THESIS
Submitted to State Institute of Islamic Studies Jember as partial fulfilment The requirement of Bachelor Degree (S.Pd)
Teacher Training and Education Faculty English Language Education Program
By
Ananda Ari Fabriliani T20156060
ENGLISH LANGUAGE DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE OF ISLAMIC STUDIES OF JEMBER
August 2019
يباَبْلَْلِا يلِوُيلِ ٌةَرْ بيع ْميهيصَصَق يفِ َناَك ْدَقَل
111) Indeed in their storie, there is a lesson for men of understanding.1
1 Aurelia Dintani, “Surah Yusuf Translation”, http://www.quran30.net/2012/09/surah-yusuf- translation.html (29 Agustus 209)
My Great Parent, Ayah Yomi Andri and Bunda Sri Purwaningsih, S.Pd, who always give pray, support and love to me.
My beloved sister, Adinda Ari Nurfitriana, that always give me support in completing my study.
My Seaman, M. Fajar Maulid, who leads me with light of hope and support And For you Ananda, thankyou for survive in any obstacle
salution is extanded to our prophet Muhammad peace be upon him, with his family and followers. The writer is also grateful to many people who have given support and time the writer finished her thesis. Without helping, support, and encouragement from several people and institution, this thesis would never come into existence. Therefore, I would sincerely thanks :
1. Mr. Prof. Dr. Babun Suharto, SE. MM, as the Rector of State Institute of Islamic Studies Of Jember.
2. Dr. Hj. Muni’ah, M.Pd.I as the Dean of Tarbiyah and Teacher Training Faculty who has acknowledgement this research.
3. Mr. As’ari, M.Pd as the chairman of English Language Department who has approved this title of this thesis.
4. Mr. Suparwoto Sapto Wahono, M.Pd as the thesis advisor who has advised to conduct this thesis.
5. Mr. Hariyanto, M.Pd as the headmaster of MTs Negeri 5 Jember who has given permission to conduct this thesis in the school
6. Ms. Ani Hidayati, S.Pd as the English Teacher in grade VIII E of MTs Negeri 5 Jember who has assisted to conduct this thesis.
Finally, the writer realized that this thesis is still far from perfect, so the Writer expected and constructive criticisms and suggestions. Any correction, comment, and criticism for the betterment of this final project are always open heartedly welcome.
Jember
The writer,
Negeri 5 Jember Academic Year 2018/2019
Media is used as an intermediary in conveying something by using certain tools for what will be delivered. Audio visual media like media is an interesting media can be used to support the teaching and learning process. Therefore, audio visual media makes students focus on learning process.
The research focuses of this research were: How is the process of learning reading comprehension of narrative text of the eight E Students at MTs Negeri 5 Jember Academic Year 2018/2019? and How is the application of audio visual media in learning reading comprehension of narrative text of the eight E students at MTs Negeri 5 Jember Academic Year 2018/2019?
Research Objectives of this research were to describe the process of learning reading comprehension of narrative text of the eight E Students at MTs Negeri 5 Jember Academic Year 2018/2019 and to describe the application of audio visual media in learning reading comprehension of narrative text of the eight E students at MTs Negeri 5 Jember Academic Year 2018/2019.
To answer the problem, researcher used descriptive qualitative. Analysis data researcher use Miles and Huberman analysis, with consist of data condensation involve selecting, focusing, abstracting, simplifying and transforming, data display, and conclusion or drawing/verification. The data collection technique is using semi-structured interviews, participant observation and documentation.
The results of this research were 1) fable story movie used as audio visual media in English learning, 2) Through fable story movie, students were able to understand narrative text, and 3) To implement the media, teacher explained generic structure of narrative text, analysis each part of movie, and did the practice in group.
APPROVAL ……… ii
MOTTO ……… iv
DEDICATION ………. v
PREFACE ……… vi
ABSTRACT ………. vii
TABLE OF CONTENTS ……… viii
LIST OF TABLES ……….. ix
LIST OF PICTURE ……… x
LIST OF APPEDIXES ……… xi
CHAPTER 1 INTRODUCTION ……… 1
A. Background of Study ………... 1
B. Research Focus ……… 6
C. Research Objectives ……… 6
D. Significance of Study ……….. 7
E. Definition of Key Terms ………. 8
F. Systematic of Discussion ……… 9
CHAPTER II LITERATURE REVIEW ………... 11
A. Previous Study ………. 11
B. Theoritical Framework ……… 18
a. Learning Media……….………. 18
1) Definition of Media………. 18
2) Kind of Learning Media ………... 20
b. Audio Visual Media ………. 22
1. Definition of Audio Visual Media ………. 22
2. Objective of Audio Visual Media ………. 23
3. Advantages and Disadvantages Audio Visual Media…… 24
c. Reading………. 25
1. Definition of Narrative Text ……… 28
2. Narrative Text Structure ……… 29
CHAPTER III RESEARCH METHOD ……….. 31
A. Research Approaches and Types of Research ……… 31
a. Research Approaches……… 31
b. Types of Research ……… 31
B. Location of Research ……….. 31
C. Research Subject ……… 32
D. Data Collection Technique ………. 33
a. Observation ……….. 34
b. Interview ……….. 34
c. Documentation ………. 35
E. Data Analysis ………. 36
a. Data Condensation ……… 37
b. Data Display ………. 38
c. Conclusion ……… 39
F. Data Validity ………. 40
a. Credibility ……… 40
b. Tranferability ………... 42
c. Dependability ……….. 42
d. Confirmability ………. 42
G. Research Stages ……… 42
CHAPTER IV DATA DISPLAY AND ANALYSIS ……… 44
A. General Data ……… 44
a. History of MTs Negeri 5 Jember ……… 44
b. Vision and Mission of MTs Negeri 5 Jember ……… 48
f. Programs of MTs Negeri 5 Jember ………. 53
g. Teachers, Students and Employees in MTsN 5 Jember 54 h. Facilities and Basic Facilities in MTs Negeri 5 Jember… 59 B. Data Display and Analysis ……… 61
a. Process of English Learning ……… 61
b. The Application Audio Visual Media .……… 68
C. Finding Discussion ………. 72
a. Process of English Learning ………. 72
b. The Application Audio Visual Media ………... 74
CHAPTER V CONCLUSION ……… 76
A. Conclusion ……… 76
B. Suggestion ……… 77 REFERENCES
STATEMENT OF THE AUNTHENTICITY APPENDIXES
1. Research Matrix 2. Interview Instrument 3. The Result of Students Test 4. Picture
5. Letter
6. Research Journal 7. Lesson Plan
8. Personal Information
2. TABLE 2 : Headmaster Period of MTs Negeri 5 Jember … 46
3. TABLE 3 : Teachers Data ……… 55
4. TABLE 4 : Students Data ……… 57
5. TABLE 5 : Students of VIII E Grade ……… 58
6. TABLE 6 : Facilities in Teaching and Learning ……… 60
1. Picture 1 : Sketch of MTs Negeri 5 Jember ……….. 47 2. Picture 2 : Structure Organization of MTs Negeri 5 Jember ……. 52
1. Appendix 1 : Research Matrix ……….……… 83
2. Appendix 2 : Instrument Interview of Teacher ……… 84
3. Appendix 3 : Instrument Interview of Students………... 85
4. Appendix 4 : Result of Students Test ……….. 86
5. Appendix 5 : Documentation of Students Test ……… 87
6. Appendix 6 : Documentation of Learning Activities ………. 88
7. Appendix 7 : Documentation of Interview ……… 91
CHAPTER I INTRODUCTION A. Background of Study
Teacher has an important role in the midst of human life. The teacher is one of the most important components in the world of education. The real spirit of education actually is in the teacher. Indeed, good, bad or success of education is essentially depended on the teacher. Teacher has a strategic role in teaching students to be smart, intelligent, skilled, moral and knowledgeable.1 The teacher is not only able to teach, but also to educate. So, by teaching and educating the students get good knowledge and character. Therefore, students can challenge changes in the future.
The effectiveness and efficiency of individual learning in schools are very depended on the role of the teacher. It can be said that the teacher in the teaching and learning process has a dual function, as a teacher and educator. Then the teacher automatically has a big responsibility in achieving educational progress.
Referring the role of teachers as teachers and educators, it must be recognized that the progress of education in the field of education largely depends on the authority and ability of the teacher.2 So, English teachers have an important role in delivering English material. English teachers are also required to be more creative and innovative teachers in order to motivate students to learn English, because English as a foreign language in Indonesia.
1 Iif Khoiru Ahmadi, and Sofan Amri, Pengembangan dan Model Pembelajaran Tematik Integratif (Jakarta: PT. Prestasi Pustakaraya, 2014), 112
2 Ibid,. 124
In foreign language situations of this kind, therefore the hundreds of thousands of learners of English tend to have an instrumental motivation for learning the foreign language. The teaching of modern languages in schools has an educational function, and the older learner who deliberately sets out to learn English has a clear instrumental intention: he wants to visit England, to be able to communicate with English-speaking tourists or friends, to be able to read English in books and newspapers.3 So that, in Indonesia is very important to learn English.
English language teaching has identified the four skills; consist of listening, speaking, reading and writing as of paramount importance.4 These skills must be handled properly so that they can help students develop their communicative gradually. These skills include: listening and speaking, these two skills are very interrelated and used in everyday life. So, this integration will result in directed communication. Reading and writing, both are interrelated and can produce effective written communication.5
Subjects are the smallest organizational unit of Basic Competence. For the SMP / MTs curriculum the basic Competency curriculum organization is carried out by considering inter-class continuity and harmony between subjects tied with Core Competencies. Based on this approach, there was a reorganization of
3 Geoffrey Broughton, Teaching English as a Foreign Language Second Edition (London : University of London Institute of Education, 1980), 7
4 H. Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy, Second Edition(California : Longman, 2000), 244
5 Cand. Lorena Manaj Sadiku, “The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour”, European Journal of Language and Literature Studies. 1 (2015), 29
subject competency so that the structure of the SMP / MTs curriculum became simpler because of the number of subjects and the amount of material reduced.6
The curriculum applied in Indonesia is the 2013 curriculum. In the implementation of 2013 curriculum, character education can be integrated in all learning in every subject of study that contained in the curriculum. Learning material related to norms of values in every subjects of study needs to be developed, explicit, related to the daily context.7 Based on the curriculum for second grade in MTs or Junior High School, there are several texts that students must learn. The text includes descriptive text, recount text, and narrative text.
Students at MTs must be able to understand and translate text reading narratives in English. Through the text, the teacher inserts character education, which is the 2013 curriculum press point.
Fables are the one of kind narrative text. In 2013 curriculum contains fable texts as basic competencies that must be mastered by second grade students of SMP or Ms. When the curriculum changes, the government prepares textbooks for students and guidebooks for teachers. However, the existing material does not fulfill students need so that teaching are in accordance with the need to increase their knowledge. The teaching materials have to arrange according to the characteristics of the 2013 curriculum that integrate attitude values in the learning process. Similarly, this fable text teaching material will contain exemplary stories of efforts to grow character.
6 Kementerian Pendidikan dan Kebudayaan, Kurikulum SMP dan Kompetensi Dasar SMP
7 E Mulyasa, Pengembangan dan Implementasi Kurikulum 2013 ( Bandung : PT Remaja Rosdakarya, 2017), 7
The development of fable text teaching materials have to adjust appropriate in Permendikbud No. 65 of 2013 concerning Basic and Intermediate Process Standards, which implies the need for a guided learning, process with scientific of practice.8 Learning to understand fable text is one of the knowledge that has to learn by class VIII SMP or MTs students. This is in accordance with the basic competency of class VIII that reads. “Understanding moral or fable story texts, reviews, discussions, procedure stories, and biographical stories through both oral and written”.
Fables in the form of animal-based stories that have human characteristics involve the use of as delivery of character values to students. Through stories, we are able to educate, provide entertainment, shape children's personality, and guide children's emotional intelligence. In addition, instilling character values through stories with exemplary stories is an effective step to be more acceptable to students. In the Fable story that are implicit in giving advice for the reader, so that the reader will unconsciously get the moral value of the story.
MTs Negeri 5 Jember is a madrasah tsanawiyah that has students with varied learning achievements. These varied learning achievements make the activity of students in teaching and learning activities in the class become different. The problem of teaching and learning process generally occurs in the classroom. In this case, all activities carried out by teachers and students in a room in carrying out the process of teaching and learning activities (KBM).
Differences in students in absorbing material that requires teachers when
8 Peraturan Menteri Pendidikan dan Kebudayaan RI, Undang-undang No. 65 Tahun 2013 tentang Standar Proses Pendidikan Dasar Dan Menengah
explaining material by using media, so that the material can conveyed as well as possible.
Based on the results of interview with Ms. Ani Hidayati, S.Pd as an English teacher at MTs Negeri 5 Jember, she said that when learning English there are still many students who have difficulty in understanding English materials. The low understanding of narrative text evidences this difficulty. The Factors that become low in understanding narrative texts are lack of student knowledge in interpreting words and lack of vocabulary they have.9
In the learning process in the 21st century, students are required not to just listen to all what the teacher presents, but students also express ideas.10 Therefore, the teacher must be creative to motivate students in learning with pleasure and give facilitate students in understanding the material. The teachers can use to deliver the material in many ways, and one is by using media. Using media will make it easier for students to understand the material delivered by the teacher . For example, the use of audio visual media in which the media invites students to focus on what is displayed and does not make students bored in learning with the sound and images displayed by the teacher through the projector.
Based on the background of the problem above, the researcher is interested in conducting research about “The Use Of Audio Visual Media In Learning Reading Comprehension Of Narrative Text Of The Eight E Grade Students At Mts Negeri 5 Jember Academic Year 2018/2019”.
9 Ani Hidayati, interview, Jember, 18 Januari 2019.
10 Moh. Zainul Rosyid, Halimatus Sa’diyah and Nanda Septiana, Ragam Media Pembelajaran (Malang : CV Literasi Nusantara Abadi, 2019), 120
B. Research Focus
Based on the description of the background, the research focuses are:
1. How is the process of learning reading comprehension of narrative text of the eight E Grade at MTs Negeri 5 Jember Academic Year 2018/2019?
2. How is the application of audio visual media in learning reading comprehension of narrative text of the eight E Grade at MTs Negeri 5 Jember Academic Year 2018/2019?
C. Research Objectives
The research objective is a description of the direction to address in conducting research.11 This must refer to the problems in accordance with the research focus that formulated previously. The purpose of this study:
1. To describe the process of learning reading comprehension of narrative text of the eight E Grade at MTs Negeri 5 Jember Academic Year 2018/2019.
2. To describe the application of audio visual media in learning reading comprehension narrative text of the eight E Grade at MTs Negeri 5 Jember Academic Year 2018/2019.
11 Tim Penyusun, Pedoman Penulisan Karya Ilmiah, (Jember: IAIN Jember Press, 2018), 45
D. Significance of Study
The results of the study were expected theoretically and practically 1) Theoritically
Those who are competent with the issues raised and can enrich the treasures and insights of knowledge about the use of fable story movie.
2) Practically
The practical significance there are:
a. For Researcher
1. This research provides experience and practice to researchers in writing scientific papers in theory and practice
2. This study provides insight into the knowledge of researchers using fable film stories to improve student’s ability and can provide benefits in developing researchers' competencies.
b. For Education Institutions
It is expect to provide insight and input for educational institutions related to the use of fable story movie as a reference material and material for consideration to improve the quality of education, especially in educational institutions.
c. For State Institute of Islamic Studies of Jember (IAIN Jember)
This research can use as a reference material for all academic activities to explore more radical in building knowledge.
d. For School
It hoped that this research could provide actual information to schools and awareness about the use of audio visual media in learning process.
E. Definition of Key Terms
Definition of key term is used as a reference for researchers to avoid misinterpretations in interpreting the contents of this paper. Therefore, researcher needs to explain and confirm the definition of each word that supports the title of this thesis. The understanding of each variable is as follows:
1. Media is types of components that can be used as an intermediary tool in the learning process.
2. Audio-visual is a way to produce or deliver material using electronic devices to present messages through sound and images. Teaching through audio-visual media has characteristics during the learning process, such as television, tape recorders, and wide visual projectors.
3. Reading is getting information and interpretation from the text.
4. Reading comprehension is a process integration information the text for comprehend the text.
5. Narrative text is text that contain imaginary to entertain the reader.
Thus, what is meant by the title “The Use Of Audio Visual Media In Learning Reading Comprehension Of Narrative Text Of The Eight E Grade Students At Mts Negeri 5 Jember Academic Year 2018/2019”
F. Systematic of Discussion
This research includes many parts that explain the research planning. The organization of the thesis is formulated into :
Chapter I: Introduction, consist of background of study, research focus, research objectives, significance of study, definition of key term and systematic of discussion.
Chapter II : Literature Review, consist of Previous Study, Theoretical Framework, 1) Media, a. definition of media, b. kinds of learning media, 2)Audio Visual Media, a. definition of Audio Visual Media, b. Objective of Audio Visual Media, c. Advantages and Disadvantages of Audio Visual Media.
3) Reading, a. Reading, b) Reading Comprehension, 4)Narrative Text, a.
definition of narrative text, b. Structure of Narrative Text, c. Language Features, Chapter III: Research Method, consist of Research approach, type of research, research location, research subject, data collection techniques, and data validity.
Chapter IV : Data Display And Analysis, consist of a. General data about history, vision and mission, identity of madrasah, etc. b. Data Display about The Process Of Learning Reading Comprehension Through Narrative Text Student Grade VIII E at MTs Negeri 5 Jember Academic Year 2018/2019 and The Application Audio Visual Media In Learning Reading Comprehension Through Narrative Text Student Grade VIII E at MTs Negeri 5 Jember Academic Year 2018/2019, c. Finding discussion about The Process Of Learning Reading Comprehension Through Narrative Text Student Grade VIII E at MTs Negeri 5
Jember Academic Year 2018/2019 and The Application Audio Visual Media In Learning Reading Comprehension Through Narrative Text Student Grade VIII E at MTs Negeri 5 Jember Academic Year 2018/2019
Chapter V: Conclusion, consists of conclusion and suggestions.
In this section the researcher will list some research results related to the research title of the researcher. With the aim of maintaining the authenticity of the research conducted by researchers, those are:
1. Article by Avila Yesica, Titiek Fujita Yusandra and Emil Septia STKIP PGRI West Sumatra, with the title "Ability to write fable text by using media images serialized to class VIII students of Kuranji Padang MTs".
This research was a quantitative study using descriptive methods. The study population was VIII grade students of Kuranji Padang MTsN who were enrolled in the 2016/2017 school year. With the number of students as many as 372 people spread in 10 classes. Sampling technique used was proportional random sampling. Total sample of this study was 38 students.
The research data was in the form of fable text writing scores of class VIII students of Kuranji Padang MTsN. The results of the conclusions from this study were as follows:
a) First, the ability to write fable text for indicator 1 (orientation) is very good with an average of 86 - 95%.
b) Second, the ability to write fable for indicator 2 (complications) has been classified as good with an average of 76 - 85%.
c) Third, the ability to write fable text for indicator 3 (resolution) is classified as very good (BS) with an average of 86-95%.
d) Fourth, the ability to write fable text for indicator 4 (koda) is classified as almost enough (HC) with an average of 46-55%.
e) Fifth, the ability to write fable text for indicator 5 (conjunction) is classified as perfect (S) with an average of 96-100%.
Based on the results of the study, overall the ability to write fable text using image media serially of class VIII students of Kuranji Padang MTsN was classified as good (B) with a calculated average of 81.75 which was in the range of 76-85%.
If the research is find out students' writing ability in fable text by using series images. So it is certainly different from this study, the researcher described analysis of audio visual media in learning reading comprehension through narrative text students grade VIII E at MTs Negeri 5 Jember. The equation with this study was to use fable text as material and use the same object, namely class VIII at the level of MTs / SMP.
2. English Language Tadris Journal Vol 10 (1), 2017 by Kartika S students of Raden Intan Lampung UIN, with the title "An Analysis of Students' Ability in Retelling Text in Written Form Narrative". This research is a descriptive research. The purpose of this study was to find out how well students' abilities in developing generic structures recite narrative texts in written form in high school. The results of this study were used to determine how well students' ability to retell narrative texts in written form focused on narrative text structure. This research was conducted at MAN 1 Bandar
Lampung. The sample chosen was class X 5 based on student scores which was the lowest score of all classes. In gathering in collecting data, this study uses a test instrument. There were 4 steps to analysing student abilities, namely assessing student writing, making tabulations, finding the average total score of all students and finding the percentage of each student's score.
From the data analysis, it was found the total average score of all students in retelling the narrative text which was shown by 14 scores. If the score was classified, it was good for the average score classification. If the score of each classification is included in the percentage, it was found 32.26% of students who got a very good to very good value classification, 41.93% of students who got a good average score, 9.68% of students who got a fair value classification to poor and 16.13% of students who got good grades. Got a very bad score classification. The highest classification of frequency scores from the ability of students in the organization was good for the average score with 41.93%.
In previous studies researchers wanted to show how well students' ability to develop structures retell narrative texts in written form. In contrast to current research, in this study the researchers wanted to show the role of fable films to improve vocabulary mastery in the learning process of text narrative in students. In previous studies, only focus on narrative texts.
While in this study focused on narrative texts in the form of fables. The equation with the research that will be conducted by researchers is that they use descriptive methods together.
3. Daryanti's Thesis, a student at Raden Intan Lampung State Islamic University, entitled "An Analysis of Students Difficulties Finding the Moral Value of Narrative Text at the First Semester of Eight Grade of MTs 1 Bandar Lampung in 2017/2018 Academic Year". Based on preliminary research conducted by the authors at MTs N 1 Bandar Lampung, the authors found that students still had difficulties in finding moral values, problems and difficulties with previous knowledge and metacognition. Therefore, the purpose of this study was to identify the factors that cause students difficulties in finding the moral value of narrative texts.
The method used in this study was qualitative descriptive. The subjects of this study were 65 eighth grade students of Bandar Lampung MTs N 1, who had the lowest score in the preliminary study. The data collection technique was to analyse test documentation and provide questionnaires to students. The questionnaire was conducted to find out the factors that caused students difficulties in finding the moral value of the narrative text. Factors that caused students difficulty in finding moral values are exceptions in the process of decoding, prior knowledge, motivation or perseverance, high level cognitive skills, metacognition. Based on the results of the questionnaire, it can be concluded, that most students were fluent in reading narrative texts in English because they often read narrative texts. So, they can read texts in English easily. And then, most students had problems in their previous knowledge, so they found it difficult to determine moral values.
Although most students did not have problems in motivation or perseverance because they like to read narrative texts, they did not know how to find moral values in narrative texts because they do not understand the storyline in the text, so they found it difficult to determine moral values. In addition, most students have problems in their metacognition, because they had to read narrative texts repeatedly to determine moral values. If they read once it was difficult to determine moral values. Most students find it difficult to understand narrative texts especially to determine moral values if the text was not translated in Indonesian. And then, they must summarize narrative texts to determine moral values, because they found it difficult to determine moral values if they do not summarize the text.
In the previous research, researchers took the object of research about students' difficulties in finding moral messages in narrative texts. While for the researchers to be conducted, the researchers took the object of the role of the fable film to improve vocabulary mastery in the learning process of text narrative to students. The equation in this study was the use of tests and questionnaires as a benchmark for research.
TABLE 1
Similarities and Differences
Previous Research and Nowadays Research
NO Researcher's Name, Year and Research Title
Similarities Differences
1 2 3 4
1. Article by Avila Yesica, Titiek Fujita Yusandra and Emil Septia STKIP PGRI West Sumatra students, with the title "Ability to write fable text by using media images serialized to class VIII students of Kuranji Padang MTs
Academic Year
2016/2017”
The focus of research is using text fable as material and using the same object, namely class VIII at the level of MTs / SMP.
The type of Yesica research et al is quantitative
research, while researcher use qualitative.
1 2 3 4 2. English Language Tadris
Journal Vol 10 (1), 2017 by Kartika S students of Raden Intan Lampung UIN, with the title "An Analysis of Students' Ability in Retelling Text in Written Form Narrative"
The focus of research is using narrative text as material and using descriptive research
The research carried out by Kartika S only
focused on
narrative text material while in the study using fable text as material.
3. Daryanti's Thesis, a student at Raden Intan Lampung State Islamic University, entitled "An Analysis of Students Difficulties Finding the Moral Value of Narrative Text at the First Semester of Eight Grade of Mts 1 Bandar Lampung In 2017/2018 Academic Year".
The equation in this study is the use of
tests and
questionnaires as a benchmark for research
In the previous research, researcher took the object of research about students'
difficulties in finding moral messages in narrative texts.
Whereas in the nowadays study, researchers took the object of the
role of fable movie in the learning text narrative in students.
Data source: processed from previous study
B. Theoritical Framework
Reviewing relevant theories in a study is very necessary. The study of theory is basically a study of existing scientific knowledge. The things studied can be in the form of theories in the form of a concept, law and principles that are relevant to the problem formulated in the first step to find answers to these problems.
a. Learning Media 1. Definition of Media
Media is something that is already familiar to the world of education, especially with the advancement of civilization as technology develops and can be used as a medium to facilitate learning in the classroom. Media can also be referred to as the teacher's mind channel to students. A teacher must always use the media in delivering teaching material, both the simplest, namely language, to more complex media such as films, dioramas, nature etc.
According Heinich et al. (In Arsyad 2016), is a communication tool.
Media comes from Latin and is the plural of words "medium" which
literally means "intermediary" that is intermediary source message (a source) with the recipient message (a receiver). Heinich gave an example of this media such as film, television, diagrams, printed material, computers, and instructors.12 So, learning media is something that can be used to convey instruction. In this case the learning material to the recipient of the message or learners in learning, so that the learning process can be carried out to achieve learning objectives effectively, especially in English.
In general educational media has uses, as follows:13
1. Clarify the presentation of the message so that it is not too verbalistic (in the oral written or oral).
2. Overcome the limitations of space, time and sense power, like :
1) Large objects can be replaced with reality, pictures, frame films, films or models
2) Small objects are assisted by micro projectors, frame films, films or images.
3) Motion that is too slow or too fast can be helped by time lapse or high speed photography.
4) Events or events that occurred in the past can be displayed again through film recordings, videos, frame films, photos or verbally.
12 Guslinda and Rita Kurnia, Media Pembelajaran Anak Usia Dini (Surabaya : CV Jakad Publishing, 2018), 1
13 Arief S. Sadirman, R. Rahardjo, Anung Haryono and Harjito, Media Pendidikan Pengertian, Pengembangan dan Pemanfaatannya (Depok : PT Rajagrafindo Persada, 2018), 17
5) Objects that are too complex (e.g. machines) can be presented with models, diagrams etc.
6) Concepts that are too broad (volcanoes, earthquakes, climate etc.) can be expressed in the form of films, frame films, images etc.
3. The use of educational media appropriately and varied can overcome the passivity of students. In this case educational media is useful for :
a) Passion of learning
b) Enable more direct interaction between students with the environment and reality.
c) Enable students to learn individually according to their abilities and interests.
4. With the unique nature of each student with the different environment and experience, while curriculum and educational material are determined equally for each student, the teacher experiences has many difficulties when all of them must be overcome on their own. It will be more difficult if the teacher's background with students is also different. This problem can be overcome by the media of education, namely with ability in:
1. give the same
2. Treat the same experiences 3. raises the same perception.
2) Kinds of Learning Media
Gagne and Briggs said that media learning includes physically used to convey the contents of learning materials consisting of, as follow: books, tape
recorders, tapes, video cameras, video recorders, films, slides (picture frames), photos, pictures, graphics, television, and computers.14
The following will be described the classification of learning media according to the taxonomy of Leshin et al:15
1) Human Based Media
Human-based media is a medium used to send and communicate messages or information. This media is especially useful if our goal is to change attitudes or want to be directly involved with monitoring learning.
2) Printed Based Media
The most commonly known print-based learning media are textbooks, guidebooks, work / practice books, journals, magazines and loose sheets.
3) Media Base Visual
Visual-based media (image or parable) play a very important role in the learning process. Visual media can provide a connection between the content of subject matter and the real world.
4) Media Base Audio – Visual
Visual media that uses voice usage requires additional work to produce it. One of the important jobs needed in audio-visual media is script writing and storyboarding which requires extensive preparation, design and research. Examples of audio-visual based media are videos, films, slides with tape, television.
14 Moh Zainul Rosyid, Halimatus Sa’diyah and Nanda Septiana, Ragam Media Pembelajaran (Malang : CV. Literasi Nusantara Abadi, 2019), 12
15 Ibid,. 12
5) Computer Based Media
Today computers have different functions in the fields of education and training. Computer acts as a manager in the learning process known as Computer Managed Instructional (CMI). There is also the role of computers as additional help in learning; its utilization includes the presentation of information on the contents of subject matter, practice or both. This mode is known as Computer-Assisted Intrusion (CAI). CAI supports learning and training, but it is not the main conveyer of the subject matter. Computer can present information and other stages of learning delivered not by information media.
b. Audio Visual Media
1. Audio Visual Media Definition
Audio visual media is one type of learning media that can be used in the learning process. Audio visual media comes from the word media which means an intermediary form used by humans to convey or spread ideas, ideas, or opinions so that the ideas, opinions or ideas that are expressed arrive at the intended recipient.16
According to Wina Sanjaya "Audio-visual media is media that has sound elements and elements of images that can be seen, for example video recordings, slides, sounds, and so on. According to Sememeri-Semenderiadis
"Audio-visual media play an important role in the educational process, especially when used by teachers and students. Audio-visual media provides a
16 Ibid,. 77
lot of stimulus to students, because of the audio-visual or sound-image nature.
Audio-visuals enrich the learning environment, maintain exploration, experimentation and discovery, and encourage students to develop conversation and express their thoughts.17 Therefore, audio visual media is a media that is combined between audio and visual combined with elements of sound and images at the same time in one learning process.
2. Objective of Audio Visual Media
According to the National Education Association, media is forms of both printed and audio visual communication and equipment. So, the media used in the learning process can be seen, heard or read. Through learning media students can be used to attract or direct the attention of students to stay focused on the material being delivered by the teacher, both through audio media or audio-visual media.
According to Zaman et al, audio visual media is a combination of audio media and visual media or commonly called listening media. He said the use of audio visual media can be more complete and optimal presentation of the contents of the theme to children. In addition, this media can also replace teachers' roles and duties in certain limits.18
Therefore, audio-visual media can be said as a medium that can be used as a medium of learning by involving hearing and watching in one process. This
17 Joni Purwono, “Penggunaan Media Audio Visual Pada Mata Pelajaran Ilmu Pengetahuan Alam di Sekolah Menengah Pertama Negeri 1 Pacitan”, Jurnal Teknologi Pendidikan dan Pembelajaran, 2, (April 2014), 130.
18 Guslinda and Rita Kurnia, Media Pembelajaran Anak Usia Dini (Surabaya : CV Jakad Publishing, 2018), 15
media can be demonstrated through movies, videos, TV programs, sound slides and etc.
3. Advantages and Disadvantages Audio Visual Media
Video as an audio-visual media that displays motion is increasingly popular in our society. Messages are presented can be facts (important events/events, news) or fictitious (such as stories) can be informative, educative or instructional.19 Every media applied in the learning process has advantages and disadvantages as things to consider.
There are advantages to audio visual learning media, as follow:20
1) Teaching materials will be more clearly defined so that students can be easier to understand, and allow students to master the teaching goals better.
2) Teaching will be more varied, not merely verbal communication through the narrative of the teacher's words. So that, Students does not bore and the teacher does not run out of energy.
3) Students do more learning activities, because they are not only listening to the teacher's description, but also the activity of observing, doing, demonstrating and others.
4) Teaching will be more attract students' attention so that, it can foster learning motivation.
The audio visual weaknesses in learning:21
19 Arief S. Sadirman et al, Media Pendidikan Pengertian, Pengembangan dan Pemanfaatannya (Depok : PT Rajagrafindo Persada, 2018), 74
20 Moh Zainul Rosyid, Halimatus Sa’diyah and Nanda Septiana, Ragam Media Pembelajaran (Malang : CV. Literasi Nusantara Abadi, 2019), 83
a) Audio visual media that uses more sound and verbal language may only be understood by listeners who have a good level of mastery of words and languages.
b) Presentation of material through audio media can lead to verbalism for listeners.
c) Less able to display details of objects that are presented perfectly.
The strengths and weaknesses contained in audio visual media do not mean being an obstacle in the learning process, but it becomes a matter of making teachers consider active and creative in developing learning materials and material delivery.
c. Reading 1. Reading
Reading is a lifelong skill to be used both at school and throughout life.
According to Aderson, Hiebert, Scott and Wilkinson, reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. According to Snow, Burns, and Griffin, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing.22
Reading is the active process of understanding print and graphic texts.
Reading is a thinking process. Effective readers know that when they read,
21 Ibid., 83
22 Hulya Kucukoglu, “Improving Reading Skill Throgh Effective Reading Strategies”, Procedia Social and Behavioral Sciences, 70 (2013), 709.
what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text.23
From the explanation above we know how important reading, Allah say in Holy Quran in Surat Al-Alaq verse 1-5:
َكُّبَرَو ْأَرْ قا )2( ٍقَلَع ْنِم َناَسْنِْلْا َقَلَخ )1( َقَلَخ يِذَّلا َكِّبَر ِمْساِب ْأَرْ قا 5( ْمَلْعَ ي ْمَل اَم َناَسْنِْلْا َمَّلَع )4( ِمَلَقْلاِب َمَّلَع يِذَّلا )3( ُمَرْكَْلْا
Meaning:
Read, In the name of your Lord, Who has created (all that exist). Has created man from a clot (a piece of thich coagulated blood), read and your Lord is the most Generous, who has thought (the writing) by the pen (the first person to write was prophet Idress (Enoch). Has taught man that which he know not.24
The first word of the surah Al-Alaq is IQRA, that means Read. This has a big for human. Allah creature human come to this world cannot read everything at all, but with permit from Allah, we can read everything what we want read.
23 Think Literacy, “Cross-Curricular Approaches, Reading Strategies, Grades 7-12”, 7
24 Lajnah Pentashih Mushaf Al-Qur‟an, Al-Qur’an Terjemahan Dwibahasa Inggris Indonesia, (Bandung: Al-Mizan Publishing House, 2010), 753.
Therefore, the purpose of reading is try to understand what the author’s intention is. According to Kose, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear.25 If the people want get the most out the materials or information they are assigner, they have to learn to read critically or analytically.
2. Reading Comprehension
Reading is also an interactive process in at least two ways. First, the various processes involved in reading are carried out virtually simultaneously. While we are recognising words very rapidly and keeping them active in our working memories.26
Reading is also a comprehending process. The notion of comprehending is both obvious and subtle. It is obvious in that any person could say that understanding a text is the purpose for reading; it is less obvious with respect to the ways that such understanding might be carried out by the reader, as will be seen in the next section. One outcome of reading being a purposeful and comprehending process is that it is also a learning process.27
Comprehension is a process the children integration of knowledge with information the text in order to comprehend the text. According to Pressley, comprehension strategies are.28 Reading comprehension refers to the understanding of text. Proficient readers engage in an intentional problem-
25 Hulya Kucukoglu, “Improving Reading Skill Throgh Effective Reading Strategies”, Procedia Social and Behavioral Sciences, 70 (2013), 710
26 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading Second Edition, (New York : Routledge Taylor and Francis Group, 2011), 10
27 Ibid., 11
28 Saskathewan Learning, Teaching Student with Reading Difficulties and Disabilities A Guide for Educators,(Student Diversity, 2004), 36
solving process to comprehend. This process has a before, during, and after component. Most readers who are explicitly taught reading comprehension skills and strategies are likely to learn, develop, and use them spontaneously.
(Collins Block, & Pressley, 2001; Moats, 1998), Critical reading comprehension skills and strategies include the ability to summarize, predict, develop questions, clarify, relate the content of the text to personal experience and knowledge (activate prior knowledge), construct mental representations of the text, monitor understanding of the text and determine and connect important ideas to construct meaning.29
Teachers need to explicitly describe these comprehension strategies and explain to students when and how they should be used. Teachers also need to model the strategies in action (e.g., by using Think Aloud) and use them with their students). They need to guide practice with a gradual release of responsibility so that students eventually make the strategies their own.
They also need to show students how the strategies can be applied to comprehend oral, print, and other media text.
d. Narrative Text
1. Definition of Narrative Text
Narrative is central to children’s learning. They use it as a tool to help them organise their ideas and to explore new ideas and experiences.
Composing stories, whether told or written, involves a set of skills and
29 Ibid., 36
authorial knowledge but is also an essential means for children to express themselves creatively and imaginatively.30 The purpose of narrative text is to entertain the reader. There are many types of narrative texts. Among them are fables, folklore, fairy tales, myths, legends, and so on. Mark Anderson and Kathy Anderson explain that text narratives are used to tell stories and things that are happening. To entertain, inform readers and listeners.31
On the other hand, narrative text can be displayed in writing or reading text. The person who reads the story is the narrator. If the narrator tells the main character in the story then the narrator is the first person. However, if the narrator tells a character outside the story can be called a third person.
2. Narrative Text Structure
Narrative text is found in stories and has a structural organization that covers the beginning, middle, and end of the story. Around this organizational structure, several episodes of stories can be built which consist of characters, settings, problems, goals, actions, and resolutions / solutions.32
The generic structure of narrative texts is as follows:33 a. Orientation
That is the introduction to the form: a story about what (what the story is), who is the actor in the story (who is the participant), and from the story
30 Crow, A Guide To Text Types: Narrative, Non-Fiction and Poetry Overview of Structure, Language Features and Key Knowledge, ( Copyright : National Literacy Trust, 2013), 2
31 Dillyan Anugrah Joko Saputro, “Digital Storytelling to improve students’ mastery in writing narrative”, English Language Teaching Forum,1(June, 2013), 3
32 Angela Carrasquillo, et.al, Beyond the Beginnings; Literacy Interventions for Upper Elementary English Langugage Learners. (Clevedon: Multilingual Matters Ltd. 2004), 74
33 Mislaini, Improving Reading Comprehension of Narrative Text by Using Fable at the Grade X SMAN 1 BONAI Darussalam, University of Pasir Pengaraian, (2015), 3
(where is the arrangement of the place) and the story when it happened (when setting time).
b. Complications or Problems
In this paragraph that is the core of the text narrative. Without problems, this text is only one form of exposure to the event followed by another event. Problems that arise can be distinguished:
- Natural conflict: that is a problem that arises because of the story of actors related to the forces of nature.
- Social conflict : That is a problem that arises because of the perpetrators facing each other. They meet together with different interests.
- Psychological conflict: That is the problem that arises when dealing with the perpetrators of the story itself. That's the contradiction between good and bad, between greed and tolerance.
c. Resolution
That problem can be solved. In the Narrative text, problems that seem to have no solution, can be closed with a happy ending (happy ending) or not a little tragic ending, it's sad (sad ending).
d. Re-orientation
The conclusion a story consisting of moral lessons, suggestions or reader.
a. Research Approaches
The approach used in this study was qualitative approach. According to Strauss and Corbin, qualitative research method is kind of research that the data did not get from the statistic procedure or another counting procedure.36 So, in Qualitative approach the data would be presented by collecting and analysing the data with words.
b. Types of Research
The type of research was field research. Qualitative researcher tried to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The aim was a holistic picture and depth of understanding rather than numerical analysis of data.37 So, this study presented the data in the form narration. In qualitative research the data collected is generally in the form of words and human actions, without any attempt to expose the data that has been obtained.38
B. Location Of The Researcher
This research was conducted at MTs Negeri 5 Jember located on Letnan Suprayitno Street No. 24 Bendelan Village, Arjasa District, Jember
36 Afrizal, Metode Penelitian Kualitatif Upaya Mendukung Penggunaan Penelitian Kualitatif Dalam Berbagai Disiplin Ilmu (Depok : Rajawali Press, 2017), 12
37 Ibid., 29
38 Ibid., 17
Regency, East Java Province, Indonesia, 68191. Telephone (0331) 540345.
The land area of MTs Negeri 5 Jember is around 3534 M.
The reason of the researcher chose this location because MTs Negeri 5 Jember stood in the middle of the village and is located close to the Rembangan Plateau so that it is far from city areas. However, the quality of MTs Negeri 5 Jember is no less competitive than schools that are close to urban areas. So, this school is classified as an advanced school even though it is in remote villages.
C. Research Subjects
At this stage, researcher would determine several informants, namely people who provide information about research problems. To enrich and strengthen this research, researcher would also determine several speakers.
The subject of this study uses non probability sampling. In nonprobability sampling, there is no assurance that every element in the population has a chance of being included. Its main advantages are convenience and economy.39
In this study, the sampling technique was using purposive sampling. In purposive sampling was also referred to as judgment sampling. Sample elements judged to be typical, or representative, are chosen from the population. The assumption is that errors of judgment in the selection will counterbalance one another. Researchers often use purposive sampling for forecasting national elections. In each state, they choose a number of small
39 Donald Ary, Introduction to Research in Education 8th Edition (Canada : Nelson Education Ltd, 2010), 155
districts whose returns in previous elections have been typical of the entire state. They interview all the eligible voters in these districts and use the results to predict the voting patterns of the state. Using similar procedures in all states, the pollsters forecast the national results.40
According to Lincoln and Guba, specific characteristics of purposive samples are, 1) Temporary Sampling Design or temporary, 2) serial selection of sample units or rolling like a snow ball, 3) continuous adjustment or focusing of the sample or adapted to needs, 4) selection to the point of redundancy or selected until saturated. The use of purposive techniques aims to take several informant respondents related to the problems to be studied.41
The research subjects and informants in this study were as follows:
a) English Language teacher class VIII E at MTs Negeri 5 Jember b) Homeroom teacher VIII E
c) Students of class VIII E at MTs Negeri 5 Jember D. Data Collection Technique
Researcher used data collection on the type of qualitative research. It was the main instrument for finding data by interacting symbolically with the informant / subject under study. The data collection techniques used by researchers were :
40 Ibid., 156
41 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D (Bandung : Alfabeta, 2018), 301
a. Observation
Qualitative observation is when the researcher immediately took to the field to observe behavior and activities of individuals at the study.42 In conducting observation method, the researcher is as a participant. The researcher showed his role as an observer.43 Researcher is involved with the daily activities of people who are being observed or used as research data sources. While making observations, researchers take part in doing what data sources do.44
The data that wanted to get in this observation were : 1. The process of learning English by using audio visual media 2. Student learning habits during the learning process in class.
3. The application of audio visual media
4. Factors that become obstacles to students in understanding the material.
b. Interview
Esterberg (2002) gives the definition of interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic.45 In this activity the researcher conducted interviews face to
42 John W Creswell, Research Design Pendekatan Metode Kualitatif, Kuantitatif dan Campuran, (Yogyakarta : Pustaka Pelajar, 2016), 254
43 Ibid, 255
44 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D (Bandung : Alfabeta, 2018), 310
45 Ibid., 317
face with participants, interviewed them by telephone or involved in certain group interviews consisting of six to eight group participants.46
This study used a type of semi structural interview. This type of interview was included in the category of in-depth interviews, where in practice it was freer when compared to structured interviews. The purpose of this type of interview was to find problems more openly, where the parties invited to interview was asked for their opinions and ideas. In conducting interviews, the researcher needed to listen carefully and recorded what was said by the informant.47
Interview guidelines were used to avoid some problems that were forgotten by researchers and were used as guidance so that the interview process could be more directed and structured.
The data that researcher wanted to get in this observation were : 1. The process of learning English by using audio visual media 2. Student learning habits during the learning process in class.
3. The application of audio visual media
4. Factors that become obstacles to students in understanding the material.
c. Documentation
Bogdan said, in most tradition of qualitative research, the phrase personal document is used broadly to refer to any first narrative produced by an
46 John W Creswell, Research Design Pendekatan Metode Kualitatif, Kuantitatif dan Campuran, (Yogyakarta : Pustaka Pelajar, 2016), 254
47 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D (Bandung : Alfabeta, 2018), 320
individual which describes his or her own actions, experience and belief.48 This document can be in the form of public documents such as newspapers, papers, office reports or private documents such as letters, e-mails, diaries.49
The data were obtained using documentation techniques were : 1) History of MTs Negeri 5 Jember.
2) Profile of MTs Negeri 5 Jember.
3) Plan for MTs Negeri 5 Jember.
4) Organizational structure of MTs Negeri 5 Jember.
5) Teachers and Employees of MTs Negeri 5 Jember Data.
6) Data on Students of MTs Negeri 5 Jember.
7) Data on Facilities and Infrastructures of MTs Negeri 5 Jember
8) Photograph of the learning process activities at MTs Negeri 5 Jember.
9) Photo of interview with informant at MTs Negeri 5 Jember.
E. Data Analysis
Data analysis in qualitative research took place simultaneously with other parts of the development of qualitative research, namely data collection and writing findings. When the interview was underway, researchers can analyze the interviews that were collected previously. Write down memos which wew finally included as narratives in the final report and structure the final report.
In qualitative research combining data into a small number of themes is five to seven themes.50
48 Ibid., 329
49 John W Creswell, Research Design Pendekatan Metode Kualitatif, Kuantitatif dan Campuran, (Yogyakarta : Pustaka Pelajar, 2016), 255.
50 Ibid., 260
The stages of data analysis during the field researchers used the Miles and Huberman model. Miles and Huberman, suggests that the activities in qualitative data analysis are carried out interactively and continue continuously to completion, so that the data is saturated. The analysis is as three concurrent flows of activity.51
a. Data Condensation
Data condensation refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming the data that appear in the full corpus (body) of written-up field notes, interview transcripts, documents, and other empirical materials. By condensing, researcher making data stronger.
1. Selecting
According to Miles dan Huberman, the researcher must act selectively, which determines which dimensions are more important, which relationships may be more meaningful, and as a consequence, what information can be collected and analyzed. Information relating to audio visual media, generic structure of narrative text and moral values of story. The researcher collected all this information to strengthen the research.
2. Focusing
Miles dan Huberman stated that focusing data related to the formulation of research problems. This stage was a continuation of the
51 Matthew B. Miles, A. Michael Huberman and Johnny Saldana, Qualitative Data Analysis A Methods Sourcebook 3rd Edition, (USA : SAGE Publication, 2014), 12
data selection phase. The researcher only limits the data based on the formulation of the problem.
Data focus on the first research is audio visual. The second research, was learning reading comprehension through narrative text. The focus of the third research, namely the moral values of story text.
3. Abstracting
Abstraction was an attempt to make a summary of the core, processes, and questions that need to be maintained so that they remain in it. At this stage, the data that had been collected was evaluated, especially those related to the quality and adequacy of the data. If the data that shows audio visual media, generic structure of narrative text and moral value of story were already felt good and the amount of data was sufficient, the data was used to answer the research focus.
4. Simplifying and Transforming
The data in this study were further simplified and transformed in various ways, namely through rigorous selection, summaries or brief descriptions, classifying data in a broader pattern, and so on.
b. Data Display
The second major flow of analysis activity was data display. Generically, a display was an organized, compressed assembly of information that allows conclusion drawing and action. In daily life, displays vary from gasoline gauges to newspapers to Facebook status updates. Looking at displays helps us understand what was happening and to did something either analyse
