TEACHERS’ BARRIERS IN TEACHING SPEAKING NARRATIVE TEXT BY USING ANIMATION FILM MEDIA AT SMP NEGERI 1 KUTACANE

This study aims to analyze the barriers faced by teachers in teaching speaking
skills using animated film media on narrative texts at SMP Negeri 1 Kutacane.
Specifically, it addresses two research questions: (1) What types of barriers do
teachers encounter in teaching speaking skills related to narrative texts using
animated film media? and (2) How do these barriers affect the teaching process?
A descriptive qualitative research method was employed, with data collected
through observations, interviews, and documentation. Data were obtained from
one English teacher utilizing animated film media for narrative text instruction.
The research identified three main barriers: (1) technical barriers, (2) pedagogical
barriers, and (3) cognitive barriers. Data analysis indicated that these barriers
significantly disrupt the learning process, resulting in decreased student
engagement and comprehension. Technical barriers led to frequent disruptions
during lessons, while pedagogical barriers hindered effective content delivery.
Additionally, cognitive barriers contributed to students' difficulties in
understanding and articulating the narrative material. The findings emphasize the
critical need for enhanced teacher training focused on both technological
proficiency and effective instructional strategies to better integrate animated
media in English language teaching.