CHAPTER IV FINDING AND DISCUSSION
A. Findings
The researcher findings indicate that the use of animated short stories for narrative text writing teaching can improve students’ narrative text writing.
The further explanation of the data analysis is as follows:
1. The Students’ Writing Improvement on Content
The use of Animated Stories in the form of teaching strategy of English Writing skills can improve student content. The writing test proves this, and there is a significant difference between the diagnostic test scores and the results of cycles I and II in the table below, indicating this.
Table 4.1 the Students’ Improvement of Content in Writing Narrative Texts Scoring
Aspects
Diagnostic Test
Cycle I Cycle II Improvement (%) DT – CI CI – CII DT-CII
Content 59.81 67.5 81.31 12.86% 20.46% 35.95%
The data in the above table shows the students’ content writing skills, which is a test of the students’ writing skills by calculating the results of the diagnostic test
and using animated stories. The scores of the students in the diagnostic tests are different from those of the students in the cycle I of testing. The mean score of the diagnostic test was 59.81, the cycle I was 67.5, and the cycle II was 81.31. Cycle II assessment is greater than cycle I assessment and diagnostic tests (81.31>67.5>59.81), which is considered very good. Then, the improvement from D-test to cycle II is greater than the improvement from D-test to cycle I (35.95%>
12.86%).
Based on the above percentages, "animated stories" can significantly improve students' learning conditions. To see clearly the improvement of the students’
content based on explanation above:
Figure 4.1 the Chart of Indicator of Content in cycle I and cycle II.
Indicates that the score of diagnostic test was 59.81 and score of cycle I is 67.5. It means the students gained improvement event though was still classified as average. This means also that the target in cycle I has not been achieved.
59.81 67.5
81.31
0 10 20 30 40 50 60 70 80 90
D -Test Cycle I Cycle II
Hence, the researcher decided to content of cycle II (81.31). Therefore, there was significant clearly in the chart after taking an action in cycle using short animated stories.
2. The Students’ Writing Improvement on Organization
The application of animated stories as one of the teaching modes of English writing can evaluate students’ progress towards well-organized writing skills through writing tests, which indicates that there is a significant difference between the average score of the diagnostic test and the cycle I to cycle II results as shown in the following table Show.
Table 4.2 the Students’ Improvement of Organization in Writing Narrative Texts
Scoring Aspects
Diagnostic Test
Cycle I Cycle II Improvement (%) DT-CI CI-CII DT-CII Organization 55 61.35 78.96 11.55% 28.70% 43.56%
The data in the above table shows the students’ organizational writing skills, which is a test of students’ writing skills by calculating the results of the diagnostic test and using animated stories. The scores of the students in the diagnostic test are compared with the cycle I and cycle II test. The mean score of the diagnostic test was 55, compared with 61.35 for the cycle I of student testing and 78.96 for the cycle II of student testing. The completion rate of cycle II is greater than cycle I and diagnostic tests (78.96>61.35>55), which is classified as good. Then, the improvement from D-test to cycle II is greater than the improvement from D-test to cycle I (43.56%> 11.55%).
Based on the percentages above there are significant improvements of the students by using Animated Stories. To see clearly the improvement of the students’ organization based on explanation above:
Figure 4.2 the Chart of Indicators of Organization in Cycle I and Cycle II Indicates that the score of diagnostic test was 55 and score of cycle I was 61.35. It means the students’ gained improvement event though was still classified as fair. This means also that the target in cycle I had not been achieved. Hence, the researcher decided to organization of cycle II (78.96). Therefore, there was a significant improvement of the students’ organization that shown clearly in the chart after taking an action in cycle using short animated stories.
3. The Improvement of Students’ Writing Ability
The application of Animated Stories as one of teaching Model of English writing can assess the students’ progress of writing ability to the good writing with the writing test as indicated by the significant difference between the mean score
55 61.35
78.96
0 10 20 30 40 50 60 70 80 90
D - Test Cycle I Cycle II
of the diagnostic test and the result of the cycle I to cycle II as shown in the following table.
Table 4.3. The students’ Improvement in Writing Ability
Indicator
Students’ Score Improvement
D. Test Cycle I Cycle II D.T C.I (%)
C.I C.II (%)
D.T C.II (%)
Content 59.81 67.5 81.31 12.86 20.46 35.95
Organization 55 61.35 78.96 11.55 28.70 43.56
∑X̅ 114.81 128.85 160.27 24.41 49.16 79.51
X̅ 57.41 64.43 80.14 12.21 24.58 39.76
The above table shows that from the D test to cycle I and cycle II, students’
writing skills have improved. In the D test, the students’ mean score is 57.41, which is classified as poor. After cycle of assessment, the students' writing skills (64.43%) were rated as quite good, and cycle II (80.14) was rated as very good.
From the D test to cycle I, the students' writing skills achievement was improved (12.21%). From cycle I to cycle II (24.58%) and from the D test to cycle II (39.76%), students’ writing skills have also improved significantly.
The above table proves that after taking actions in cycle I and cycle II, in the case of higher grades in the cycle II, using animated stories in the teaching process can improve students' writing skills (cycle II>first cycle I> Diagnostic-test).
According to the above description, to clearly understand the improvement of students' writing skills.
Figure 4.3 the Improvement of the Students’ Writing Skills
The above chart shows that the content improvement rate of the students from the diagnostic test to the cycle II is (35.95%), and the organization of the students from the diagnostic test to the cycle II is improved to (43.56%). The improvement from diagnostic test to cycle II the mean score of testing is (39.76%)
4. Implementation of Animated Stories during Cycle I and Cycle II.
The teacher plans before the action, where the teacher prepares the lesson plan by implementing animated stories, teaching materials, and assessment of students.
The activity in the cycle I of the action phase is the implementation of the lesson plan. This means that each step of the learning process using animated stories has been arranged in the planning stage. First, the teacher briefly introduced the mechanism of the animated story. Secondly, the teacher conveyed the ability that students want to achieve. Thirdly, demonstrates knowledge and skill. Fourthly, guiding training. Fifthly, checking understanding and provide feedback. Sixthly provide the opportunity for further training. The teacher asks the students to collect
35.95
43.56 39.76
0 5 10 15 20 25 30 35 40 45 50
Content Organization mean Score
their final product. Eighthly the teacher gives correctness. Finally, in the process of the animated story, it is recommended that the teacher correct the student’s mistakes. If the student does not answer correctly, and if the student’s score does not reach the goal, the second II will be taken.
The activities in the second cycle are almost the same as in the first cycle.
Before taking action, the teacher must plan in advance and hint at the action stage.
The difficulty that researchers find in the cycle I that students still have difficulty getting ideas and organizing their writing into good narrative texts.
It can be understood by considering the classroom situation in the teaching process. Only a few of them showed interest in learning and following the teaching process. Others look bored and are not in the mood during the learning process.
They are noisy and just play in the classroom. This shows that I have no interest in their teaching process.
The revised plan to solve students' difficulty in getting ideas provides some interesting topics for students' writing skills. In addition, to provide some interesting topics, the researchers also reformed many aspects, such as being more relaxed in teaching, giving students motivation before entering the main learning materials, clearly explaining the learning materials, raising the voice and re- correcting class management and time management. Researchers also give students the opportunity to ask questions, clearly explain students’ mistakes in writing, and guide students to write well.
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.