Cycle II 1. Planning
B. Discussions
tense and conjunction in paragraph. 8. The teacher collects the students‟
assignment. 9. After the teacher clean the blackboard the teacher evaluates the students‟ some question about the material. 10. At the end of lesson plan, the teacher gives home assignment to the students‟.
The activity in the second cycle, same in the first cycle after teacher make reflection with prepare the other material about narrative paragraph. And, in second cycle the teacher gives the students‟ some picture and students‟ write narrative paragraph with their group according to the picture.
During the process of the research there is a weaknesses and strength of the method. The weakness of this method is the teacher has to be more active.
And the advantage in herbartian method is organized teaching. Each step has been organized in a logical order which provides an opportunity to the fresh teacher to become aware of future mistakes.
score was 81 (very good). The improvement of students‟ achievement from mean score of cycle I to cycle II was 20.25%.
a. Generic Structure
In the first cycle through testing and observing can be seen that indicators of generic structure and language use there were improvement but had not gotten the criteria minimum. But in the second cycle those indicators more improved.
In the analysis of the students‟ achievement the researcher found that the mean score of students in writing narrative paragraph of generic structure through Herbartian Method was improved. The students‟ score in d-test was 43.36 (Poor), in the cycle I the students‟ mean score was 66.04 (Fair) and in the cycle II the students‟ mean score was 79.41 (Good). The improvement of students‟
achievement from mean score of d-test to cycle I was 52.31%, whereas the improvement of students‟ achievement from mean score of cycle I to cycle II is 21.36% and d-test to cycle II 83.14%.
During the teaching and learning process in cycle I, the researcher found some students‟ error in paragraph which is the students still confuse to determine orientation, complication, and resolution. In this case, the researcher revises the next cycle by rearranging lesson plan. The researcher gives more explanation about correct component in writing narrative paragraph. Specially, orientation, complication, and resolution.
From the explanation above the researcher analyzed that the Herbartian Method can improve the students‟ writing abillity in writing narrative paragraph
in term of generic structure, where the students‟ mean score in cycle I and cycle II is higher than d-test.
b. Language Use
The improvement of students‟ achievement in writing narrative paragraph through Herbartian Method has effective effect. In the analysis of students‟
language use the researcher find that before the application of Herbartian Method the students‟ score is 43.22. After application of Herbartian Method in cycle I the students score is 65 and in the cycle II the students‟ score is 80.2. The improvement of students‟ achievement from score of d-test to cycle I is 50.43%
whereas the improvement of students‟ score cycle I to cycle II is 26.27% and the improvement of students‟ score from d-test to cycle II is 85.56% .
During the teaching and learning process in cycle I, the researcher finds some students‟ error in paragraph. In this case, the researcher revises the next cycle by rearranging lesson plan. The researcher gives more explanation about correct component in writing narrative paragraph and the researcher also gives some picture to the students and the students make narrative paragraph with their groups according to the picture.
From the explanation above, the researcher analyzed that the students‟
ability in writing narrative paragraph in term of language use by using Herbartian Method is improved, where the students‟ mean score in cycle I and cycle II is higher than d-test.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After conducting the research about the implementation of herbartian method at SMA Muhammadiyah Bontomarannu, Gowa class XI, based on the research finding in the previous chapter, the researcher made conclusion as the following:
1. Herbartian method is significant to improve the students‟ writing to identify of the orientation, complication, and resolution in writing narrative paragraph at SMA Muhammadiyah Bontomarannu, Gowa. The improvement of the students‟ generic structure which includes orientation, complication, and resolution from cycle I to cycle II is 21.36%.
2. Herbartian method also improves the students‟ ability in writing narrative paragraph specially in identifying of the past tense and conjunction in language use. The improvement of the students‟ language use which includes past tense and conjunction from cycle I to cycle II is 26.27%.
3. Herbartian Method is able to improve the students‟ writing ability at the second grade of SMA Muhammadiyah Bontomarannu, Gowa. The improvement of the students‟ writing abilty (generic structure and language use) from Cycle I to Cycle II is 20.25%.
4. The teacher conducted planning before action, where the teacher prepared the lesson plan through implementation of Herbartian Method, teaching material and evaluation for students. The activity in action stage for the
first cycle was the implementation of the lesson plan. It means that the implementation of every step of the learning process through Herbartian Method which have arrange in the planning stage.