Short Silent Animation on Telegram: Does It Have Effect on Students’ Writing Achievement?

Abstract

This research mainly aimed to investigate whether there was a significant effect of applying short silent animations on students’ writing achievement at SMAN 10 Kendari. The method applied was quantitative research with a pre-experimental design. The instrument was a narrative writing test. The population of the research was the eleventh-grade students of mathematics and natural science with a total of 113 students, while the sample was 26 students of XI MIPA I class taken by using simple random sampling. The data were collected by providing a pre-test to know the students’ background knowledge. Meanwhile, treatment was conducted by using short silent animation through telegram, which was followed by a post-test to investigate the improvement of students’ writing achievement. The data were analyzed by descriptive statistic to show the students’ score in the pre-test and post-test and inferential statistic was used to test the data normality and hypothesis using SPSS 23 application. The hypothesis was tested using paired sample t-test to decide if the hypothesis was accepted or rejected. The findings showed that there was a different mean between students’ score in pre-test and post-test, increasing from 72.97 to 79.26. In addition, based on the hypothesis test through SPSS 23, the sig (2-tailed) value was smaller than 0.05 (0.00<0.05) and the t-test value was bigger than the  t-table (8.945>2.060) indicating that the H₁ was accepted and H₀ was rejected. Thus, it could be concluded that there was a significant effect of applying short silent animation through Telegram application on MIPA I students’ writing achievement in the narrative text at SMAN 10 Kendari.