Discussion - FINDING AND DISCUSSION - improving students' ability in writing narrative

CHAPTER IV FINDING AND DISCUSSION

B. Discussion

In addition, their writing results are also influenced by their interest and interest in the subject and the writing course. By considering these aspects, the researchers tried to make them more enjoyable by giving them a game and a joke before starting to study the material. She also found that students can learn more about narrative texts. Finally, the average score of the student can reach the target score. The researchers concluded that the average score of student writing is based on the organization and content of achievable goals.

Animated stories are audio-visual visual media provided to students in the teaching process. Animated stories (such as pictures, film, and movies) are also of high value, they are rich in colors, and importantly, they are rich in information.

What is meant by animated stories is that it can be in the form of pictures, videos, film, or movie in the form of fairy tales, legends, horror, romantic, etc. According to Hornby in Nurul (2020:40) picture can help students to find ideas or visualize what something is like. This supported by Ahola (2004) that the picture can help them to remember the details about people, places, and event. Besides that, by using pictures or video students’ can express their ideas creatively and rewrite what they see using their own words.

2. Students’ improvement in writing narrative texts in term of organization The implementation of Animated Stories could improve the students’ ability in writing narrative text. The table 4.2 It shows that before the implementation of Animated Stories, the students' writing organization diagnostic test is very poor (55), but after the implementation of Animated Stories, the students' writing level has been improved, and the result of the cycle I (61.35) is greater than the

diagnostic test (61.35>55)) . This means that from the diagnostic test to the cycle I, the student’s writing organization has improved (11.55%), but it is still quite good, so the researchers decided to organize the cycle II by conducting several modified activities in the cycle II. The result of the cycle II (78.96) is greater than the cycle I (78.96>61.35). It is listed as good. This means that from cycle I to cycle II

(28.70%), from the diagnostic test to cycle II (43.56%), the student’s writing organization has improved. It can be concluded that the use of animated stories in the learning process can improve students’ organizational skills.

During teaching and learning process, the researcher finds that the students’

were difficult to make a narrative text. To solve this problem, the researcher conducted action in cycle I and implements animated stories. By this method, the students’ have many ideas to write. The advantages using animated stories as media in teaching are first, to motivate and attract students’ to learn. Picture or video are interesting because of full of colors and easy under tended. Students’

were interest to learn when they use picture or video. Here the students’ were challenged how to make a narrative text.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter contains conclusion and suggestion based on the research finding in previous chapter, the researcher puts forward the following conclusion and suggestions.

C. Conclusion

Based on the data analysis, it can be concluded the use of animated stories can improve the students’ writing narrative texts at the students’ of VIII.1 class of UPTD SMP Negeri 35 Sinjai. It is proved in the D-Test; students’ score was content 59.81 and organization 55. In cycle I, students’ score was content 67.5 and organization 61.35. In cycle II it improves to content 81.31 and organization 78.96. This means that by applying animated stories in learning activity gave positive contribution to the students’ learning especially in writing narrative text.

D. Suggestion

Based on the findings above, the suggestions are stated as follows:

1. The teacher should demonstrate various skills in the teaching of writing to make students more interested in writing skills, especially in narrative writing 2. It is suggested that English teachers use animated stories as a good alternative

to writing skills.

3. The students are expected to improve their intensity in learning writing using animated stories.

4. For the next researchers, it is recomended that they apply this technique to other writing components, such as: language use, vocabulary, and mechanics.

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APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : UPTD SMP Negeri 35 Sinjai Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1 Pertemuan Ke : 1 & 2 Aspek/Skill : Writing Materi Pokok : Narrative Text Alokasi waktu : 2 x 40 Menit A. Kompetensi Inti

1. Memahami pengetahuan (faktual, konseptual,dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

2. mencoba, mengola dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak ( menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks narratif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan konteks penggunaanya.

4.12 Menyusun teks narratif tulis, pendek dan sederhana, tentang orang, binatang, benda, tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks narratif.

3. Dapat menuliskan keyword untuk mengembangkan topik.

4. Fokus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topik yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif sederhana

2. Siswa dapat membuat central image pada penulisan sebuah teks narratif

3. Siswa dapat menuliskan keyword untuk mengembangkan topik

4. Siswa fokus pada basic ordering ideas untuk mendapat informasi mengembangkan topik

5. Siswa dapat menyusun paragraf narrative text pada topik yang telah diberikan.

E. Materi Pembelajaran

❖ Writing Narrative Text

1. Fungsi Sosial : Narrative Text is a story with complication or problem event s and it tries to find the resolutions to solve the problem. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration.

2. Tujuan : The purpose of narrative text is to aimed and entertain the reader with a story.

3. Jenis-jenis narrative text : There are many kind of narrative text:

➢ Personal experience : example; when I was Vacation

➢ Legend : example; Malin Kundang, the legend of Tangkuban Perahu, and the story of Toba Lake

➢ Fable : example; The smartes parrot anf The story of Monkey and Crocodile

➢ Fairy Tale : example; Cinderella, Snow White, The story of Rapunzel and Painting the Wall.

4. Generic Structure : A narrative text will consists of the following stucture:

➢ Orientation : introduce the participant and informing the time and place.

➢ Complication : describe the rising crises which the participants have to do with.

➢ Resolution : show the way of participant to solve the crises, better or worse or solution to the problem.

5. Language Features in Narrative : Narrative text usually uses the language features as follows:

➢ Past Tense : killed, drunk, etc.

➢ Adverb of time : once upon a time, one day, etc.

➢ Time conjuction : when, then, suddenly, etc.

➢ Specific character : the character of the story is specific, not general (cinderella, snow white, alibaba, etc)

➢ Action verb : A verb that shows an action (killed, dug, walked) F. Model dan Metode Pembelajaran

➢ Ceramah

G. Media, Alat dan Sumber Belajar

➢ Media : animated stories

➢ Alat : papan tulis, spidol, paper, laptop, speaker

➢ Sumber Belajar : kurikulum 2013, buku teks wajib H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi Waktu Pendahuluan 1. Mengucapkan salam dan berdoa

2. Mengecek kehadiran siswa

3. Guru memberikan motivasi belajar

4. Memberikan brainstoming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan

5. Mengajukan pertanyaan-pertanyaan yang sudah didapat berkaitan dengan materi

6. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai

7. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus

10 menit

Inti 1. Guru menjelaskan materi tentang narrative text

2. Guru menjelaskan langkah-langkah menyusun narrative text

3. Guru meminta siswa mengembangkan topik dalam bentuk narrative text

4. Guru meminta siswa untuk bertanya tentang hal yang belum dipahami berkaitan materi

60 menit

Penutup 1. Guru meminta siswa untuk mengumpulkan tulisan

2. Guru memberiikan umpan balik terhadap proses dan hasil pembelajaran

3. Guru mengakhiri kegiatan proses belajar mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran Evaluasi : Writing Text J. Penilaian Pembelajaran

➢ Bentuk Penilaian:

1. Teknik : performance Assessment 2. Bentuk : Tulisan (writing text)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : UPTD SMP Negeri 35 Sinjai Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1 Pertemuan Ke : 3 & 4 Aspek/Skill : Writing Materi Pokok : Narrative Text Alokasi waktu : 2 x 40 Menit A. Kompetensi Inti

1. Memahami pengetahuan (faktual, konseptual,dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks narratif dengan menyatakan dan menanyakan tentang deskripsi

orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan konteks penggunaanya.

4.12 Menyusun teks narratif tulis, pendek dan sederhana, tentang orang, binatang, benda, tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks narratif.

3. Dapat menuliskan keyword untuk mengembangkan topik.

4. Fokus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topik yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif sederhana

2. Siswa dapat membuat central image pada penulisan sebuah teks narratif 3. Siswa dapat menuliskan keyword untuk mengembangkan topik