CHAPTER III RESEARCH METHOD
E. Research Instrument
The researchers use tests to check students’writing skills. Researchers provide texts in each cycle to understand students’ progress and progress in writing skills.
Scoring Rubric’s
Table 3.1 Criteria Score of Content No. Classification Score Criteria
1 Excellent 90 – 100 If the central purpose, the unity, and the completeness of the composition are all correct.
2 Very good 80 – 89 If the composition contains few errors of central purpose, unity, and completeness 3 Good 70 – 79 If the composition contains some errors of
the central purpose, unity, and completeness
4 Fair 60 – 69 If composition is dominated by errors of the central purpose, unity, and completeness
5 Poor 0 – 59 If the central purpose, unity, and completeness are all incorrect
(Gay in Nurkamri, 2014:33) Table 3.2 criteria Score of Organization
No. Classification Score Criteria 1 Excellent 90 – 100 Fluent expression ideas clearly
2 Very good 80 – 89 Somewhat copy/loosely organize but mind ideas stand out
3 Good 70 – 79 Not fluent but ideas stand out
4 Fair 60 – 69 Not fluent and ideas confuse or disconnect 5 Poor 0 – 59 Does not communicate, no organization (Dastgeer G in Nurul, 2020:33) F. Procedures of Collecting Data
The tests use to get data about writing ability after implementing action in each cycle. The research used test namely writing test.
1. Diagnostic test used was to know the students’ achievement in writing skill before applying method.
2. The test was used to know the students’ writing ability especially students;
ability to write narrative texts.
G. Technique of Data Analysis
The data obtained from cycle I and cycle II are analyzed through the following steps:
1. In order to obtain the mean score of the student writing test, the researcher uses the following formula:
X̅ = ∑ X
N Where:X̅ = Mean Score
∑ X = Total Number
N = The number of sample
(Tiro in Miranti, 2002:69) 2. To get the percentage of students’ improvement, the researcher used the
formula:
P =X2 − X1 X1 x100
P = percentage of the students X1 = Score of Cycle I
X2 = Score of Cycle II
(Tiro, 2007:74)
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the researcher presents two section, research finding and discussion that contains of data analysis in detail. The finding of the research cover the result of the data from D-test to cycle I and cycle I to cycle II about students’ improvement in writing especially improvement students’ content and organization.
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.
B. Discussion
1. Students’ improvement in writing narrative texts in term of content The implementation of Animated Stories could improve the students’ ability in writing narrative text. The table 4.1, after applying the animated story in the cycle I (67.5), the content feature as an indicator of student writing is greater than the diagnostic test (59.81). From the diagnostic test to the cycle I, the student’s writing of this indicator has improved (12.86%), but still includes quite good content. Therefore, the researchers decided to organize the next round after analyzing the weaknesses of the cycle I, and then it was revised in the cycle II. The result of cycle II (81.31) is greater than cycle I (81.31>67.5) and is included. This shows that in terms of content indicators from CI to CII (20.46%) and diagnostic test to cycle II (35.95%), students’ writing skills have improved. It can be concluded from the above explanation that animated stories can improve the content of students.
Animated stories are audio-visual visual media provided to students in the teaching process. Animated stories (such as pictures, film, and movies) are also of high value, they are rich in colors, and importantly, they are rich in information.
What is meant by animated stories is that it can be in the form of pictures, videos, film, or movie in the form of fairy tales, legends, horror, romantic, etc. According to Hornby in Nurul (2020:40) picture can help students to find ideas or visualize what something is like. This supported by Ahola (2004) that the picture can help them to remember the details about people, places, and event. Besides that, by using pictures or video students’ can express their ideas creatively and rewrite what they see using their own words.
2. Students’ improvement in writing narrative texts in term of organization The implementation of Animated Stories could improve the students’ ability in writing narrative text. The table 4.2 It shows that before the implementation of Animated Stories, the students' writing organization diagnostic test is very poor (55), but after the implementation of Animated Stories, the students' writing level has been improved, and the result of the cycle I (61.35) is greater than the
diagnostic test (61.35>55)) . This means that from the diagnostic test to the cycle I, the student’s writing organization has improved (11.55%), but it is still quite good, so the researchers decided to organize the cycle II by conducting several modified activities in the cycle II. The result of the cycle II (78.96) is greater than the cycle I (78.96>61.35). It is listed as good. This means that from cycle I to cycle II
(28.70%), from the diagnostic test to cycle II (43.56%), the student’s writing organization has improved. It can be concluded that the use of animated stories in the learning process can improve students’ organizational skills.
During teaching and learning process, the researcher finds that the students’
were difficult to make a narrative text. To solve this problem, the researcher conducted action in cycle I and implements animated stories. By this method, the students’ have many ideas to write. The advantages using animated stories as media in teaching are first, to motivate and attract students’ to learn. Picture or video are interesting because of full of colors and easy under tended. Students’
were interest to learn when they use picture or video. Here the students’ were challenged how to make a narrative text.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains conclusion and suggestion based on the research finding in previous chapter, the researcher puts forward the following conclusion and suggestions.
C. Conclusion
Based on the data analysis, it can be concluded the use of animated stories can improve the students’ writing narrative texts at the students’ of VIII.1 class of UPTD SMP Negeri 35 Sinjai. It is proved in the D-Test; students’ score was content 59.81 and organization 55. In cycle I, students’ score was content 67.5 and organization 61.35. In cycle II it improves to content 81.31 and organization 78.96. This means that by applying animated stories in learning activity gave positive contribution to the students’ learning especially in writing narrative text.
D. Suggestion
Based on the findings above, the suggestions are stated as follows:
1. The teacher should demonstrate various skills in the teaching of writing to make students more interested in writing skills, especially in narrative writing 2. It is suggested that English teachers use animated stories as a good alternative
to writing skills.
3. The students are expected to improve their intensity in learning writing using animated stories.
4. For the next researchers, it is recomended that they apply this technique to other writing components, such as: language use, vocabulary, and mechanics.
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