Abstract:
As technology and visual media develop, students often find it difficult to express their ideas and creativity in writing, using animated films can be an innovative solution to improve junior high school students' narrative writing skills. Therefore, this study aims to find out how teachers use movie animation for narrative text learning in the classroom and students' perception on writing and learning narrative text by using Animated Film. This research employed a qualitative case study. Employing a purposive sampling technique thirty students and one eighth-grade English teacher participated in the research in a public junior, high school in Ciamis. Data were collected through observations and interviews, used to compare the results of surveys and interviews to ensure the validity and clarity of the data. The findings revealed that teachers felt greatly helped after using animated films for classroom learning, with these animated films providing satisfactory changes in students' writing learning in the classroom. The application of animated films in writing learning could increase enthusiasm and motivation to improve students' writing skills and encourage critical thinking about story texts. However, there have also been challenges faced, such as students who often feel lazy when learning in class and the internet connection network in the classroom, as well as the limited InFocus for learning media in class. The researcher suggests further analyzing students' experiences, motivations, and challenges in animated films.
