[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590057-105":59,"doc-detail-590057-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-utilization-of-animation-in-the-theory-of-procedure-text-writing-for-vi-grade-sd-methodist-2-medan-students","The Utilization of Animation in the Theory of Procedure Text Writing for Vi-Grade SD Methodist-2 Medan Students","","Study examines how animation affects VI-grade students’ engagement and achievement in procedure text writing theory, motivated by limited animation use by teachers and low student motivation without animated media. Using research and development with two-cycle classroom action research in SD Methodist 2 Medan (Jul–Aug 2020), feasibility tests and student responses were conducted. Results show 89.32% very feasible with animated videos, with passing-grade gains from Cycle I (44.82%) to Cycle II (86.20%) and average scores rising from 70.52 to 85.69.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-utilization-of-animation-in-the-theory-of-procedure-text-writing-for-vi-grade-sd-methodist-2-medan-students/590057/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-utilization-of-animation-in-the-theory-of-procedure-text-writing-for-vi-grade-sd-methodist-2-medan-students/590057.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was animation introduced for VI-grade procedure text writing theory?","Question",{"text":112,"@type":113},"The study was motivated by teachers’ limited use of animation and students’ lack of motivation when animated media are absent.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted in the classroom?",{"text":117,"@type":113},"It used research and development with two-cycle classroom action research at SD Methodist 2 Medan, supported by material/media feasibility checks and student response testing.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the learning outcomes across Cycle I and Cycle II?",{"text":121,"@type":113},"Cycle I had 44.82% passing and an average score of 70.52; Cycle II improved to 86.20% passing with an average score of 85.69.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590057,1792172246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The Utilization of Animation in the Theory of Procedure Text Writing for Vi-Grade SD Methodist-2 Medan Students\u003Cbr>Yuniarti Maya, Erikson Saragih\u003Cbr>Post Graduate, Universitas Prima Indonesia\u003Cbr>Corresponding Author: Yuniarti Maya, [E-mail: yuniartimayaunpri@gmail.com](E-mail: yuniartimayaunpri@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study was motivated by the lack of animation utilization by VI-grade teachers in teaching the theory of procedure text writing. Students are not motivated by the absence of animated media. Therefore, the animation is needed in learning the theory of procedure text writing. This study was included in research and development type and two cycle’s classroom action research. This study was carried out in SD Methodist 2 Medan from July 2020 to August 2020. In small group testing, the subjects were 10 random VI-grade from VI A, VI B, VI C, VI D, and VI E. In large group testing, the subjects were 20 random VI-grade students from VI A, VI B, VI C, VID, and VI E. In classroom action research, the subjects were 29 VI E students. Several tests on material feasibility, media feasibility, and student responses were carried out. The results showed 89.32%(very feasible) which means animated video as the learning media was very effective for the learning process. After very feasible category was obtained in large group testing, then product dissemination in classroom action research was carried out. Based on the results, in Cycle I, 13 students (44.82%) met the passing grade, while 16 students (55.18%) failed. The average grade was 70.52 while the passing grade was 76, then Cycle II was needed. In Cycle II, 25 students (86.20%) met the passing grade, while 4 students (13.80%) failed. The average grade was 85.69. This means animated video as learning media innovation had a significant influence in learning the theory of procedure text writing on Indonesian language subject. In accordance with these results, as a learning medium, the findings in this study reveal that animated videos are able to develop effective learning patterns in the classroom. |\n| Article history\u003Cbr>Received: January 02, 2021\u003Cbr>Accepted: March 14, 2021\u003Cbr>Published: April 30, 2021\u003Cbr>Volume: 12 Issue: 2\u003Cbr>Advance access: April 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Innovation, Learning Media, Animation, Students, Video,\u003Cbr>School |  |\n\nINTRODUCTION  \nThe use of learning media can improve learning outcomes. Previous studies showed the effectiveness of the media in improving the learning outcome. Limited media in the classroom is thought to be one of the causes of low learning quality. Thus, the use of learning media in the classroom is a necessity that cannot be ignored. It can be understood that the learning process rests on various activities to increase knowledge and insight as a provision for life in the present and the future. One of the efforts that must be taken is to create a learning situation that allows a learning experience to occur by mobilizing all learning resources and learning methods that are effective and efficient. In this case, learning media is an effective supporter of the learning process. In the learning process, learning media is a channel for messages from the source of the message, in this case, the teacher, to the recipient of the message, in this case, the students. Learning media is an intermediary to convey messages or information needed in the learning process to make it easier for teachers to deliver learning material and make it easier for students to receive learning material. Asra (2007) stated that media in “learning media” means intermediary  \nor introduction, while “learning” means a condition created to make someone learn. Learning media emphasizes the position of the media as a channel for messages or learning information to cond","cbCaigHtdU6rah32","https://ap.wps.com/l/cbCaigHtdU6rah32","pdf",187269,"English","# Introduction\n# Abstract","[{\"question\":\"Why was animation introduced for VI-grade procedure text writing theory?\",\"answer\":\"The study was motivated by teachers’ limited use of animation and students’ lack of motivation when animated media are absent.\"},{\"question\":\"How was the research conducted in the classroom?\",\"answer\":\"It used research and development with two-cycle classroom action research at SD Methodist 2 Medan, supported by material/media feasibility checks and student response testing.\"},{\"question\":\"What were the learning outcomes across Cycle I and Cycle II?\",\"answer\":\"Cycle I had 44.82% passing and an average score of 70.52; Cycle II improved to 86.20% passing with an average score of 85.69.\"}]","The Utilization of Animation in the Theory of Procedure Text Writing for Vi-Grade SD Methodist-2 Medan Students | PDF",1792068700,15]