Journal homepage: https://online-journal.unja.ac.id/index.php/IJoLTE © 2022 The Author submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations. Content Lists available at www.doaj.org ˃ https://online-journal.unja.ac.id/index.php/IJoLTE http://www.doaj.org/ mailto:taridi@uinjambi.ac.id https://doi.org/10.22437/ijolte.v6i2.23721 15 M. Taridi 16 M. Taridi Susilana et al. (2009); Susilana et al. (2022) articulated that the benefits of media include: clearing the notification; overcoming limited capacity, time, and energy; increasing academic achievement, direct interaction between learners and education sources; enabling learners to comprehend completely separately depending on their visual, auditory, or kinesthetic abilities; and offering the same stimulus. According to Latif et al. (2019) The use of social media into traditional classroom instruction in medical education has obvious benefits. However, this media still has advantages and disadvantages for teachers (Ayu & Pratiwi, 2021), and there are some advantages in designing math adventure educational game as a media (Kartika, 2019). Utilize various instructional media well, and then the learner can share roles with the media. Trust the part of our role to the media learning (Junaidi, 2019). Susilana et al. (2009); Susilana et al. (2022) mentioned five different types of mediaQuiet visual media, animation visual media, audible media, silently audiovisual media, and animation visual and audio media are all examples of visual and audio media. These forms of media vary in the technique of transferring information or a message, how the voice or image is captured, and how it is transmitted (straight gazing, visual projection, electronically projected image, or telecommunication). Printed, infographics, animation, audio files, and audio - visual materials are all examples of educational media and technology (O.D, Omodara & Adu E.I, 2020). Considering there are several educational media alternatives, Heinich et al. (1993) described the option to employ a specific aspect of instructional media is influenced by various aspects. He went on to say that recent study has confirmed that some factors are crucial in content evaluation. 17 M. Taridi Cartoon animation is one type of instructional medium that may be utilised in the process of writing. Formerly, cartoons were employed as a visual medium with interpretive drawings that used symbols to generate a concise messaging and instantly shift perspective about people, situations, or particular occurrences (Dahlan, 2015). Heinich et al. (1993) described that Cartoons (line illustrations that are crude caricatures of real people and events) are possibly the most widely used and known visual genre. Humor and sarcasm are staples of the cartoonist's craft. The greatest of them are wise as well as witty. They are frequently used to emphasize or reaffirm a point of training. Nevertheless, perception and understanding may be affected by the viewer's level of knowledge and intelligence. Make ensure that the cartoons employed for teaching purposes are within the students' experience and intellectual capacity. Referring to the statement of Heinich et al. (1993), cartoons are one of the various sorts of Visual material that is not projected typically encountered in the class. The following are some of the benefits of cartoons as non-projected motion pictures. 1) It is simple to operate because no special devices are required. 2) It is reasonably priced. Many are available for little or no cost. 3) It can be applied in a variety of methods whatsoever educational levels and across all disciplines. 4) It may be utilised to encourage artistic phrases like storytelling or composing poems. 5) It might be utilised for testing and assessment. 6) It is especially useful for purposes that require the recognition of individuals, locations, or objects (Heinich, et, al., 1993). ▪ They give students with real language: Just as textbooks integrate restaurant menus or train or bus schedules into training, movies may do the same. Because the majority of the narratives in the films (DVDs) are taken from true stories, the conversations are all in everyday English. ▪ They increase students' listening abilities: Flower drew and Miller (2005), utilizing films (DVDs) may be a leisure process that benefits the receivers. ▪ They allow students to become acquainted with the social milieu of the target language: Leung and Jenks (2005) also said that colloquial expressions is component of culture and customs. Incorporating the culture notion into language education by utilising the target language's way of living, behaviour, and values may convey a feeling of authenticity. Writing has been defined in a variety of terms. According to Harmer (2004), Composition represents one of the four language talents that learners must learn, and improving one's ability to compose properly is seen as a critical aim for pupils. Students' mental health suffers as a result of the pressure to write correctly, processes differ dramatically from how they engage dialogue or other types of verbal language. To be able to compose well, students must understand and take into account (1) grammar relationships, or grammar cohesion, which including pronoun, possessive reference, tense arrangement, article reference, connectors, and replacement and ellipsis, (2) lexical items, like rehearsal of utterance, and (3) text cohesiveness, including such connection of thought 18 M. Taridi sequence and composing function (Harmer, 2004). An instructor might concentrate on the finished result or on the process of writing up alone while teaching writing. When focusing on the product, as Harmer (2007) observed, we are solely concerned with the task's goal and the ultimate result. Those who promote a process method of writing, on the alternative hand, are concerned with the many stages that each piece of writing must go through. The process method seeks to get to the heart of the exceptional abilities that should be engaged while writing by using quality time engaging students in re-writing phases, editing, redrafting, and actually finalising their work in terms of outcome. The process method, which requires students to explore assembly practises, is an excellent work of art. There are several varieties of writing forms, including description, argumentation, narration, reporting, and recounting, among others. The writer narrates and describes distinct locations, things, or people in descriptive language. According to Wiyanto as cited in Dahlan (2015)) demonstrated that narrative text is a text that presents a oral portrait of a person, a location, and an object. An excellent description contains three key characteristics. They are as follows: a) Strong first sight: The initial one is phrase or perhaps the initial descriptive phrases, which acts as the paragraph's topic sentence. a) Mood: A mood that extends beyond observable physical characteristics; c) Logic progression: A mental image or image of a people, location, or thing. 19 M. Taridi The study used a group of posttest group design, which requires researchers to modify and control more self sufficient factors and examined dependent variables to determine if there is a difference. Simple random sampling was used to split the sample into two groups in this study. The first class was an experiment, and it is being treated. The second group was command. Following that, the researcher sought a posttest to determine mean changes based on therapy. Applying animated cartoon as the independent variable and descriptive text as the dependent variable. The explanations above can be used to illustrate the study posttest alone control design (Creswell, 2014). Descriptions: X = Treatments with the use of animated cartoon as educational medium R1 = participants on experimental group R2 = Participant of control group O2 = Outcomes of having to write narrative text via animated cartoon O4 = Outcomest of having to writie narrative text via conventional Participants in this study are all 7th -grade students at one of senior high schools in Jambi. The populations in this study total 126 people. 126 participants were separated into three groups: experiment, control, and validity, for a sum of 94 participants. Table. 1 The Population of The seven grade Participant at one of senior high schools in Jambi. No Classes Males Females Total 1 A 15 17 32 2 B 14 18 32 3 C 15 17 32 4 D 13 17 30 Total 57 69 126 After determining the amount of samples, the researcher separated them into two groups: experimental (X) and control (Y), with a total of 64 participants. The researcher employed Thirty participants from populations that were not included in the group of experiment and control for the validation items. The lists are displayed on this table below: Table.2 Experiment and Control Group Classes Class Total Experiment group Control group 32 32 64 There are various different explanations for these study findings, such as teaching English writing descriptive text employing cartoon animation through experiment design. Based to (Nair et al., 2014; Tosun, 2016), one of the finest ways for assisting learners in accomplishing the primary aspects that determine language acquisition is to correctly teach the new language by using PowerPoint, presentations, exercises, and production, such as animation cartoons incorporating instruction. The following the result values of participants’ composition skills either experimental or control analysis. 20 M. Taridi Table.3 the scores of the writing skills on the group of experimental and Control No Names Experiment Scores Control Scores No Name Experiment Scores Control Scores 1 Participant A 79 60 17 Participant Q 96 65 2 Participant B 70 55 18 Participant R 93 58 3 Participant C 64 75 19 Participant S 90 55 4 Participant D 81 79 20 Participant T 87 70 5 Participant E 64 53 21 Participant U 93 65 6 Participant F 88 73 22 Participant V 85 73 7 Participant G 81 55 23 Participant W 91 65 8 Participant H 57 50 24 Participant X 82 67 9 Participant I 72 80 25 Participant Y 79 58 10 Participant J 52 60 26 Participant Z 70 73 11 Participant K 85 54 27 Participant Aa 88 35 12 Participant L 63 70 28 Participant Bb 84 59 13 Participant M 90 45 29 Participant Cc 79 63 14 Participant N 72 78 30 Participant Dd 91 65 15 Participant O 78 63 31 Participant Ee 78 64 16 Participant P 82 68 32 Participant Ff 87 79 There are thirty two participants each of group, the score ranked (52-96) for experiment, and for the control groups ranked (35 to 80). For the lowest score span seventeen and the highest one is sixteen. Table 4. Frequency Distribution of Participant' Writing Ability in Experiment No Interval F X1 X1’ X1’2 F X1 ’ F X1’ 2 1 92-99 3 95,5 3 9 9 27 2 84-91 11 87,5 2 4 22 44 3 76-83 9 79,5 1 1 9 9 4 68-75 4 71,5 0 0 0 0 5 60-67 3 63,5 -1 1 -3 3 6 52-59 2 55,5 -2 4 -4 8 N=32 - - - ∑F X1’= 33 ∑ F X1’ 2 = 91 Table 5 indicated that the frequency distribution of scores (92–99) has three with X1 = 95.5, (84–91) is eleven with X1 = 87.5, (76–83) shows nine with X1 = 79.5, (68–75) refers to four with X1 = four, (60–67) belongs to three with X1 = three, and (52–59) values two with X1 = two. Table 5. Frequency Distribution of Participant' Writing Ability in Control No Interval F X1 X1’ X2’2 F X2 ’ F X2’ 2 1 75-82 4 78,5 3 9 12 36 2 67-74 8 70,5 2 4 16 32 3 59-66 10 62,5 1 1 10 10 4 51-58 7 54,5 0 0 0 0 5 43-50 2 46,5 -1 1 -2 2 6 35-42 1 38,5 -2 4 -2 4 N=32 - - - ∑ 𝑓𝑥1 = ∑ 𝑓𝑥2 = 34 84 Table 6 reveals that the frequency distribution of scores (75–82) equals four with X1 = 78.5, (67–74) stands at four with X1 = 70.5, (59–66) seems to be ten with X1 = 62.5, (51–58) gets seven with X1 = 54.5, (43–50) represents two with X1 = 21 M. Taridi 46.5, and (35–42) seems to be one with X1 = 38.5. Figure out the impact of exploiting cartoon animation and conventional methods on participants' descriptive text writing abilities. The data might be presented as follows to determine the influence of applying animated cartoons and instructors on participants' performance in composing descriptive content. Table 6. Final Result of Experiment and Control Results Animated Cartoon Conventional Total The greatest Score 96 80 32 The smallest Score 52 35 32 Total 32 32 64 Consequently, based on the calculations given, Tobtained = 4,98. Then, using the equation: 𝑑𝑓 𝑜𝑟 𝑑𝑏 = 𝑁 − 2 = 64 − 2 = 62 Considering Ttable with a significance level of 5% is (2, 00) and with a statistical significance of 1% is (2, 65), and Tobtained is 4, 98, it may be claimed that (Tobtained) is greater than or equal to (2, 00 < 4, 98 > 2, 65). It may be concluded that introducing cartoon animation prior to the learning process has a substantial impact on the accomplishment of participants in producing descriptive prose. As a result, Ha represents acceptance while H0 represents refusal. It is consistent with the findings of Arienintya's (2011) results, who found that using cartoon animation clips and image series in writing activities matched the success criterion, but the difference is in the technique. It is also suggested that English teachers use cartoon animation clips and image series to help lea rners enhance their writing skills. Tosun (2016) investigated forty participants representing two groups that learn the rigorous English language, with the control group of the experiment studied in vocabulary. Almustaflikhah and Pujiani (2022) study of the media included not just vocabulary but also listening, reading, speaking, and writing. The kids' linguistic competence was improved by creating ADDIE designs and employing video animation. As a result, throughout the teaching and learning process, instructional media may boost student accomplishment while also assisting teachers in practice. This study revealed that employing animated media to improve participant literary skills in the narrative text at one of the 7th-grade students of state junior high schools in Jambi City is effective. 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