition, Smaldino et al., (2011) argued that 

numerous teachers use videos for various ends since short video might give more flexible media in 

teaching in the classroom. Especially for animation video, it is quite useful to be a means of leading 

learners in optimal learning. Presumably, teaching EFL writing by using animation video has been 

evidently claimed effective.  

The claim about effectiveness of teaching EFL writing by using a short animation video has 

been proved by some research findings. Numerous previous studies were conducted to investigate 

technology-based media in EFL teaching by mentioning various platform of technology, among others 

are explainer video,  short animations with dialogue, short video, short English video, plotagon, tailor-

made animated cartoons, modalities of videos, short stories through computers, WhatsApp group, 

and silent short movie as pedagogical terms which were related to video as media in teaching, being 

claimed to give a significant effect on the students’ achievement in EFL narrative writing (see Akib & 

Syatriana, 2019; Bakla, 2019; Guzmán Gámez & Moreno Cuellar, 2019; Marashi & Adiban, 2017; 

Haslida, 2019; Irawati, 2016; Masruddin, 2018; Kartika et al., 2017; Umutlu & Akpinar, 2020; 

Wahyuni & Febianti, 2019; Yilmaz, 2015). Most of those previous findings are strengthening the use 

of video as media in learning. Having a stronger notion on the effectiveness of video usage in EFL 

teaching since many previous findings have been conducted, animation video functioned as helpful 

media in teaching EFL writing apparently shows its significance.  

In terms of EFL writing, using short video as media in learning has been proved as a panacea 

of healing some learners’ barriers in accomplishing their achievement. For instance, silent movie was 

proved as effective media in EFL writing achievement of vocational school students (Kartika et al., 

2017); short movie was claimed as effective media to teaching speaking senior high school students 

(Masruddin, 2018); and short video animation was evidently seen as effective media in writing in 

Tehran language learners (Marashi & Adiban, 2017). Moreover, Machili et al., (2020) were interested 

in conducting research on the role of video in the integrated writing and strategy instruction (SI) in 

English for academic purposes (EAP). The findings suggested positive impact of SI on the integrated 

writing performance. To mention some, those studies are dealing with video in the form of short 

movie, accept Marashi & Adiban's (2017) study, in the Asian context of EFL as prototype of large 

class learning. However, spesifically researches on the use of animation video for learners of EFL 

writing in larger classes are still rarely done. It is obvious that investigation on the animation video as 

media in learning ELF writing class needs more wider practical perspectives. This current study 

appeared to strengthen the wide prism of technology praxis in EFL teaching, especially in EFL writing 

for the larger classes in Indonesian secondary schools. Moreover, as one of the most effective media 

used in the teaching during the pandemic outbreak circumstances, animation video functioned to be 

a means for transferring messages in the process of teaching in such condition. Especially this study 

proposed a research question of ‘is there any significant effect of short animation video on the EFL narrative 

writing achievement of the 8th Graders of Junior High School?’.  

 



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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Literature Review 

Writing Process  

The Writing is someone’s ability to compose stretches of words into meaningful forms of 

communicative means in order that he/she shows communicative skills for good way of expressing 

ideas in an purposive end (Celce-Murcia & Olshtain, 2000; Harmer, 2007). The process of writing 

consists of pre writing, drafting, and revising. In addition, there are many ways in the process of 

organizing paragraphs in writing, in which the writer’s purposes can be clearly defined (Smalley et al., 

2001). Differently,  Langan (2008) divided the writing process into four types, they are: 

a) Pre writing  

This is a phase where writer starts to think of what to write. At least Langan argued several 

strategies in having such pre writing, i.e. questioning, making a list, clustering, mapping, 

or preparing an outline.  

b) Writing a first draft  

This phase is real writing phase where writer should put ideas on paper, starting to prepare 

what it will be for initial draft. 

c) Revising  

Once writer gets his/her ideas put in the paper as drafts, he/she should see again whether 

the ideas are put a good way. In this case, there is a need for writer to rewrite everything 

she/he wants to revise.  

d) Editing  

This is the phase of checking anything related to grammatical mistakes, punctuation, 

spelling etc. 

 

Furthermore, the purpose of writing is to express ideas, convey messages to the readers; 

therefore, the ideas should arguably be seen as the most important aspect of the writing. Diction and 

sentence structures are similarly important in conveying messages. According to (Grenville, 2001) at 

least there are three purposes of writing:  

a) to entertain 

writing deliberately designed for entertainment usually provides more imaginary or 

creative writing forms. It means that the writer needs to use his/her creativity to write. 

b) to inform 

writing aimed at informing something is included in this purpose. This kind of writing will 

lead writers to focus their writing on objects, places, procedures, or events. It can be seen 

in newspaper and articles, scientific or business reports, instructions or procedures, and 

essays for school and university. 

c) to persuade 

The writer tries to convince the reader of something that a point of view is valid by 

presenting the fact/data so that readers follow writer’s opinions and act upon it. 

 

In short, writing aims at not only expressing ideas, feelings or thought in written symbol but 

entertaining, informing and persuading readers. 

In addition to the writing process, something that is important to know is the organization of 

the paragraphs in writing. There are many ways in the process of organizing paragraphs in writing, in 

which the writer’s purposes can be clearly defined; among others is narrative. In a narrative paragraph, 

the writer describes a sequence of past events (Smalley et al., 2001). moreover, Knapp & Watkins, 

(2005) stated that there are three generic structures in narrative composition, i.e. orientation, 

complication and resolution. Meanwhile, according to It can be concluded that narrative text is one 

of the text genres which is constructed by developing three different generic structures, i.e. orientation, 

complication, and resolution. Orientation deals with the introduction of the character, time, and the 

place; complication is problems or the conflicts which happen in the story and they have to be solved 

by the character; while, resolution is the solution of the problems. 

 

Video as Media of Teaching  

Smaldino et al., (2011) traced the term ‘media’ from the Latin language ‘medium which means 

’Intermediary’. Therefore, media can be labelled as an intermediary message source to a receiver. By 

this term means it referred to ways to communicate an information. The format of media is more in 



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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the terms of form, where a message is incorporated and displayed.  According to (Mahajan, 2012), 

media can be classified into six categories, namely:  

a) Graphic media: any kinds of printed media. Things like charts, posters, graphs, 

photographs, maps books, pictures, or diagrams are incorporated in this medium.  

b) Media for display: a tool like a board. The examples are peg boards, bulletin board, 

chalkboard, or flannel board. 

c) Three-dimensional media: a medium that has 3D shape. For example, models, objects, 

specimens, puppets.  

d) Media for projection: a technology device for displaying message like projector. For 

example, slides, filmstrips, transparencies, films, video tapes, gramophones, records. 

e) Audio device: a tool for audio function, such as radio, audio cassettes, gramophones, 

records.  

f) Audio-visual media: a technology device which covers both audio and visual senses, for 

instance, televisions, computers, videocassettes, or CD.  

g) Media for activity: a technology tool that catches motion activities. For example, 

fieldtrips, dramatization, demonstration, and role-playing. 

 

Referring to such classification, it is apparent that video means a medium that provides audio-

visual domain useful for helping the teaching and learning. It can be played back in a slow motion 

hence human eyes are able to see events occurring too fast in order that the normal vision is registered. 

In addition, the use of meaningful video in teaching might be the most appropriate for introductory 

courses, courses of complex topics, lower achieving-students, and visual/spatial learners. Videos can 

also operate recorded-pictures display on television-type screen (Newby, 2002). Richards & Renandya 

(2002), furthermore, elaborated that as audio-visual media, video incorporates more extremely heavy 

senses in terms of an access to learners’ experiences which might make the learners easily digest 

materials given. It means that video incorporates visual and audio effects. In the context of teaching, 

Brewster et al., (2002) concludes some benefits of using videos for young learners into four aspects as 

follows: 

a) Teaching and learning can get psychological aspect of watching video in terms of various 

ways, such the fact that the learners find video fun, stimulating and highly motivating. In 

addition, the learning experience successful in class, the positive attitudes appeared in 

class, and feeling confident are things that video can contribute to the classroom.   

b) All factors of communication, such as language forms, nonverbal codes, meaning 

negotiation, and interaction are the linguistic aspect of video that can be presented to 

represent new words, phrases, and expressions of messages. It is all showed by the video 

consequently learning can be more accessible and memorable. 

c) The increase of learners’ curiosity and up-to-date information can be provided in the 

cognitive aspect of video. It enables learners to maximize their abilities to infer form 

context. In addition, learners’ motoric abilities, research knowledge and experiences, 

abilities to communicate, autonomous learning can be developed through video. 

d) In terms of cultural aspect, video enables learners to see the world beyond the classroom 

and improves their cultural awareness.  

However, despite the strength of video as media in learning, Riddel, (2003) stated some 

disadvantages of using video as media. The weakness is regarded with lack of naturalness in learning 

when using video. It is not rare that learners feel frustrated with the ‘stop-start’ nature of lesson; in 

addition, with a very big class, not everyone may be able to see the screen. In a nutshell, using video 

as media of learning might either provide advantages and disadvantages depending on how we as 

teachers develop media in the circumstances in such as a way that students are able to feel secure and 

fun in learning. Indeed, media should be helpful in the classroom. 

Teaching EFL Writing and Short Animation Video 

Various research findings proved the claim about effectiveness of teaching EFL writing by using 

short animation video. Such findings showed investigation of video as media in EFL teaching by 

mentioning various models of short video;  namely, explainer video,  short animations with dialogue, 

short video, short English video, plotagon, tailor-made animated cartoons, modalities of videos, short 

stories through computers, WhatsApp group, and silent short movie as pedagogical terms which were 



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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related to video as media in teaching, being claimed to give a significant effect on the students’ 

achievement in EFL narrative writing (see Kartika et al., 2017; Akib & Syatriana, 2019; Bakla, 2019; 

Guzmán Gámez & Moreno Cuellar, 2019; Marashi & Adiban, 2017; Haslida, 2019; Irawati, 2016; 

Masruddin, 2018;; Umutlu & Akpinar, 2020; Wahyuni & Febianti, 2019; Yilmaz, 2015). 

Furthermore, of the mentioned previous findings, some were conducted in Asian contexts in 

which learners were engaged in large classes. For instance, Kartika et al., (2017) involved participants 

of 61 Indonesian vocational high school students. This study intended to investigate the effect of silent 

movie on their EFL writing achievement. The findings showed that students who were taught by silent 

short movie got significantly different achievement in EFL writing than did the students who were not 

taught by silent short. In addition, Masruddin (2018) studying the effectiveness of short movie in 

teaching speaking skills of the 25 eleventh grade students of SMAN 4 Luwu in Luwu Regency, South 

Sulawesi Province, Indonesia. It was proven by the data that there was a significant difference between 

the students’ mean score of pretest and posttest. Moreover, Masruddin (2018), using 60 pre-

intermediate EFL learners from a language school in Tehran as participants of experimental and 

control group. In both groups, the participants were asked to write five writings regarding the subjects 

of the animations during the term and each of the writings should have contained a minimum of 90 

and maximum of 140 words. The results revealed that the experimental group outperformed the 

control group. 

 

METHODS 

Research Design 

The study was an experimental study using Static Group Comparison Design. There were two non-

randomized groups, i.e. experimental and control group as it is shown in table 1. Teaching narrative 

text by using short animation video was the independent variable and students’ EFL narrative writing 

achievement was the dependent variable in the study. 

Table 1. Static Group Comparison Design 

 
Research subjects 

Respondents participated in the study were the 8th grade students of Junior High School.  There were 

two classes used as samples in the study. They were the VIII B class, as the experimental group, 

consisting of 32 students and the VIII D class, as the control group, containing 32 students. Those 

samples were taken from the population by using cluster random sampling technique. Those sample 

classes were taken from the 160 students who were gathered in 5 parallel classes as the population of 

the study. 

 

Research procedure 

The data were collected by conducting writing post-tests, i.e. for experimental group and control 

group. The writing tests were conducted by giving the students writing prompts to write narrative texts 

after the treatments were done to both groups. The treatment was conducted virtually using online 

platform, i.e. google classroom (the treatment activities was wrapped up in table 2.) and so was the 

administration of the pretest and posttest. The treatment activities were done for 45 minutes in every 

meeting (i.e. one meeting was named as one treatment and there were four meetings in a whole), 

therefore totally the time that the researchers needed to conduct the experiment was 180 minutes.  

Writing prompts were given to the respondents to write narrative texts after the treatments were 

done to both groups. The treatment was done virtually using online platform, i.e. google classroom. 

In regard with data analysis, researchers used independent sample t-test. Firstly, the descriptive 

analysis was used to elaborate the mean and the standard deviation of the scores. Then, after the 

percentage scores for pre and post-test were collected from different groups of students, the 

independent sample t-test was used to test the significant difference for pre and post-test scores. The 

independent sample t-test was conducted to test the hypothesis of the study, as follows:   

 

Group Independent Variable Post-Test 
Experimental Group X O2 

Control Group - O2 

 



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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H0:   Teaching narrative text by using animation video do not give statistically significant difference 

on students’ narrative writing achievement before and after the treatment. 

H1:  Teaching narrative text by using animation video gives statistically significant difference on 

students’ narrative writing achievement before and after the treatment 

Table 2. Research Procedure and Treatment 

 

 

FINDINGS AND DISCUSSION 

Results 

As it seen in table 3, the result revealed that in terms of the EFL narrative writing achievement, 

the students under the experimental group (x= 83.22) outperformed those under the control group (x= 

76.00). 

 

 

 

Activities Experimental Group Control Group 
   TREATMENT 1 

 

Opening 
Checking the students’ attendance 
Apperception  

Checking the students’ attendance 
Apperception  

Teaching 

Explaining the materials about 
narrative text to students 

Explaining the materials about 
narrative text to students 

Asking the taught materials the 
students 

Asking the taught materials to the 
students 

 
Teaching the narrative text by using 
an animation video 

Teaching the narrative text with 
conventional way using whiteboard as 
the media 

Closing Closing the meeting  Closing the meeting  
         TREATMENT 2 

 

Opening 
Checking the students’ attendance 
Apperception 

Checking the students’ attendance 
Apperception 

Teaching 

Teaching the narrative text by using 
an animation video 

Giving  assingments to the students 

Asking the students to observe the 
story played in the video  

Asking the students to rearrange the 
sentences to make a story in the text 
written in the whiteboard 

 
Asking the students to explain the 
story played in the video 

Asking the students to tell the story 
based on the arrangement of the text 
written in the whiteboard 

Closing Teacher close the meeting  Teacher close the meeting  
       TREATMENT 3 

 

 
Checking the students’ attendance 
Apperception 

Checking the students’ attendance 
Apperception 

Teaching 

Asking the students to mention the 
character, and setting of the story 
played in video 

Asking the students to mention the 
character, and setting of the story in 
the text written in the whiteboard 

Asking the students to mention the 
generic structure of the story played 
in the video 

Asking the students to mention the 
generic structure of the story written in 
the text written in the whiteboard 

Closing Teacher close the meeting Teacher close the meeting  
TREATMENT 4 

 

Opening 
Checking the students’ attendance 
Apperception 

Checking the students’ attendance 
Apperception 



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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Table 3. The Results of Descriptive Statistics 

 

The spreading scores found in terms of their frequencies varied. As it is showed in figure 1, in 

the experimental group, students who got most 80 were the most in number, i.e. 6 students; meanwhile 

four students got 92, 88, and 78 subsequently. In addition, only one student who obtained 90, one 

obtained 91, and one obtained 96. There were more than one, but less than four other students who 

got various other scores. It means that more higher scores (the scores higher than the mean score) were 

spreading throughout in terms of their frequencies.   

 

Figure 1. The results of post test scores in the experimental group 

Meanwhile, in the control group different spreading scores happened. As it is seen in figure 2, 

there were six students who got 80; five others obtained 84 and the other five got 76. Moreover, there 

were four students who got 60 and only one got 92; in the meantime, two students got 56, three 

students got 72, one student got 74, and two others got 78. This means lower scores (the scores lower 

than the mean score) were spreading more active throughout the frequencies. It implies low EFL 

narrative writing scores happening in the control group (see figure 2).  

 

Figure 2. The results of post test scores in the control group 

 

 N Minimum Maximum Mean Std. 

Deviation 

 

 

Post-test (Experimental 

Group) 

32 68 96 83.22 7.979 

Post-test (Control 

Group) 
32 56 92 76.00 9.824 



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To know whether or not there is significant difference between control and experimental group, 

the researchers used independent t-test. The steps were to checking the normality, homogeneity of 

variance, and checking the hypothesis. The normality test is to reveal that the samples are in normal 

distribution. The homogeneity test is to reveal that both samples of experiment group and control are 

homogeneous. 

The researchers also analyzed the samples of this research. It was because the samples should 

be checked if the distribution of every variable in the data was normally distributed. Therefore, the 

normality of the data could be checked by using Kolmogorov-Smirnov. Thus, the table below showed 

the result of the normality of the data. 

Table 4. The results of One-Sample Kolmogorov-Smirnov Test 

 
Table 4 presented the result of Kolmogorov-Smirnov’ normality data of this research. That 

result showed that the significance value of the two groups was higher than 0,05 (Sig. > 0,05). If the 

result of significant is more than 0,05 (Sig. (2-tailed) > 0,05 or ≥ 0,05), then the distribution of data 

was normal. It means that the data of this research was normal because the significant scores is more 

than 0,05 (Sig. 2-tailed) > 0,05). 

The data also was calculated using parametric statistics which is required homogeneity of the 

research. Homogeneity means the samples of the research come from the same variance or have same 

characteristics. Meanwhile, table 5 showed the homogeneity of variances that was analyzed by using 

Levence statistic.  

Table 5. The Result of Homogeneity of Variances 

 
As seen in table 5, the data showed that F value of 0.240 with df1 was 1, the df2 was 62 and 

significance was 0.626. It means that the data was significant because 0.626 > 0.05 and the data are 

homogeneous. 

An independent t-test was conducted to know whether there is a significant difference between 

narrative writing achievement of the students under the experimental group and those under the 

control group.  As shown in Table 6, results from an independent samples t test indicated that students 

in the experimental group (M = 83.22, SD = 7.979, N = 32) scored higher on their narrative writing 

achievement than students in the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < 

.002, two-tailed.  

Table 6. The Result of Independent Sample t-test 

 

Group Sig. α 
Distribution of 

Normality 

Post-test Control Group 0.189 0.050 Normal 

Post-Test Experimental 

Group 
0.245 0.050 Normal 

 

 

Levene Statistics df 1 df 2 Sig. 

.240 1 62 .626 

 

 

 

Students learning 

outcomes 

Levene’s 

Test for 

Equality 

of 

Variances t-Test for Equality of Means 

F Sig. t df 
Sig. (2-
tailed) 

Mean 
Differe

nce 

Std. 

Error 
Differe

nce 

95% 
Confidence 

Interval of the 

Difference 

Lower Upper 

Equal variances assumed .240 .626 3.227 62 .002 7.219 2.237 2.746 11.691 

Equal variances not 

assumed   3.227 59.497 .002 7.219 2.237 2.743 11.695 



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Thus, it can be concluded that the null hypothesis is rejected. This means that there is a 

significant effect of short animation video on the narrative EFL writing achievement of the 8th Graders 

of Junior High School.  

 

Discussion 

It has been apparently proved that there is a significant effect of short animation video on the narrative 

EFL writing achievement of the 8th Graders of Junior High School. This implies the importance of 

teaching EFL by using short animation video, as it is in line with some previous findings, for instance, 

explainer video was claimed both qualitatively and quantitatively can outperform the narrative writing 

achievement of EFL students of Muhammadiyah University (Akib & Syatriana, 2019), short 

animations with dialogue was argued effective to increase EFL oral and written ability (Marashi & 

Adiban, 2017), short video used in group discussion was evidently effective in teaching speaking to 

Indonesian EFL students (Masruddin, 2018), short English video can also improve learners’ 

vocabulary mastery (Haslida, 2019), Plotagon can create learners’ motivation to write (Guzmán 

Gámez & Moreno Cuellar, 2019), tailor-made animated cartoons presumably were mentioned as a 

good facilitator for learners’ way of writing punctuation rules in English (Bakla, 2019), for the flipped 

classroom, different modalities of videos was needed for English writing classes (Umutlu & Akpinar, 

2020), short stories through computers was implemented in language classrooms to have very positive 

effects on learners’ language learning process (Yilmaz, 2015), WhatsApp group used as media for 

learning in English writing (Wahyuni & Febianti, 2019), and silent short movie was claimed to give a 

significant effect on the students’ achievement in EFL narrative writing (Kartika et al., 2017). Having 

similar conclusions with some other previous findings, indeed, this current study appeared to 

strengthen the wide prism of technology praxis in EFL teaching, especially in EFL narrative writing. 

As one of the most effective media used in the teaching during the pandemic circumstances, animation 

video functioned to be a means for transferring messages in the process of teaching.  

It is true then that technology and its function are really necessary media in the process of 

teaching and learning, especially video. Video used as media in learning can function as helping 

students organize events in their mind when they are learning, for instance it might catch events 

happening too fast since in video everything can be recorded dan replayed. In addition, video provides 

visual elements which is helpful for the learners and learners also experience audio element (Newby, 

2002); Richards & Renandya 2002). Accordingly, the students are able to happily manage the 

circumstance when learning, hence they can easily create the idea by using media in learning. In brief, 

using video makes the students easier in learning EFL as it is implied in the findings revealed in the 

current study.  

Moreover, this current study provides pedagogical implication that short animation video was 

used a media in a learning circumstance which is in regard with the process of EFL writing in 

secondary schools. This pedagogical conclusion has a similar notion in terms of using short animation 

video in EFL writing, however, what is relatively new is that this happens in Indonesian secondary 

schools in which large classes are very common. Large number-students managed in every classroom 

of the secondary schools should be taught using appropriate media in order that fun and optimal class 

circumstances can be obtained by the teachers.  

 

CONCLUSION 

The current study draws a conclusion that the students under the experimental group (M = 83.22, SD 

= 7.979, N = 32) performed higher in scores on their narrative writing achievement than the students 

under the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. It means 

there is a significant difference between narrative writing achievement of the students under the 

experimental group and those under the control group.  This means that there is a significant effect of 

short animation video on the narrative EFL writing achievement of the 8th Graders of Junior High 

School. Having such a conclusion, the study gives a pedagogical implication that short animation 

video might be presumably important as media of technology in increasing the effective process 

learning narrative writing for EFL students in the secondary schools. In an education science, 

especially instructional science, the effective learning process helps both teachers and students 

accomplish their goals of learning, i.e improving the quality of learners’ life in the future. Spesifically, 

in terms of EFL learning, such life quality improvement might be related to good communication 

skills with people from different countries and cultures. As a result, this brings an ease of 

culturalization process in the international global village.  



Dwi Nikita Sari, Susilo Susilo, Efendi Limbong/ ELT Forum 10 (1) (2021) 

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REFERENCES 

 

Akib, E., & Syatriana, E. (2019). Engaging EFL Learner in Explainer Video for Creative Writing. 4th 

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