Chapter V: Conclusion, consists of conclusion and suggestions
B. Data Display and Analysis
After conducting the research process and obtaining data in the field with various data collection techniques used, then researcher explained from general data to specific data. Furthermore, these data would be analyzed in detail and critically in the hope of obtaining accurate data. Sequentially could presented with data that refers to the research focuses.
The process of learning activities in MTs Negeri 5 Jember every teacher refers to the curriculum 2013. For this reason, teachers are expected to know the mechanism in the implementation of the 2013 curriculum, so that there are no mistakes in the learning process that they want to apply. In accordance with the focus of the research at the outset, the data obtained from the field was presented as follows :
1. The Process Of Learning Reading Comprehension Of Narrative Text Of The Eight E Grade Studentsat Mts Negeri 5 Jember Academic Year 2018/2019
Learning and teaching are two activities that take place simultaneously, and have a focus that is understood along. As a planned, learning has a permanent goal, namely a change in students. The meaning of changes include, changes that occur consciously, continuous and professional changes, positive and active changes, changes that are aimed and directed, and changes that cover all aspects of behavior.
The success of teaching and learning is emphasized in the process and just a little on the results obtained by students. To carry out the process needed good motivation that speared from inside and outside the individual.
In this study, the assessment of the success of the teaching and learning process was observed from changes, among others: student activities during learning that lead to good categories, and the achievement of the requirements for mastery learning in students. The action is taken in the form of learning motivation of the student learning, so that changes occur as desired.
Based on the results of research in the field, the authors obtained data about the plan for using audio visual media in learning narrative text in grade VIII E. From the observations in the field, researcher obtained general data or descriptions of the implementation of audio visual media in learning narrative text learning in grade VIII E, and students see and listen carefully the material about Fable.54
As the interview with Ms. Ani Hidayati, she stated that:
“Learning media is provided or held by the teacher through two ways, making their own or using existing learning media. At the preparation or planning step the teacher carries out several activities: 1) Learn and understand the applicable curriculum, especially about the ability or competence that must be achieved after learning a learning material using audio visual media, 2) Conducting curriculum analysis to determine the relationship of abilities or competencies that must be achieved by students with learning activities that will be carried out. 3) Choosing audio visual media that is suitable and adapted to the material being taught and 4) The media that will be used is available at the school.55
54 Observation, Jember, 25th March 2019
55 Ani Hidayati, interview, Jember 1st April 2019
In essence the existence of facilities (facilities and infrastructure) that exist in formal education institutions is a component supporting the success of learning. Likewise, the existing facilities in MTs Negeri 5 Jember had a message in the educational institution.
As the interview with Ms. Siti Khansah as guardian of class VIII E and also the representative of school facilities and infrastructure coaching, stated:
“Learning media available at MTs Negeri 5 Jember are available, namely LCD projectors, computers and speakers. For the use of learning media it is limited. We only have one LCD available in the school auditorium. So, if the teacher wants to use the media, it should coordinate with other teachers.”56
Therefore, from the observations during the learning activities in MTs Negeri 5 Jember especially learning using audio-visual media is using movies and projectors. At that time, the researcher met directly with Ms.
Ani Hidayati while teaching English with Narrative text material in grade VIII E using audio visual media by using fable movie.57
According Yunita Rahmawati, said :
“I likes English. Because we can learn another language except Bahasa Indonesia”58
As we know that the purpose of learning English is to equip students to be able to know and understand the main points of English in detail and comprehensively, both in the form of vocabulary and reading as a way of life for personal and social life.
56 Siti Khansah, interview, Jember 2nd April 2019
57 Observation, Jember, 25th March 2019
58 Yunita Rahmawati, interview, Jember 03rd April 2019
The implementation of learning narrative text in class VIII E in MTs Negeri 5 Jember is as follows:
a) First Activity
In the activities at the beginning before learning, the teacher set students to get ready physically and psychologically to followed the learning process. Before starting learning, the teachers had to check the readiness of students.
Based on interview with Ms. Ani Hidayati, explained:
“Before, I started the teaching process. I was asked students to clean their place and make sure that they were ready to follow the English subject on that day”.59
This was in accordance with observations made in class VIII E on English subjects with narrative text material. The first activity was carried out by the teacher to tidy up the chairs and chairs then they pray first before starting the lesson.
Next, the teacher delivered the material they had learned last week.
Last week was the week of middle test, Ms Ani Hidayati gave inform about students result. Then Ms. Ani Hidayati gave reviews about the material that has been done by student during the midterm.
After that, the teacher explained the material to be given. In this activity the teacher asked students to mentioned kind of text that has learned. The teacher mentioned the meaning, purpose and structure of narrative text. By sharing examples of narrative texts with students, the
59 Ani Hidayati, interview, Jember 1st April 2019
teacher provided a stimulus or picture of the narrative texts they would learn. 60
The results of the interview by Ms. Ani Hidayati, said:
“For learning English, the teacher must be able to give a general picture through the text or from the text that has been provided.
The teacher translates the English text using Indonesian, so that students can be helped from the explanation using the Indonesian language.”61
Then, I asked to Ms Ani Hidayati how do you explain the structure of narrative text taught? She said :
“As we know, Narrative Text have 3 generic structures, first is orientation. Orientation is introduction. So, students more easily understood in orientation because orientation in the beginning of sentences. The second is complication or problems. Before I explained the generic structure, I read the text by translating it into Indonesian. So when I explained the generic structure in that paragraph students already know it. And the last is resolution, like what I did when I explained, I read with translated into Indonesian, so it was easier to students. And the last one is re-orientation; in re-orientation the reader should take a moral value from the text. Like I did before, I explained again the text with Indonesian and students. It would be easier to understand the moral values in the text.62
From the thing that was conveyed, it can be seen that the implementation of learning in initial activity really requires the creativity of the teacher in providing explanations so that students can easily accept the explanation of the material presented.
b) Main Activity
The main activity is the subject of learning that focuses students on learning activities. This activity is carried out after the initial activity. In the 2013 curriculum emphasizes the pedagogical dimension of learning
60 Observation, Jember 25th March 2019
61 Ani Hidayati, interview, 01 April 2019
62 Ani Hidayati, interview, 01 April 2019
that is by using a scientific approach. In learning several activities, namely:
1) Observe
In observation activities, students only saw videos on the LCD screen.
They were paying attention to the structure in the Narrative Text. Then the teacher repeated words that are still unfamiliar to students.
Like Ms Ani Hidayati, said:
“I always repeated words that they did not know in learning before.
Therefore when learning process, I often asked students to follow what I said.”63
2) Asking
In this activity, the teacher guided students to ask questions that they had not yet known. By asking students would get additional knowledge. Ms Ani Hidayati said:
“When they get a problem, they ask me. For example, "Mom, I didn’t understand in this section". Then I explained again in that section. If students still didn’t understand, sometimes I associated stories that occur in their daily lives. For example, when they are naughty surely there is a moral values that they should be good children.”64
3) Exploring
In this section, the teacher played the film once again and the student observed, hear and read the running text that was in the fable movie.
Ms Ani Hidayati said:
“In the exploring activity, I played the fables movie once again without explanation. So students only watching images, hearing sounds, and reading the running text on the fable movie.”
63 Ani Hidayati, interview, 01 April 2019
64 Ani Hidayati, interview, 01 April 2019
4) Associating
In this activity, the teacher divided students into 6 groups with 4 members in one group.
Ms Ani Hidayati said:
“When they want to do a task, it was easier to group. Because when they were in groups they would think about how to solve problems through the fable questions in accordance with their friends.”65
5) Communicate
In the communication section, the teacher asked representatives from each group to read the answers to the questions they were working on together. Ms Ani Hidayati said:
“From this activity, students should be trained to present the results of the answers they have done in front of their friends. If the answer is wrong, I told the correct answer. So they would find out where their answers are.66
The main learning activities, the teacher focused students on the learning process activities. Based on the results of interviews with Ms. Ani Hidayat, said:
“Learning at this stage, I was still guiding students when they did the assignment. Especially in English subjects, they really need to be interpreted in the words of the text.
Even though there was an English Indonesian dictionary
.
67From that, it was known that the core activities of the teacher still help students in solving problems. However, the teacher only helped in
65 Ani Hidayati, interview, 01 April 2019
66 Ani Hidayati, interview, 01 April 2019
67 Ani Hidayati, interview, 01 April 2019
interpreting words or sentences that they didn’t know. To answer the questions in the sentence students solved the problem and found the answers themselves. So students could learn to find answers to questions they answer themselves.68
c) Closing Activity
The closing was an activity to end all activities that have occurred in the learning process. In this activity the teacher gave conclusions about the learning process that had been done. That way the teacher found out the success of students and the success of the teacher in the process of lesson plan implementation.
In this activity the teacher asked students to collect their work on the table. Then carried out reflections on the material that had been studied and continued to deliver the material to be studied at the next meeting. Then the teacher closed or ended the class by saying goodbye.
Ms Ani Hidayati, said:
“When the learning process will over. I gave students feedback. So, they got strong memories about what we learned that day.”69
2. The Application Audio Visual Media In Learning Reading Comprehension Of Narrative Text Of The Eight E Grade Studentsat Mts Negeri 5 Jember Academic Year 2018/2019
The application of Audio Visual Media can be achieved, one of which was done through education in the classroom. Through the process of
68 Observation, Jember, 25th March 2019
69 Ani Hidayati, interview, 01 April 2019
teaching and learning activities that used audio visual media. A teacher was known to be able to provide knowledge by using audio visual media in the form of displaying images and sounds in conveying subject matter to students. In the delivery of learning also accompanied by real examples that occur, as well as previous stories. From these learning students would be more interested when studying the material.
In the application of audio-visual media in learning English, of course, had processes that were carried out in implementation. The learning process through audio visual media itself was expected to increase students' interest in learning English through Short Movie that was played during the learning process. To find out the process of applying audio visual media were as follows :
1. Preparing Tools
Preparation was indeed a very necessary thing in the process of applying this media. This was as expressed by Ms. Ani Hidayati, S.Pd as English teacher of class VIII E subjects:
“The first is that I prepared the tools, such as laptops, small speakers, and then use the alternating halls, because only the LCD projector is available. So, before learning began I conditioned students to move from class to hall. Then, I was prepared videos with English subtitles so students could easily read their sentences.70
Then, the researchers asked if there was a clash of the same schedule, and incidentally in the subject using audio-visual media that needed an LCD?
“One of us coordinates before using the hall or computer laboratory room, maybe it can be delivered to other teachers a day before using the hall or computer laboratory. Even if there are similarities in the
70 Ani Hidayati, interview, Jember, 01 April 2019
schedule, there must be someone who succumbs and the teacher who uses audio visual can replace or delay the next meeting.”71
2. Preparing The Material
Material was a very important thing to be applied in the process of applying audio-visual media. The following were the results of interviews relating to material preparation:
“The material that I present comes from textbooks that are in accordance with the curriculum used in this school. For additional self-reference because the books provided by the school are limited, so I have to be able to make material that is in accordance with the school textbook and also the syllabus specified.”72
Then material got from internet, the following were the results of the interview:
“It was from internet, I search from other book sources. Or if I want to use the media as teaching material, I saw YouTube about using what media is suitable for the material that I would deliver. For the application of learning using audio visuals myself, I usually look for short films that are not too difficult for students to understand.
Because students here still lack interest in learning English. They assume that English is difficult between speech and reading, plus memorizing the meaning of foreign words that they rarely use. So, I also have to selectively choose the media or material that I will use.”73 Then why did you used movie for learning this narrative text? along with the results of the interview:
“Because narrative text is a fairy tale. So, I chose to use this video besides explaining it more easily, students could also see the picture and also the sound. So that students can understand that this word is pronounced like and students will also be easier to understand the intent of the text even though they do not understand the text too much, at least they understand it through the images shown.”74
71 Ani Hidayati, interview, Jember, 01 April 2019
72 Ani Hidayati, interview, Jember, 01 April 2019
73 Ani Hidayati, interview, Jember, 01 April 2019
74 Ani Hidayati, interview, Jember, 01 April 2019
3. Delivery of Material
In the application process, Ms. Ani Hidayati said that:
“Before I invite students to the hall and apply this film media, I have explained the material about this narrative text in class. Then, when I applied the material with the audio visual method, I just explained the narrative of the text. Then I started playing videos once without pausing. So students see the entire contents of the video. Then, I played the video again and was accompanied by an explanation that I had made clear before the video playback. Once students understand, I divide the group and share the questions for them to work together with playing the video. So, the question is in the paper but the reading is in the video that was played.”75
Whereas in the opinion of Nur Halima, grade VIII E student, said:
“I prefer manual text without using movie. Because it's easier to read over and over than using video. So I was confused when working on it.”76
Yunita Rahmawati's opinion, said:
“If I have manual text I can understand it and can easily find a word that I don't understand and then look for the word in the dictionary.”77 According to Sinta Safaria, said:
“Prefer manuals with readings in the text and then work on it. If I used a video, it was hard to find the word in question.”78
Whereas according to Yusron, said:
“I prefer to use video. Because if I use the video the learning is more exciting and not easily bored or sleepy.”79
According to Wildatul Maghfiroh:
75 Ani Hidayati, interview, Jember, 01 April 2019
76 Nur Halimah, interview, Jember, 03 April 2019
77 Yunita Rahmawati, interview, Jember, 03 April 2019
78 Sinta Safaria, interview, Jember, 03 April 2019
79 Yusron, interview, Jember, 03 April 2019
“Using the video learning is more relaxed and there is entertainment through images and also there is sound. So you can focus more on understanding the material”.80
Siti Mariam said:
“Using videos can easily show an overview of existing reading texts.”81