9 research outputs found
Provable Security of Authenticated Encryption Schemes
No full textDenne bacheloroppgaven ser på den bevisbare sikkerheten til randomized counter mode (RCM) og Galois counter mode (GCM). Dette gjøres ved å bruke sekvenser av spill for å strukturere bevisene. Vi vil bevise at randomized counter mode er CPA-sikker under PRF-antakelsen, og vi vil bevise at GCM er nonce-basert AEAD-sikker under antakelsen at den underliggende blokkchifferen er en sikker PRF og at nøkkel-hash-funksjonen GHASH er en XOR-DUF.This bachelor thesis studies the provable security of the randomized counter mode (RCM) and the Galois counter mode (GCM). This is done by making use of sequences of games to structure our proofs. We will prove that the randomized counter mode is CPA-secure under the PRF assumption, and we will prove that the GCM is nonce-based AEAD-secure under the assumption that the underlying block cipher is a secure PRF and that the keyed hash function GHASH is an XOR-DUF
Provable Security of Authenticated Encryption Schemes
No full textDenne bacheloroppgaven ser på den bevisbare sikkerheten til randomized counter mode (RCM) og Galois counter mode (GCM). Dette gjøres ved å bruke sekvenser av spill for å strukturere bevisene. Vi vil bevise at randomized counter mode er CPA-sikker under PRF-antakelsen, og vi vil bevise at GCM er nonce-basert AEAD-sikker under antakelsen at den underliggende blokkchifferen er en sikker PRF og at nøkkel-hash-funksjonen GHASH er en XOR-DUF
Post-Quantum Threshold Ring Signature Applications from VOLE-in-the-Head
No full textWe propose efficient, post-quantum threshold ring signatures constructed from one-wayness of AES encryption and the VOLE-in-the-Head zero-knowledge proof system. Our scheme scales efficiently to large rings and extends the linkable ring signatures paradigm. We define and construct key-binding deterministic tags for signature linkability, that also enable succinct aggregation with approximate lower bound arguments of knowledge; this allows us to achieve succinct aggregation of our signatures without SNARKs. Finally, we extend our threshold ring signatures to realize post-quantum anonymous ledger transactions in the spirit of Monero. Our constructions assume symmetric key primitives only.
Whilst it is common to build post-quantum signatures from the one-wayness property of AES and a post-quantum NIZK scheme, we extend this paradigm to define and construct novel security properties from AES that are useful for advanced signature applications. We introduce key-binding and pseudorandomness of AES to establish linkability and anonymity of our threshold ring signatures from deterministic tags, and similarly establish binding and hiding properties of block ciphers modeled as ideal permutations to build commitments from AES, a crucial building block for our proposed post-quantum anonymous ledger scheme
Chest compression rate measurement from smartphone video
No full text© 2016 The Author(s). This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.Background: Out-of-hospital cardiac arrest is a life threatening situation where the
first person performing cardiopulmonary resuscitation (CPR) most often is a bystander
without medical training. Some existing smartphone apps can call the emergency
number and provide for example global positioning system (GPS) location like Hjelp
113-GPS App by the Norwegian air ambulance. We propose to extend functionality
of such apps by using the built in camera in a smartphone to capture video of the
CPR performed, primarily to estimate the duration and rate of the chest compression
executed, if any.
Methods: All calculations are done in real time, and both the caller and the dispatcher
will receive the compression rate feedback when detected. The proposed algorithm is
based on finding a dynamic region of interest in the video frames, and thereafter evaluating
the power spectral density by computing the fast fourier transform over sliding
windows. The power of the dominating frequencies is compared to the power of the
frequency area of interest. The system is tested on different persons, male and female,
in different scenarios addressing target compression rates, background disturbances,
compression with mouth-to-mouth ventilation, various background illuminations and
phone placements. All tests were done on a recording Laerdal manikin, providing true
compression rates for comparison.
Results: Overall, the algorithm is seen to be promising, and it manages a number of
disturbances and light situations. For target rates at 110 cpm, as recommended during
CPR, the mean error in compression rate (Standard dev. over tests in parentheses)
is 3.6 (0.8) for short hair bystanders, and 8.7 (6.0) including medium and long haired
bystanders.
Conclusions: The presented method shows that it is feasible to detect the compression
rate of chest compressions performed by a bystander by placing the smartphone
close to the patient, and using the built-in camera combined with a video processing
algorithm performed real-time on the device
Reference dataset for semi-urban and rural Norwegian low voltage distribution grids
No full textThis paper presents a dataset describing two semi-urban and two rural Norwegian residential low voltage grids. The grids have a radial structure and have a nominal voltage of 230 V. Each grid comes with a corresponding load time series for each consumer with one hour resolution, spanning one year. In order for the dataset to be customizable, the load time series do not contain extra elements such as PV production profiles or electric vehicle charging. On its own, the dataset enables more precise power flow analysis of low voltage distribution grids, but it can also be coupled with medium voltage distribution grids for studies on integrated medium-low voltage distribution systems. © 2025 The Author(s)Reference dataset for semi-urban and rural Norwegian low voltage distribution gridspublishedVersio
Sparse representations in audio & music: from coding to source separation
No full textAbstract—Sparse representations have proved a powerful toolin the analysis and processing of audio signals and already lieat the heart of popular coding standards such as MP3 andDolby AAC. In this paper we give an overview of a numberof current and emerging applications of sparse representationsin areas from audio coding, audio enhancement and musictranscription to blind source separation solutions that can solvethe “cocktail party problem”. In each case we will show how theprior assumption that the audio signals are approximately sparsein some time-frequency representation allows us to address theassociated signal processing tas
Við sem heima sitjum : taka konur síður þátt en karlar í umræðunni um Evrópusambandið og Ísland? Innihaldsgreining á fjölmiðlaumfjöllun 2009
No full textTilgangur þessarar rannsóknar er að kanna hvort konur taki síður þátt en karlar í umræðunni um Evrópusambandið og Ísland. Skoðaðir voru helstu prentmiðlar og helstu útvarpstöðvar landsins árið 2009. Þau voru: Morgunblaðið, Fréttablaðið, DV, Viðskiptablaðið, Bylgjan, Rás 2 og Rás1.
Byrjað var á að finna allar fréttir og fréttatengt efni sem innihélt umræðu um Evrópusambandið og Ísland. Innihaldsgreining var notuð til þess að kynjaskipta efninu og var það flokkað eftir því hvort kynin voru viðmælendur í frétt eða viðtali, eða höfundar að efni. Efnið var greint eftir því hvort um var að ræða frétt, pistil eða aðsenda grein, viðtöl eða fréttaskýringar. Síðan var það flokkað eftir kyni viðmælanda eða höfundar. Auk þess var öllu efni skipt niður í efnisflokka. Sagt var frá öðrum fjölmiðlarannsóknum sem voru samanburðahæfar við niðurstöður þessarar rannsóknar.
Meginniðurstaðan er sú að konur fjalla í mun minna mæli en karlar um Evrópusambandið og Ísland. Um 80% karla eru viðmælendur í fréttum eða höfundar að efni og er hlutur kvenna einungis um 14%. Það er alveg sama hvaða þættir eru dregnir út úr niðurstöðunum, hlutur kvenna er alltaf minni en karla. Þegar búið var að skipta niður í efnisflokka kom í ljós að í ákveðnum málaflokkum innan Evrópuumræðunnar taka konur lítinn eða engan þátt, í sjávarútvegsumræðunni voru einungis tvær konur sem voru viðmælendur eða höfundar að efni, eða um 3% af 66 efnisgreinum. Konur skrifuðu færri pistla og aðsendar greinar.
Rannsóknir á kynjaskiptingu í fjölmiðlum sýna að konur eru um það bil þriðjungur þeirra sem rætt er við, fjallað er um eða semja eða flytja efni. Alþjóðleg fjölmiðlavöktun GMMP segir að konur séu viðmælendur frétta í 28% tilfella, en þær skrifi fréttir í 33% tilfella, sem er töluvert hærra hlutfall heldur en innan umræðunnar um Evrópusambandið og Ísland. Þessar niðurstöður sýna engu að síður fram á það að konur eru töluvert minna í fjölmiðlum heldur en karlar.The purpose of this study was to examine whether women are less involved than men in the debate on the European Union (EU) and Iceland. The country‘s major print media and main radio stations in the year 2009 were reviewed for data. The media that were examined are: Morgunblaðið, Fréttablaðið, DV, Viðskiptablaðið, Bylgjan, Rás 1 and Rás 2.
The first step was to search for all the news and news-related material that included a discussion about the EU and Iceland. Content analysis was used on the material, and then it was grouped according to whether the interviewee or author was a woman or a man, or whether both genders were interviewees or authors of the same material or article. The material was analyzed according to type; news, column or editorial, submitted articles, interviews or news commentaries; then it was grouped according to the gender of the interviewee or author. Additionally, the entire data was divided into material categories. Other media studies comparable to the results of this study were discussed.
The main result was that women are by far less likely to be involved in the debate about the EU and Iceland. Around 80% of news interviewees and authors of material on the EU and Iceland debate are male; only around 14% of interviewees and authors are female. Extracting different factors from the data resulted in the same finding; women are less likely than men to be involved. After the data was divided into material categories it was revealed that in certain areas within the EU debate, women take little or no part in the debate; in the discussion on the fishing industry only two women were either interviewees or authors of material, in about 3% of the data. Women wrote fewer columns and submitted fewer articles.
Research on gender composition in the media shows that women are around a third of those interviewed or discussed in the media, are authors of, or report material. The Global Media Monitoring Project (GMMP) claims that 28% of interviewees in the news are women, and that 33% of news material is written by women, which is a substantially higher percentage than in the debate on the EU and Iceland. These results nevertheless show that, in general, women are considerably less likely to be involved in the media than men.Útprentun og/eða afritun er óheimil nema með skriflegu leyfi höfundar. Verkið er verndað af ákvæðum höfundarlaga
Texture analysis of cardiac cine magnetic resonance imaging to detect nonviable segments in patients with chronic myocardial infarction
No full text[EN] Purpose: To investigate the ability of texture analysis to differentiate between infarcted nonviable, viable, and remote segments on cardiac cine magnetic resonance imaging (MRI).
Methods: This retrospective study included 50 patients suffering chronic myocardial infarction. The data were randomly split into training (30 patients) and testing (20 patients) sets. The left ventricular myocardium was segmented according to the 17-segment model in both cine and late gadolinium enhancement (LGE) MRI. Infarcted myocardium regions were identified on LGE in short-axis views. Nonviable segments were identified as those showing LGE 50%, and viable segments those showing 0 < LGE < 50% transmural extension. Features derived from five texture analysis methods were extracted from the segments on cine images. A support vector machine (SVM) classifier was trained with different combination of texture features to obtain a model that provided optimal classification performance.
Results: The best classification on testing set was achieved with local binary patterns features using a 2D + t approach, in which the features are computed by including information of the time dimension available in cine sequences. The best overall area under the receiver operating characteristic curve (AUC) were: 0.849, sensitivity of 92% to detect nonviable segments, 72% to detect viable segments, and 85% to detect remote segments.
Conclusion: Nonviable segments can be detected on cine MRI using texture analysis and this may be used as hypothesis for future research aiming to detect the infarcted myocardium by means of a gadolinium-free approach.This work was supported in part by the Spanish Ministerio de Economia y Competitividad (MINECO) and FEDER funds under grant BFU2015-64380-C2-2-R, by Instituto de Salud Carlos III and FEDER funds under grants FIS PI14/00271 and PIE15/00013 and by the Generalitat Valenciana under grant PROMETEO/2013/007. The first author, Andres Larroza, was supported by grant FPU12/01140 from the Spanish Ministerio de Educacion, Cultura y Deporte (MECD).Larroza, A.; López-Lereu, M.; Monmeneu, J.; Gavara-Doñate, J.; Chorro, F.; Bodi, V.; Moratal, D. (2018). Texture analysis of cardiac cine magnetic resonance imaging to detect nonviable segments in patients with chronic myocardial infarction. 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The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School
No full text The Implementation of Animated Film as Media to Teach Writing Narrative Text to the Eighth Grade Students of Junior High School
Fatimatus Zahroh
English Education, Languages and Arts Faculty, State Unuversity of Surabaya
[email protected]
Dosen pembimbing
Him’mawan Adi Nugroho, S.Pd., M.Pd
English Education, Languages and Arts Faculty, State University of Surabaya
Him’[email protected]
Abstrak
Menulis adalah salah satu kopetensi dalam bahasa inggris.Bagi murid,Menulis di anggap keahlian yang sangat sulit, karena tidak hanya mengorganisir ide, tetapi menterjemahkan suatu ide pada text sehingga bisa di baca. Animasi film adalah salah satu media yang dapat di gunakan dalam mengajar khususnya Menulis.
Tujuan dari studi ini mempunyai tiga rumusan masalah: (1) penerapan animasi film sebagai media pembelajaran narrative text pada kelas delapan SMP N 1 Bangkalan. (2) masalah yang dihadapi oleh guru dalam pembelajaran narrative text engan menggunakan animasi film pada kelas delapan SMP N 1 Bangakalan.(3) respon murid dalam penggunaan animasi film dalam pembelajaran menulis text narrative pada kelas delapan SMP N 1 Bangkalan.
Design penelitian ini menggunakan penelitian deskriptif kualitatif. Subject yang di gunakan pada penelitian ini adalah guru dan murid kelas VIIIG SMP N 1 Bangkalan. Adapun instrument yang di gunakan pada penelitian ini, di antaranya menggunakan Checklist, Field note, wawancara dan angket.
Hasil dari penerapan animasi film dalam mengajar menulis text narrative di katakan sukses. Hampir seluruh siswa bisa menulis text narrative dengan baik penerapan animasi flm dalam mengajar text narrative mendapatkan positif respon dari murid. Dan permasalahan yang di hadapi oleh guru dalam mengajar narrative text dengan menggunakan animasi film, salah satunya adalah murid merasa kesulitan dalam menangkap maksud dari pembicara pada animasi film tersebut.
Kesimpulan, dari penerapan animasi film dalam mengajar text narrative mendapatkan positive respon dari murid. Dengan menggunakan animasi film sebagai media pada pembelajaran menulis narrative text bisa menambah motivasi siswa dan juga antusias dalam pembelajaran text narrative. Dan bisa di simpulkan media yang di gunakan pada pembelajaran text narrative di kelas sangat menarik dan menyenangkan.
Kata Kunci: menulis, teks narrative, animasi film
Abstract
Writing is one of the competences in English. It is considered as the most difficult skill for the students because not only generating and organizing ideas, but also translating these ideas into text which can be read. Animation is kind of media that can be used in teaching writing.
The purpose of this study was to describe : (1) the implementation of animated film as a media in teaching writing narrative text to the eight grade student of SMP N 1 Bangkalan.(2) problems are faced by the teacher in teaching writing narrative of using animated film text to the eight grade student of SMP N 1 Bangkalan.(3) the students’ responses toward the use of animated film in teaching writing narrative text to the eight grade students of SMP N 1 Bangkalan
This research is a descriptive qualitative research. The subjects are the teacher and the students of VIII G SMP Negeri 1 Bangkalan. The instruments which are used in this research are observation checklist, field note, Interview and questionnaires.
The result of the implementation of animated film in teaching writing narrative was successes. Most of students were able to composing a good narrative text. The implementation of animated film gets positives responses from the students. Students are willing to compose a narrative text. For the problem faced by the teacher, by using animated the teacher was the students difficult to catch the native speaker.
In conclusion, the implementation of animated film in teaching writing narrative text gets positives responses from the students. By watching animated film as media in teaching writing narrative can gains the students motivation, and also their enthusiasm in teaching learning writing narrative text. It could be concluded that techniques applied in the class were more fun and enjoyable.
Key Words : Writing, Narrative text, Animated Film
INTRODUCTION
Writing is one of the competences in English. It is considered as the most difficult skill for the students. selecting the topic is the important thing that students have to do before they start writing. But the fact, when th students start to write, they get difficulty.
In teaching writing, the teacher can use various media. Video film is a kind of media that is usually used in the classroom. According to Stemplesky and Tomalin (1990:6-7) animated film has difference types of purpose, there are : active viewing, vocabulary, grammar, pronunciations, listening and speaking skill, reading and writing skill, cross-cultural concern, and testing. Teaching with video can be exciting. Four or five minutes video tape material can easily provide enough stimulating input for one hour’s teaching, Lonergan (1984:2).
Animated films are the ones in which individual drawing, paintings, or illustrating is photographed frame by frame. According to Hornby, (1995:171) animated film is a film made photographing a series of a gradually changing drawing, so they look as if they are moving. Animation videos are often directed by to apply by most children, but easily can be enjoyed by all. It means that by using animated film in teaching writing can bring new atmosphere for the students in teaching and learning process.
In junior high school up to senior high school students are obliged to master short functional text such as descriptive text, recount text and also narrative text. Narrative is text which tells a story and entertains or informs the reader or listener (Anderson 1998:8). Narrative usually tells one’s experiences or a short story which states and resolution of problem.
In teaching writing nnarrative,The researcher wants to take a research entitled “the implementation of animated film as material to teach narrative text to eight graders student”.
According to Harmer (2007, 4-5), There are four step how to teach writing, (1).Planning.Writers plan what they are going to write, before starting to write or type, they
Try and decide what it is they are going to say. To make easy, for some writers this may involve making detailed note. When planning, writers have to think about three main issues, the first place they have to consider, the purpose of their writing since this will influence. Not only the type of the text the wish to produce, but also the language they use, and the information they choose to include. The secondly, the writers think of the audience, this will influence not only the shape of the writing, but also the choice of language. For example, it is formal or informal in tone. Thirdly, writers have to consider the content structure of the piece, which means how best to sequence the fact, ideas, or arguments which they have decide to include. (2) Drafting. it can refer to the first version of a piece of writing as a draft. This first ‘go’ at Text is often done on the assumption that it will be amended later. At the writing process proceeds into editing, a number of drafts may be produced on the way the final version. (3)Editing .(Reflecting and Revising) Writers have to produce a draft, they then, usually, read though what they have Written to see where it works and where it does not. Although, the order of information is not clear and also the ambiguous or confusing, they can move paragraph around or write a new introduction and also they may use a different form of words for a particular sentence. Reflection and revising are often helped by other readers who comment and make suggestion. For another reader’s reaction to piece of writing will help the author to make a appropriate revisions. (5)Final Version Writers have edited their draft, making changes they consider to be necessary, They produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process.
For the writer is now ready to send the written text to it intended audience
Those stage in the following by:
Planning à drafting à editing à final version
Media is one of the ways in teaching new material to the students is to use many kinds of media. Commonly, media can be divided into three types. They are visual media, audio media, and audio visual
There are some steps that have to be done in order to reach the successful in teaching writing using video, especially there stages in writing: pre writing, whilst writing, and post writing. (a) Pre writing activities. In pre writing activities, include pre-viewing activity and viewing activity. (b) Pre viewing activities,In pre- viewing activity, the teacher gives information about what will be played, the theme of animated film. The teacher asks to the students to keep silent and also gives command about what students should do during the viewing activity. (c) Viewing activity During the viewing activity, the teacher plays animated film twice. The animated video is about 7 minutes. In this activity students should take a note about the important part in the animated film. (d) Whilst Writing activities,In whilst writing activity is includes the post viewing activity. The students are asked to make summary about way they have watched in the form of narrative composition. (e)Post writing activities.The teacher collects the student work then asks some students to present their work in front of the class. The teacher gives comment orally.In the end of observation, the researcher interviewed the teacher toward the implementation of animated film in teaching writing narrative text. Also the researcher gave some questionnaire toward the responses of students by using animated film.
Based on the background above, the research questions are formulated to the following:
1. How is the implementation of animated film as a material in teaching writing narrative text to the eight grade student of SMP N 1 Bangkalan ?
2. What problems are faced by the teacher in teaching writing narrative of using animated film text to the eight grade student of SMP N 1 Bangkalan ?
3. How are the students’ responses toward the use of animated film in teaching writing narrative text to the eight grade students of SMP N 1 Bangkalan?
According to research question above, the objectives of study are to:
Todescribe the implementation of animated film as a material to teach writing narrative text to the eighth grade student of SMP N 1 Bangkalan.
To identify problems faced by teacher in animated film in teaching writing narrative text to the eighth grade student of SMP N1 Bangkalan.
Describe the students’ responses toward the use of animated film in teaching writing narrative text to the eighth grade students of SMP N 1 Bangkalan.
From this study, the researcher expects that this study will be useful and beneficial for the English teachers by using animated film as a media in writing narrative texts. The finding of this study will give the valuable and useful information for the English teacher in the junior high school as feedback or reflection of their teaching. The teacher can use the information to reflect whether they have achieved the objectives of their teaching or not, so they can improve their teaching media. In addition, the student participation toward the media can become feedback for the teacher whether the media used in the class have already aroused the student interest or not.
METHOD
The research design in this study is descriptive qualitative. The design is used since this study is aimed to describe the media applied by the teacher in teaching writing narrative. According to Bogdan & Biklen (1992:29-32), a study is categorized as qualitative if the study meets one of the following characteristics.
First, the setting and the data are natural. It means that there is no intervention from the researchers so that the events being observed happened as the natural condition. Second, qualitative data are described in the forms of words rather than number. Third, the sample taken is determined purposefully. Fourth, data analysis is one while collecting and interpreting data. The last, a context and meaning is an essential concern to the qualitative approach. It means that the research that uses this approach focuses on how people make sense of their experience. There is no attempt to predict what will happen in the future but rather to understand a unique and particular context. This study is categorized as descriptive qualitative since it met those five characteristics above. In this study, the writer tries to describe, explain, and report the application of animated film to teach writing narrative texts.
The subject of the study conducted the students of class VIII of SMP N 1 Bangkalan priode 2013/2014 which consists of 32 students and also their teacher, Ms. Husnul khotimah, S.Pd. it was supposed to learn narrative text for their material in the second semester. The teacher used animated film in teaching writing narrative text.
The setting of this study conducted in SMP N 1 Bangkalan. It is located in jalan Trunojoyo no.2, Bangkalan. In SMP N 1 Bangkalan these are first, second and third grades. Meanwhile the researcher chooses the second graders. The setting is chosen based on some consideration. The first consideration is because the location of this school is strategies. The second consideration is because this school was appointed by the government to be national school. Therefore, the school is believed to have a better quality in term of curriculum, teacher, students, facilities, headmaster, officers’ and management of the school. Therefore, English teachers and the students of SMP N 1 Bangkalan will be the sources of data in this study.
According to Ary et.al (2006:453), the instruments in qualitative research used by researcher are field notes, interview guides and documentation. In this study to gain the data, the researcher will used checklist, field notes during observation as the primary instrument, students’ writing task, and interview guide and questionnaire sheet.
1. Observation Checklist
During the observation, the researcher used the observation checklist to help the collecting data. The research will observe all the activities of writing during teaching learning process. The checklist consisted list of the material used by the teacher when she is explaining the lesson in teaching learning process. The observation checklist is in the form yes or no answer. (see appendix 1)
2. Field Notes
According to Ary et.al (2006:477), field notes are the instrument to collect data during the observation. In this study, the field notes become the primary instrumentation since they are used to get data about the kinds of techniques, the procedures or activities in applying them, students’ participation towards the techniques, material and media in the classroom.
To gain the data during observation, the researcher writes the events happening in the class. The field notes are used since field notes in qualitative research are brief notes included of all written reports during the observation (Ary et.Al,2006:477). The purpose of applying the daily field note is to make the researcher remembers the facts and details that happened during observation. It is used to observe the implementation of animated film as material to teach writing narrative.
3. Interview Guide
This instrument is used to get-depth information from the teachers about the media of teaching writing narrative. The interview guide for the teacher consist of the question that the problem face by the teacher. These questions are based on the indicators of the sub variables with the data. The questions in the interview guide are asked one of the team teachers in the regular class. As stated by Good (1972:238-239), interview can provide many types of information that can only be secured though face-to-face contacts an more complete answers since the interviewer can ask the answer directly.
4. Questionnaire
In this research, questionnaire is given to the students to know their response about teaching writing narrative text by using animated film. It would be given at the end of the observation to enable the students to answer all the questions. She asked the students to answer 8 questions in written form. For number one up to number two are about English in writing, For number three up to number five are about narrative text and last for number six up to number are about the implementation of animated film in teaching writing narrative.
The data of observation sheet are collected by observing teacher’s and students’ activities when animated film is implemented in the teaching writing in the classroom. The problem faced by the teacher, the researcher used interviewed. And also the last the result of the questionnaires described the students’ responses toward the used of animated film as a material in teaching writing narrative text
the research observed the activity during the teaching and learning process in detail. checklist, Field note, interview guide and Questionnaires. In doing the observation, the researcher will enter the classroom and become a passive observer since the beginning of the lesson until the period of the English time ended. A passive observer means that the researcher observed the events happening in the class and made notes on the field note and checklist.
The last observation, the researcher interviewed the teacher problems faced by the teacher in teaching writing narrative by using animated film. Next questionnaires the researcher would ask the students to do the questionnaires about students’ responses to the implementation of writing narrative text by using animated film.
The data of the study analyzed qualitatively by using descriptive analysis. The first analysis of process was based on the result of checklist, field note, The teacher faced problem in teaching writing narrative text. The last the students’ responses analyzed based on opinion during the implementation of animated film to teach writing narrative text.
It got from result of observation sheet, interview guided, and questionnaires. The data of observation sheet are collected by observing teacher’s and students’ activities when animated film is implemented in the teaching writing in the classroom. For the result of interviewed that faced the problem by the teacher, in using animated film. In the end of observation, the researcher interview the teacher dealing with the used of animated film also, the result of the questionnaires described the students’ responses toward the used of animated film as a material in teaching writing narrative text
THE FINDINGS OF THE CLASSROOM OBSERVATION
The first observation was conducted on January 7th. It was on Tuesday and the class began at 08.05 am until 09.25 a.m. On the first meeting the teacher and researcher entered the class, the students were noisy and most of the students were not in the class, the leader of the class called several students comes to the class. The teacher started the class by greeting them and introduced the researcher to the students. After that the teacher checked the attendance list; there were two students who were absent in that day and the class consisted 32 students.
Before teaching learning process started, the teacher asked the students the example of narrative text, the teacher helped the students in order to get the idea of the narrative text; the teacher brainstormed the students and gave the students about a minute to think. Then, the students told their opinion dealing with the example of narrative text. After all the students gave their opinion about example of narrative text, the teacher added the example of narrative text.
The teacher stated that brainstorming was applied in the classroom to make the students think more easily in finding out ideas about the material that the teacher gave. Therefore, they could give their opinion as many as possible guided by the example of narrative text. Besides, the question-answer technique was chosen to improve the students’ to gave their opinion of the example of narrative text. before started the material since they had to think fast and speak spontaneously in answering some question that related with the teacher commanded.
The teacher used some media to help the teaching and learning process. The first media used in the c
