CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
spread, because it describes the magnitude of the spread of each unit of observation (Ghozali, 2016). The standard deviation is the square root value of a variance which is used to assess the mean or expected. The standard deviation or standard deviation of the data that has been compiled in the frequency table. The standard deviation value is a value used to determine the distribution of data in a sample and see how close the data is to the mean value (Sekaran & Bougie, 2016).
Table 4.10 Paired Sample Test
Paired Differences t Df Sig.
(2- taile
d)
Mean Std.
Deviation
Std.
Error Mean
95% Confidence Interval of the
Difference Lowe
r
Upper
Pair 1
Pre- test- post- test
-19.257 6.740 1.139 -
21.57 3
- 16.94 2
- 16.90 2
34 .000
Based on the table 4.10 above, the result of T test was 16.902 with a df was 34. The writing test score before students are taught to used serial image media was average. The average score of writing test on the pre-test was 59.40. After the researcher did the treatment using serial image media in the post-test the average increased to 78.66. This shows that writing using serial image media can improve students in writing skill.
the eighth grade of SMPN 8 Makassar. It indicated by the students’ score in pre- test and post-test from 35 students. All data collected from the research instrument provide information about of the research findings. The result value was calculated using IBM SPSS statistics 24.
The researcher found that before gave the treatment used serial image media majority of 19 students (54%) out of 35 students was in fair classification.
Meanwhile, there are 14 students (40%) out of 35 students got poor category classification. In addition, there was no student who got very good and good categories. Therefore, before the treatment, the student at the eighth grade SMPN 8 Makassar had an average ability in writing narrative text.
From the level students' difficulties, in aspect of vocabulary it can be concluded that utilization of the word good, choice words and phrases are less precise and vocabulary was low. Students often make mechanical mistakes in their writing. Mechanical problems related to capitalization, punctuation and spelling errors and students have problems using structures that are appropriate to their writing and coherence.
While on the other hand, the advantages and disadvantages after giving treatment to students using picture serial image media, the researchers found several advantages of using picture series media in writing narrative texts to students. In general, students are interested in pictures, and sometimes students are quick to find ideas in writing and do not feel bored. while the disadvantages, is that students only focus on writing according to the pictures they saw at that time,
sometimes students forget about aspects of writing, such as content, grammar, structure, vocabulary and mechanics.
Therefore, the consideration of the use of serial image media is appropriate because students are usually interested in new things which can encourage them to pay attention and learn about it. They can also imagine the chronological events of the story in the picture immediately. These picture series also can elicit the power of acquiring new language. As Diaz Rico (2004:203) stated to access motivational power, that the second language must reconnect with a symbolic system that is subdominant in the first language but lies dominant, connected with powerful emotions, in sense waiting for a portal expression. In addition, a new atmosphere should be brought in teaching narrative to emerge the students’ interest and motivation. So, they were hoped to be able to write a meaningful composition and academically could give a benefit to their achievement.
Giving any help to the students to get any idea to write is very useful for the students because mostly they are difficult to start writing when they do not know what they have to write. By serial image media, they can see some interesting pictures, so they can get some ideas in starting to write by imagining the things happen based on the pictures. They can start to think and imagine the story that will be written by them based on the pictures that have been given. The picture is effective to use because it can attract the students and gave them motivation in writing, and through picture the students can get enough stimuli (Wright, 1989:2 cited Tuti Andayani, 2016:8).
This research supported by Elma Akbarina Devi, (2013) This study was carried out in the eighth grade of junior high. The researcher draws some conclusions based on his findings in employing picture series to teach writing narrative text. To begin with, the results of this action research suggest that using image series as a teaching medium increases students' ability to write narrative text.
Another insightful point was related to Hanifatul Hidayah, research (2019) reveated shows that the use of image media is very positive for students. An attractive picture media was students interested in seeing and watching the story from the beginning to the end. Once students are interested and feel happy to write, then they forget that before (in the initial state before the use of media) they felt burdened and even afraid because they do not know what to write.
Furthermore, after the treatment used serial image media, almost the students were in good category or have good writing ability. Besides, there were very small percentages that got fair category, they were just 8 from 35 students’ or 23%. There was no student in very good category, as well as poor and very poor.
Therefore, the result showed that the use of serial image media to improve students’ writing skill in narrative text at the eighth grade SMPN 8 Makassar is beneficial for them.
In other word the use of serial image media can improve writing ability of students especially in narrative text. Using serial image media made the students more enthusiastic and interested during the teaching and learning process of writing. The students had no hesitation to express their idea. Since the use of
picture can make students' imagination more developed and make students more motivated to make a good narrative text. Therefore, the result of this research also showed that using serial image media could improve students’ writing especially in narrative text that focused on five aspects of writing they are content, grammar, structure, vocabulary and mechanic.
There was a very significant increase students’ ability in writing after being given treatment. The mean score of learning outcomes in the pre-test was 59.40%
out of 35 students, increased in the post-test to 78.66% out of 35 students. This showed that the use of serial image media can increase students’ writing skill.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion based on the findings obtained by the researcher discussed in the previous chapter.
A. Conclusion
Based on the findings and discussion, serial image media is a vital method for increasing students’ ability in writing English narrative text. The researcher concludes that the used of serial image media in writing narrative text of students’
class VIII.5 SMPN 8 Makassar can improved students in writing, as evidenced by whether there is a significance, in using serial image media in writing narrative text to students and students’ perceptions toward the use of serial image media in their writing ability.
There was a significant improvement using serial image media on the writing ability of class VIII.5 students of SMPN 8 Makassar. It can be seen that the T-test score is 16.902, the writing test score before students was taught to use serial image media is the mean of pre-test was 59.40. After the researcher gave treatment using serial image media, on the post-test the mean increased to 78.66.
Therefore, the researcher concluded that writing narrative text using serial image media can improve students’ writing narrative text ability of class VIII.5 at SMPN 8 Makassar. The result of the pre-test and post-test showed that there was a very significant difference, therefore the researcher concluded that the use of serial image media can improve the writing ability of students at SMPN 8 Makassar.
52
B. Suggestion
Based on the research, the researcher gives some suggestions as follows:
1. It is recommended for English teachers to use of the serial image media as a method because it provides variations in implementing material to release students' boredom in learning writing, especially narrative text.
2. The other researchers who would like to conduct similar research, they are suggested to apply the technique in different level of the students because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the technique in using serial image media to improve students writing.
3. The next researcher is suggested to conduct the use of serial image media in different research about contents.
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APPENDICES
57
Appendix 1. Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama : Elisabet Rante Sulu Satuan Pendidikan : SMPN 8 Makassar Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII.5
Materi Pokok : Narrative Text
Waktu : 3x40 menit
A. Kompetensi Inti (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar 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 dalamsudut pandang/teori.
B. Kompetensi Dasar
1.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif, sesuai dengan konteks penggunaannya.
2.1 Menyusun teks tulis yang memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sesuai dengan konteks penggunaanya
C. Indicator Pencapaian Kompetensi
1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan unsur kebahasaan dari teks naratif, sesuai dengan konteks penggunaannya.
2. Siswa dapat menulis narrative teks berdasarkan struktur dan unsur kebahasaan yang tepat
D. Tujuan Pembelajaran Siswa dapat:
1. Mengidentifikasikan dan memaparkan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif, sesuai dengan konteks penggunaannya.
2. Menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif, sesuai dengan konteks penggunaannya.
3. Menyusun teks tulis dari teks naratif, sesuai dengan konteks penggunaannya dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan secara benar dan sesuai dengan konteks.
E. Materi Pembelajaran 1. Fungsi sosial
Narrative text is Narrative text is one of text types that contains about story telling story using spoken or written language.
2. Struktur teks
The purpose of narrative text is to entertain or amaze the readers through a story.
Generic structure of narrative text:
a. Orientation: The beginning of the story has the function of introducing the characters of the story, where and when the story occurred.
b. Complication: How the problem starts until its crisis point (climax) of the problem, in which the character(s) have to face.
c. Resolution: How the problem is solved or ended.
d. Reorientation: The ending of the story which may consist of closing remark to the story.
Language Feature
1. Use of particular nouns to refer to or describe the particular people, animals and thing that the story is about;
2. Use of adjectives to build noun groups to describe the people, animals or things in the story;
3. Use of time connectives and conjunctions to sequence events through time;
4. Use of adverbs and adverbial phrases to locate the particular incidents or events;
5. Use of past tense action verbs to indicate the actions in a narrative;
6. Use of saying and thinking verbs to indicate what characters are feeling, thinking or saying.
Example of narrative text
“Ants and Grasshoppers”
Orientation
One day, there lived a group of ants and grasshoppers in the forest. They lived together and became good friends. The ants are very diligent, they work hard together to find food and store it in their nests.
Whereas grasshoppers have the opposite nature. The grasshopper is very lazy. He spent most of his time playing and singing. The grasshopper never thought about his future.
Complication
One day the grasshopper accidentally met the ants in the forest. Grasshoppers also greeted the ants "Hi ants, it's been two weeks I haven't seen you, why don't you come to my house to play?"
“Don't you know that the long dry season is coming? And it is predicted that there will be a very long drought”. Answer the ant.
"Don't think too much of it. No need to worry. We can eat various kinds of leaves and fruits here”. Then the grasshopper just flew off while singing and ignored the ants. The next day, the ants met again with the grasshopper. "Aren't you tired?
You are always working hard to collect food”. Asked the grasshopper.
"I told you that there will be a long dry season and we will experience drought".
Answer the ant. "Don't you see? There are lots of trees, leaves and fruits all over this forest. Who will spend it all?
A few weeks later, the dry season arrived. It was the longest dry season ever. day after day the leaves were reduced, the trees died, and there was no fruit at all. The grasshopper can't sing. He felt very weak and very hungry.
Resolution
The grasshopper almost gave up. He was sweating and dehydrated. He rested on a large rock. Luckily, one of the ants found it.
Hi, what's wrong with you? You look pathetic?”. Asked an ant.
The grasshopper replied limply "I'm starving". "Follow me!" the ant invites the grasshopper to its nest.
Arriving at the ant nest, the grasshopper was very surprised. He was treated to various kinds of fresh fruits and leaves.
Grasshoppers also eat greedily, and are very happy. He also thanked the ants.
Reorientation
“Yes, I promise not to be lazy anymore. To thank all of you for saving my life, let me comfort you by singing”. Said the grasshopper.
F. Pendekatan, teknik pembelajaran
Pendekatan: Scientific Approach
Teknik: Task Based Learning G. Bahan dan Media Pembelajaran
Media: picture series, lembar kerja siswa.
Alat: white board, board marker, H. Langkah-Langkah Pembelajaran
Pertemuan 1
Pertemuan 2:
Kegiatan Deskripsi Kegiatan Alokasi
Waktu Pendahuluan Membuka pembelajaran dengan salam
Guru memilih salah satu siswa memimpin doa untuk mengawali pembelajaran.
Guru mengisi absen di kelas
Guru memotivasi peserta didik untuk siap belajar.
5 menit Pre-test
Guru mengaitkan materi yang akan dipelajari peserta didik dengan pengetahuan yang sudah dimiliki sebelumnya.
Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Inti Mengamati
- Guru membuat fungsi sosial, kebahasaan, struktur teks narrative di papan tulis.
- Guru membaca dan menjelaskan struktur teks narrative tersebut.
- Guru menjelaskan tenses yang harus digunakan dalam membuat teks narrative.
- Siswa mendengarkan penjelasan guru tentang teks narrative meliputi fungsi sosial, struktur teks, dan unsur kebahasaan.
- Siswa memperhatikan dengan seksama penjelasan guru.
- Siswa mengamati dan memahami materi teks narrative yang telah ditulis dan dijelaskan guru.
Mempertanyakan
- Guru bertanya kepada siswa apa yang mereka simpulkan dari melihat, mengamati dan memahami teks narrative yang ada.
- Guru bertanya kepada siwa apa saja yang harus dilakukan ketika membuat teks narrative. Bagaimana untuk memulainya dan apa tenses yang digunakan.
Mengasosiasi
- Siswa dengan sebangkunya
membandingkan hasil kerja mereka dengan pasangan yang lain.
- Siswa diberikan gambar dan beberapa kosa kata yang berkaitan dengan teks narrative diatas.
- Siswa mengolah gambar tesebut dan mencocokan gambar dengan kosa kata yang telah disediakan dan mendiskusikan dengan
30 menit