Cycle II 1. Planning
A. Findings
The findings of the research deals with the answer of the problem statement which it aims to find out the improvement of the students‟ ability in writing narrative paragraph.
1. The Students’ Improvement in Generic Structure
The findings of classroom action research deal with the answer of the problem statement which its aim is to improve the students‟ in generic structure and language use to write narrative paragraph. It is indicated by the difference between score in the data of cycle 1 and cycle II show as the following table:
Table 1: The Students’ Improvement in generic stucture
No Indicators Cycle 1 Cycle II Improvement
CI→CII (%) Mean Score Mean Score
1. Orientation 65.12 80.00 24.01
2. Complication 64.00 78.11 22.04
3. Resolution 69.00 80.11 16.10
∑ 198.12 238.22 62.15
X 66.04 79.41 21.36
Based on the table above, it indicates that the improvement of the students‟ writing skill by using herbartian method in generic structure is sucsessful. The students‟ mean score in cycle I is 66.04 and the students‟ mean score in cycle II is 79.41 which increased around 21.36% from the mean score of cycle I.
Based on the result of analysis above, it can be concluded that the students‟ score of cycle II is greater than cycle I. It means that there is improvement of the students‟ achievement in writing skill in terms of generic structure.
Figure 1: The Students’ Improvement in Generic Structure The figure above indicates that the score of orientation is (24.01%), score of complication is (22.04%), score of resolution is (16.10%) and the improvement of students‟ generic structure in writing narrative paragraph is (21.36%). It means that the students‟ has gained improvement.
0 5 10 15 20 25
Orientation Complication Resolution Improvement 24.01 22.04
16.10
21.36
Orientation Complication Resolution Improvement
2. The Students’ improvement in Language use
Table 2: The Students’ Improvement in Language use
The table above shows that the students‟ language use focuses on past tense and conjunction in writing ability to improve each result of Cycle I (65) is greater than diagnostic test(43.22). This means that there is improvement of the students‟ writing ability, but this is classified as fair, so the researcher decides to organize Cycle II. Assessment of Cycle II is greater than Cycle I (80.2 > 65). The students‟ improvement in past tense Cycle I to Cycle II is 35.44% and the students‟ improvement in conjunction from Cycle I to Cycle II is 17.10%.
Therefore, the improvement of the students‟ past tense and conjunction from Cycle I to Cycle II is 26.27%. So, the table above shows that there is a significant improvement of students‟ writing ability specially in past tense and conjunction after taking an action in Cycle I and Cycle II through Herbartian Method.
The result of the students‟ improvement can be shown as the following graphic:
No Indicators
Cycle 1 Cycle II Improvement CI→CII (%) Mean Score Mean Score
1. Past tense 58.41 79.11 35.44
2. Conjunction 69.44 81.04 17.10
∑ 129 160.15 52.54
X 65 80.2 26.27
Figure 2: The Students’ Improvement in Language use
Based on the result of the data above indicates that the score of past tense (35.44%) and score of conjunction (17.10%) therefore, the development of students‟ language use in writing narrative paragraph is 26.27%. There is a significant improvement of the students‟ language use in writing ability, specially past tense and conjunction that is shown clearly in the chart after taking an action in cycle through Herbartian Method.
3. The Students’ Improvement in Writing Narrative Paragraph by Using Herbartian Method
Table 3: The Students’ Improvement in Writing Narrative
Paragraph
Variables Cycle I Cycle II Improvement
Mean score Mean score CI→CII (%)
Generic structure 67.11 79.22 18.05
Language use 66.33 80.14 21.20
∑ 133.44 159.36 39.25
X 67.2 81 20.25
0 5 10 15 20 25 30 35 40
Past tense Conjunction Improvement 35.44
17.10
26.27
Past tense Conjunction Improvement
The table above shows the mean score of students‟ achievement in writing narrative paragraph both of generic structure and language use components.
Based on the table, it shows that the improvement of the students‟ writing skill by using herbartian method is sucsessful. The students‟ mean score of generic structure in cycle I is 67.11 which is classified into fair score and the students‟
mean score of generic structure in cycle II is 79.22 which is classified into good.
And, the table above also shows that the students‟ mean score of language use in cycle I is 66.33 which is classified into fair and the students‟ mean score in cycle II is 80.14 which is classified into very good. Therefore, the improvement of the students‟ writing skill from cycle I to cycle II is 20.25%.
Based on the data above, shows the significant improvement of the students‟ writng skill by using herbartian method because the result higher than the criteria minimum score that was 70. To see clearly the improvement of the students‟ writing skill the following chart is presented.
Figure 3: The Students’ Improvement in Writing Narrative Paragraph
16 17 18 19 20 21 22
Generic Structure
Language Use Improvement 18.05
21.20
20.25
Generic Structure Language Use Improvement
The figure above shows indicates that the percentage of the students‟
improvement of generic structure and language use. And then, percentage of the students‟ improvement of generic structure is 18.05% and percentage of the students‟ improvement language use is 21.20%. Therefore, the improvement of students‟ generic structure and language use is 20.25%. After evaluation in Cycle I and Cycle II, there is a significant improvement of the students‟ writing ability that is shown clearly in the figure after taking an action in two cycles through Herbartian Method.
4. The Implementation of Herbartian Method to Improve Writing Ability The teacher conducted planning before the action, where the teacher prepared the lesson plan through implementation of Herbartian Method, teaching material and evaluation for students.
The d-test, teacher gives a test for students without using Herbartian Method. The first cycle, the teacher prepared the subject before class begin; 1.
The teachers prepared the students‟ to be ready for the new lesson with ask the previous knowledge of the students‟ 2. The teacher writes some topic on the black board and presented the new material. 3. The teacher divides students into groups consists 4-5 people. 4. The teacher used example to illustrate the main lesson. 5.
The teacher write the summary of material on the blackboard. 6. The teacher gave assignment or testing to the students‟ to ensure they had learned the new lesson. 6.
The students‟ do the assignment together with their group based on the topic that gave. 7. After the students choose the topic, the students‟ write narrative paragraph with their group and determine the generic structure, and the use of past
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.