But, there are some problems faced by the eighth grade students of Junior High School 1 Punggur Lampung Tengah in writing the recount text. This research was conducted with an English teacher of Junior High School 1 Punggur Lampung Tengah. The result of this research shows that the Animation Film method has a positive role in increasing the skill of writing the recounting text in the eighth grade students of State High School 1 Punggur Lampung Tengah.
Dapat disimpulkan bahwa film animasi dapat meningkatkan keterampilan menulis teks narasi pada siswa kelas VIII SMP Negeri 1 Punggur Lampung Tengah. Namun, siswa kelas delapan SMP N 1 Punggur Lampung Tengah memiliki beberapa masalah dalam menulis teks naratif. Tujuan dari penelitian ini adalah untuk mengetahui apakah metode film animasi dapat meningkatkan keterampilan menulis teks naratif siswa kelas VIII SMP N 1 Punggur Lampung Tengah.
Dapat disimpulkan bahwa metode film animasi dapat meningkatkan keterampilan menulis teks recount siswa kelas VIII SMP N 1 Punggur Lampung Tengah. Skripsi ini berjudul “Penggunaan Film Animasi Untuk Meningkatkan Keterampilan Menulis Teks Bernomor Di Kelas VIII SMP Negeri 1 Punggur Tahun Pelajaran 2018/2019”.
INTRODUCTION
- Background Of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- The Objectives Of The Study
- The Benefits Of The Study
This will make a useful contribution to solving the students' problems. The students will feel so interested in the lesson when the teacher uses an innovative method. Referring to the advantage of using an innovative method, the researcher starts looking for the best way to increase the writing skill of the students. The researcher finds that one way that helps the students in the teaching-writing process is to use animation movies, this is an example of audiovisual method.
As a result, the students who pass the test are fewer than the students who do not pass the test. Students also confuse what to write and how to start writing because they hardly write in English. In this research, the researcher focused on the fact that the students also confused what to write and how to start writing because they hardly write in English, and the student spent a relatively long time to write a single sentence.
Regarding the problem limitation above, the writer would like to identify the problem statement which is "Can the implementation of animation film increase students' writing skills in retelling text and their learning activity among eighth grade at Junior High School1Punggur. As information for the English teacher on how to teach retelling text writing to improve students' writing skills.
REVIEW OF THE RELATED THEORIES
The Concept of Writing Ability
- The Concept of Writing
- The Concepts of Recount Text
8 NatanaelSaragih, et all, "The Effectiveness of Using Retell Text to Improve Writing Skills", IOSR Journal of Humanities And Social Science (IOSR-JHSS), (www.iosrjournals.org), Vol: 19, February 2014, p. The picture of process-giving pre-test for the students b. The picture of process-giving treatments by the author c The picture of process-giving post-test for the students 3. Test instructions. This meeting was used to post test 1. The researcher began the lesson by praying, greeting, checking the attendance list and asking the condition of the students.
The result of the students' test in posttest 1 was better than test in pre-test before. Frequency of the students' scores in the Posttest 1. The result of the Students' Score of the Posttest 1. Subsequently, the researcher asks the students to make retelling text based on the film in their own language.
Then the researcher asks the students to classify the text based on the generic structure of recount text. Natanael Saragih, et al, "The effectiveness of using retell text to improve writing skills", IOSR Journal of Humanities and Social Sciences (IOSR-JHSS), (www.iosrjournals.org), Volume: 19, February 2014.
The Concepts of Animation Movie
- The Concept of Animation
- The Concept of Movie
Applying Animation Movie in Teaching Recount Text
Action Hypothesis
RESEARCH METHODOLOGY
The Variable and Operational Definition of Variable
- Independent Variable ( X )
A dependent variable is a variable that is observed and measured to determine the effect of the independent variable. Writing, recounting text as a dependent variable defined as constructed from one's writing skills that need to be developed or practiced in the classroom.
The Research Setting
The Subject of Research
Classroom Action Research
- Action Plan
- Action Procedure
- Action Step
Reflective Conducting classroom action research (CAR) inquiry should be based on real problems faced by teachers in the teaching and learning process. In addition, Suharsimi states that classroom action research is an inquiry into the activity of teaching and learning in the form of action in. From these explanations, it can be concluded that classroom action research is research with the direct implementation of an action, which is carried out with the aim of examining a problem in the process of learning and teaching in the classroom.
Action research in the classroom needs a teacher and collaborator working together to find the problem in the teaching and learning process. The researcher requests permission from Helmi Wijayanti, S.Pdas English teacher at Junior High School 1Punggur became a collaborator for this research. The researcher also requests Retno Evi Yanti students of State Institute for Islamic Studies Metro Lampung to help the researcher in this research.
At the scene stage, the researcher tries to implement some techniques or procedural actions that have formula in planning. The researcher prepares the lesson plan, including teaching procedure, media and relevant materials to be applied in the acting phase. At the scene stage, the researcher tries to implement some techniques or procedural actions that have formula in planning.
The term can also refer to any data collected during this activity.39 Based on the observation, the researcher decides if there is something that the researcher will soon increase so that action achieves the goal of the researcher's goals. After the observation process is done, the researcher and the teacher make a reflection to evaluate the teaching-learning process and the improvement of students' writing Repeat text. The researcher will review and prepare the lesson plan based on the problem that appears in the previous cycle, including teaching procedure, media and relevant materials to be applied in the scene step.
In the third step, the researcher will observe the student's activity, their participation, class situation during the teaching and learning process and the teacher's (researcher's) performance by using the structure observation form and note the overall activities. In addition, the researcher will also collect data from the post-test and the result of the student's activity. Then the researcher reviews whether the result of cycle II achieves the indicator for research.
Data Collection Method
The result will determine whether the second cycle is enough or whether it is necessary to continue with the next cycle. The tests consist of two types of tests, a pre-test and a post-test. A pre-test would be administered in the first pre-treatment session using animation films to find out students' ability in writing narrative text.
The post-test will be given in the last meeting after the treatments to find out if the treatments that will be given by the researcher make some contributions for the students. Documentation as the data collection method in this research, it is used to collect the data about the school and the students at Junior High School 1 Punggur. The researcher uses field note to collect the data so that the data is more accurate.
Research Instrument
Data Analysis Method
The formula to know the percentage of students who pass the Minimum Standard Criteria (MSC) in each cycle is as follows:43. The researcher also planned to give evaluation to the students' . mastery of the given material. Although only 9 students passed the minimum score, the results of the students' test were better than the students' pre-test before treatment was given.
The table and graph above showed that not all students were active in the learning process. Then the researcher plays the film in front of the class and asks the students to watch it. Then the researcher asks the students to make notes about the movie's characters and other information that relates to the movie.
The above table and graph showed that the activity of students in cycle II has improved significantly from the previous cycle. From the table above, it can be seen that the scores of the students in post-test II were different. During the research, the researcher observed that the students were interested in the teaching and learning process.
The result of the pre-test showed that most students had difficulty taking the test. Based on Table 10, the average of the students was 57.52, which showed that most students have not yet passed the minimum. In this study, the researcher performed the post-test I to know the mastery of writing Recount texts after implementing the treatment.
It showed that most of the students have not yet achieved the minimum standard criteria of at least 70. Based on table 17, the mean of the students was 74.88, which showed that most of the students have achieved the minimum standard criteria (MSC) of at least 70. Then the students write down CV that improved from Cycle I to Cycle II.
As a result, with the implementation of the animated film, students' writing skills in the eighth grade of SMP Negeri 1 Punggur can be improved. The percentage of student activities in the eighth grade of SMP Negeri 1 Punggur cycle I was 32% and there was an improvement in cycle II, it was 64%.
Indicator of Succsess
RESULT OF THE RESEARCH
Result of the Research
- Description of Research Result
Interpretation
- Result of Students Learning
- The Result Of Students Learning Activities in Cycle I
Discussion
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
David Colton and Robert W.Covert, Designing and Building Tools for Social Research and Evaluation, (San Francisco: Jossey Bass, 2007. Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, (London and New York: Routledge Falmer, 2002 ) ), second edition Celce and Murcia Elite Olstain, Discourse and Context in Language Teaching, (New York: Cambridge University Press, 2000).
