CHAPTER I INTRODUCTIONINTRODUCTION
G. Data Analysis Technique
1. Observation
The observation was held during the activities in the class from the first to fourth meeting. And the collaborator and teacher observed the activities. The observation was done to see the development of students’ comprehension of
narrative reading text through students’ and teacher’s observation checklist of watching movie of narrative story activities and gave remark about all the activities and also the description of activities, wrote some weaknesses found during the class from beginning till the end in the field note (Appendix 5.
Student’s Activities) .
Teacher did in three steps. Pre, whilst and post teaching. In pre-teaching the teacher started the class by giving motivation through friendly facial expressions and then focused on students’ problems like exploring words through pre-question before watching the video movie. And then the focusing on problems was continued in whilst teaching. The discussion focused on story line and life lesson only. The situation of discussion in the class was rather good so the teacher could give good responses to students’ questions and could be heard by other students.
The discussion was done by in pairs, but there were a few students who joined the pairs and this forced the teacher to monitor their activity during the discussion. Before delivering the text, the teacher made students actively find the meaning of some words by delivering incomplete text. Students looked serious while consulting the dictionary to find the meanings and were happy when they got their turn to answer and read the text. When the teacher lead the discussion about narrative text, the teacher gave more explanation about students’ problems in term of making inference of character and story line, and how to analyze moral value from the text. In post activity, teacher still had the chance to give
motivation in doing the worksheet so students would work seriously on the worksheet and not do it in hurry (Appendix 4. Teacher Activity in Cycle 2).
The students watched the video movie seriously but also enjoyed it. The atmosphere of the class made the discussion process run well so when a pair reported their discussion result, the other students could listen to their friend’s reporting. When students got the in-complete text they consulted their dictionary and sometimes asked the teacher while walking around the class for monitoring.
Moreover, students enjoyed reading because they had known the meaning of some words in the text. And when the teacher led the discussion, they got a clear explanation from the teacher. And finally, students did the worksheet carefully and hoped that their score was higher than before (Appendix 5. Students’ Activity in Cycle 2).
To know the development in every meeting in this cycle, the researcher analyzed the class average score in each indicator of reading comprehension of narrative texts from the first up to the fourth meeting. Finally, after analyzing the data, the researcher showed all the data from the first meeting until the fourth meeting. The data showed the class average score in each indicator of reading comprehension of narrative texts. (Appendix 15. The Average Student’s Reading Comprehension per Indicator in Cycle 2.)
The average scores of the students’ reading comprehension of narrative text per indicator were shown as in the graph below:
Graph 4:The Average Score of Students’ Reading Comprehension of Narrative Text per Indicators in cycle 2
The graph above showed that there were some changes in students’
reading comprehension of narrative text that was done using media video movie.
At the first meeting the students could not identify, word meaning, inference and reference. The mean score of reference were 64.1, word meaning was 76.8, and last inference 76.8. This made the teacher give some explanation and give examples about the three indicators before showing the video movie. But students still found it difficult to analyze theme at the second meeting. For the problems in meeting 1 and 2, the researcher reviewed for the next meeting in order for students to read more carefully in identifying these indicators by giving examples for inference and reference and explaining another way to identifying meaning that is by using clues in the text. Some students got the meaning based on an Indonesian dictionary, without paying attention to the clues in the text. The students’ improvement could be seen in meeting 3 for all indicators. They were
0 10 20 30 40 50 60 70 80 90 100
1st Meeting 2nd Meeting 3rd Meeting 4th Meeting
100
Graph 4:The Average Score of Students’ Reading Comprehension of Narrative Text per Indicators in cycle 2
The graph above showed that there were some changes in students’
reading comprehension of narrative text that was done using media video movie.
At the first meeting the students could not identify, word meaning, inference and reference. The mean score of reference were 64.1, word meaning was 76.8, and last inference 76.8. This made the teacher give some explanation and give examples about the three indicators before showing the video movie. But students still found it difficult to analyze theme at the second meeting. For the problems in meeting 1 and 2, the researcher reviewed for the next meeting in order for students to read more carefully in identifying these indicators by giving examples for inference and reference and explaining another way to identifying meaning that is by using clues in the text. Some students got the meaning based on an Indonesian dictionary, without paying attention to the clues in the text. The students’ improvement could be seen in meeting 3 for all indicators. They were
Plot Charac ter
Setting Proble m
Resolu tion
Refere nce
Word meani ng
100 100 100 100 100 82.1 75
2nd Meeting 100 100 100 100 100 92.9 71.4
100 100 100 100 100 92.9 85.7
100 100 100 100 100 85.7 96.4
100 100 100 100 100 82.1 75
100 100 100 100 100 92.9100 100 100 100 100 92.9100 100 100 100 100 85.7
Graph 4:The Average Score of Students’ Reading Comprehension of Narrative Text per Indicators in cycle 2
The graph above showed that there were some changes in students’
reading comprehension of narrative text that was done using media video movie.
At the first meeting the students could not identify, word meaning, inference and reference. The mean score of reference were 64.1, word meaning was 76.8, and last inference 76.8. This made the teacher give some explanation and give examples about the three indicators before showing the video movie. But students still found it difficult to analyze theme at the second meeting. For the problems in meeting 1 and 2, the researcher reviewed for the next meeting in order for students to read more carefully in identifying these indicators by giving examples for inference and reference and explaining another way to identifying meaning that is by using clues in the text. Some students got the meaning based on an Indonesian dictionary, without paying attention to the clues in the text. The students’ improvement could be seen in meeting 3 for all indicators. They were
Word meani ng
Inferen ce
Theme
75 96.4 100
71.4 92.9 100 85.7 78.6 100
96.4 100 100
75 96.4 100
71.4 92.9 100
85.7 78.6 10096.4 100 100
reference was 88.4, word meaning 82.1 and reference 92.0. in which students could identify all 9 indicators of narrative reading comprehension. All of them categorized up to the minimum criteria achievement for reading. After analyzing the data from the second cycle, it could be concluded that the classroom action research improved the students’ comprehension of narrative text. The test result of the students’ reading comprehension of narrative texts test in the second cycle showed that the students’ reading comprehension of narrative text was higher than the first cycle (Appendix 14. Student’s Score in Cycle 2).
In the second cycle, the average score of students’ reading comprehension of narrative text in cycle 1, shows the good progress of students’ in cycle 2. The students’ got 95.4 for average score. 8 students (28,5%) were successful in reaching the minimum criteria achievement (KKM) in comprehending narrative text. This means that the students’ reading comprehension of narrative text could be improved through video movie.
The result of the students’ test in each indicator for final test cycle 2 is displayed in (appendix 15. The Average Students’ Reading Comprehension per indicator in Cycle 2)
Graph 5: The Average Score of Students’ Reading Comprehension Narrative text per indicator in cycle 2
The average score for all of the indicators could reach the minimum category achievement in which indicators reference, meaning and inference got scores up to 89, while the other indicators like topic, character, problem, setting and purpose, got scores of 100. This means that all of them could be solved.
The graph below gives the comparison of the improvement result of reading comprehension of narrative text before applying through video movie, Cycle 1 followed by Cycle 2. The progression of each cycle can be seen in (Appendix 16).
0 10 20 30 40 50 60 70 80 90 100
Plot Charact er text 1 100
text 2 100 text 3 100 100 100 100
Graph 5: The Average Score of Students’ Reading Comprehension Narrative text per indicator in cycle 2
The average score for all of the indicators could reach the minimum category achievement in which indicators reference, meaning and inference got scores up to 89, while the other indicators like topic, character, problem, setting and purpose, got scores of 100. This means that all of them could be solved.
The graph below gives the comparison of the improvement result of reading comprehension of narrative text before applying through video movie, Cycle 1 followed by Cycle 2. The progression of each cycle can be seen in (Appendix 16).
Charact er
Setting Proble m
Resolut ion
Referen ce
Meanin g
100 100 100 100 82.1 71.4
100 100 100 100 92.9 85.7
100 100 100 100 92.9 96.4
100 100 100 100 82.1 71.4
100 100 100 100 92.9 85.7
100 100 100 100 92.9 96.4
Graph 5: The Average Score of Students’ Reading Comprehension Narrative text per indicator in cycle 2
The average score for all of the indicators could reach the minimum category achievement in which indicators reference, meaning and inference got scores up to 89, while the other indicators like topic, character, problem, setting and purpose, got scores of 100. This means that all of them could be solved.
The graph below gives the comparison of the improvement result of reading comprehension of narrative text before applying through video movie, Cycle 1 followed by Cycle 2. The progression of each cycle can be seen in (Appendix 16).
Meanin g
Inferen ce
Theme 71.4 96.4 100 85.7 92.9 100 96.4 78.6 100
96.4 100
85.7 92.9 10096.4 78.6 100
Graph 6: The Improvement of the Students’ Reading Comprehension of Narrative Text
The graph shows that there was an increase in students’ reading comprehension of narrative text from before using video Movie, cycle 1 and Cycle 2. The increase was about 15.3 points before using video movie implementation for Cycle 1 and 17.8 points from Cycle 1 to Cycle 2.
In short, applying media through video movies in teaching narrative reading could be better used to improve the students’ reading comprehension of narrative texts. There were some points that could be explained from the video movie in teaching narrative text. Using video movies could motivate students to comprehend the narrative text. The moving images in the movie makes students interested in following the next activity before coming to narrative text reading.
For example when students watch, they could see the real story from the movie and get a real description about the character, setting, story line and life lesson.
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Before Using Video Movie
Series1 62.8
Graph 6: The Improvement of the Students’ Reading Comprehension of Narrative Text
The graph shows that there was an increase in students’ reading comprehension of narrative text from before using video Movie, cycle 1 and Cycle 2. The increase was about 15.3 points before using video movie implementation for Cycle 1 and 17.8 points from Cycle 1 to Cycle 2.
In short, applying media through video movies in teaching narrative reading could be better used to improve the students’ reading comprehension of narrative texts. There were some points that could be explained from the video movie in teaching narrative text. Using video movies could motivate students to comprehend the narrative text. The moving images in the movie makes students interested in following the next activity before coming to narrative text reading.
For example when students watch, they could see the real story from the movie and get a real description about the character, setting, story line and life lesson.
Before Using Video Movie
Using Video Movie Using Video Movie
62.8 78.1 95.9
62.8 78.1 95.9
Graph 6: The Improvement of the Students’ Reading Comprehension of Narrative Text
The graph shows that there was an increase in students’ reading comprehension of narrative text from before using video Movie, cycle 1 and Cycle 2. The increase was about 15.3 points before using video movie implementation for Cycle 1 and 17.8 points from Cycle 1 to Cycle 2.
In short, applying media through video movies in teaching narrative reading could be better used to improve the students’ reading comprehension of narrative texts. There were some points that could be explained from the video movie in teaching narrative text. Using video movies could motivate students to comprehend the narrative text. The moving images in the movie makes students interested in following the next activity before coming to narrative text reading.
For example when students watch, they could see the real story from the movie and get a real description about the character, setting, story line and life lesson.
Using Video Movie 95.9
95.9
And then the next activity like discussing the character, setting, story line and identifying theme helped them understand and identify all the indicators in reading narrative text.
Reflection
In this session, the researcher and collaborator discussed the result of narrative reading test and observation. First, after analyzing the results of narrative reading tests in cycle 1 and 2, the students’ average score increased and 3 indicators that were problems for the students in cycle 1 could be solved in cycle 2. The average score of each indicator that is a focus of this research in cycles 1 and 2, is categorized as successful if the achieved MCA is at least 78. In conclusion, students’ comprehension of narrative text after having conducting the classroom action research by using a video movie achieved improvement compared with the students’ narrative reading comprehension before using a video movie in the teaching and learning process in the classroom
2. Students’ participation in the class activities in reading narrative texts