IMPROVING THE WRITING SKILLS OF THE STUDENTS IN THE EIGHTH GRADES OF MTS MA'ARIF NU 05. In reality, most students find it difficult to express themselves in writing. The aim of this study was to examine the improvement of the students' writing skills in writing narrative text using Animation Video Media among the eighth graders of MTs Ma‟arif NU 05 Sekampung East Lampung.
The inquiry method used in this study was a Classroom Action Research (CAR) used to solve the students' problem in expressing ideas to write narrative text. The result of observation shows that through the use of animation video most students are active in the learning process. UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT SISWA DI MTS MA'ARIF NU 05 SEKAMPUNG LAMPUNG TIMUR.
Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan menulis teks naratif siswa melalui penerapan media video animasi pada siswa kelas VIII A MTs Ma'arif NU 05 Sekampung Lampung Timur. Subyek penelitian adalah siswa kelas VIII A MTs Ma'arif NU 05 Sekampung Lampung Timur tahun pelajaran yang terdiri dari 25 siswa.
DEDICATION PAGE
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- Benefits of the Study
- The Concept of Narative Text a. Definition of Narative Text
- The Concept of Writing Narrative Text Ability a. The Definition of Writing Narrative Text Ability
Hopefully, these research results are expected to make a positive contribution to students in improving their English skills, especially their writing skills. Similarly, writing is one of the communication tools in various aspects that help people in realizing their communication.2. It is a form of writing used to connect a story about actions or events.
This is the content of the text about our statement or opinion that has a reason. Here the writer sets the scene of the story, introduces the reader to the time, place and main characters of the story. This is the part of the text that makes the story interesting, because the complex event is unexpected.
Many of the complications illustrate problematic issues people face and they are meant to show that they can be solved. A typical narration has an opening paragraph to introduce the subject of the narration, followed by telling the problems of the story, and also a final conclusion indicating the end of the story. d.. Language features of narrative text. Some use the passive voice, for example 'The clue was discovered by one of the children.'.
We need to identify the specific characters, places and time to make it easy for the reader or viewer to understand the way of the story, give the adjectives to character and give the information about what the character will do. From the example of Narrative text above, it can be seen that the organization of the text consists of three parts: it is orientation, complication and solution. The purpose of writing is to give information from the written text to the reader and convey the message and interact indirectly.
And all the scoring criteria can be the total score of the students' narrative ability. They often use illustrated representations and symbols of the world to tell stories in relation to the objects themselves.29 Early animated videos, which have a sensory space in American entertainment culture, were called cartoons and drawn by hand, such as Mickey Mouse and Bugs Bunny. Xiao states that animation plays an increasingly significant function in the classroom with the advent of computers.30 In addition, Schnotz and Lowe say that one of the most promising is the animation based on the learning environment.
So, the students would be easy to understand the content of the story and some vocabulary from the videos. In the content of the video there is no sex, kissing, racism and violence part.
RESEARCH METHOD RESEARCH METHOD
Subject of Study
The researcher chose this class for a number of reasons and one of them is that this class has the lowest score in the English subject of the other class, especially in writing narrative text.
Research Procedure
- Preliminary Observation (Reconnaissance)
- Action 1. Planning
- Observation
- Documentation
- Test
In this step, the researcher collected the data that is collected by the observer about the students' response, participation, achievements and everything found during the teaching and learning process. In this step, the researcher analyzed the data and made a reflection of the actions. If the result of the actions did not show the improvement of the students in the ability to write the narrative text as in the indicator of success, then the researcher would do the next cycle.
Observation is a pillar of action research that enables the researcher to systematically document and reflect on the classroom interactions and events.36 In this research the researcher observed the activities of students in the teaching and learning process to know how the process is of teaching and learning. has been held. Documentation is used to obtain information consisting of public and private data that is needed in the form of newspapers, meeting minutes, personal journals, and letters received for a country or participant in a study.37 Documentation in this study was used to collect data in the form of pictures, photographs, written work, class material, letters, class notes and previous tests or exams. Anderson with Arsenault said that "the instrument includes the test and the questionnaire, the observation schedules and any other means used for data collection".38 This means that valid data can be obtained through several techniques of the data collection method. data, one of which the test.
This step is carried out before the special treatment is given to find out what the ability is and how far the students are in writing narrative texts. The post-test was done after the treatment to find out if using these media can improve the students' writing of narrative texts. The researcher used pre-test and post-test as a data collection method to measure the students' writing ability using written text.
The pre-test was given to the students during the first meeting to find out students. Writing test is about the student making a narrative story about the title they get from the researcher, and it must consist of at least 5 sentences. While the post-test was given in the last meeting after treatment as an experimental treatment.
Research Instrument
Furthermore, the researcher made the observation checklist based on the guidelines on students' learning activities and students' writing ability by using animation video. The researcher used the guidelines of the condition of the teachers and officials and the students' condition. The pretest instrument was different from the posttest instrument but had the same level of difficulty.
The pre-test and post-test consisted of creating a narrative text about which the researcher prepared the topic.
Data Analysis Technique
If 70% of the students get a score of at least ≥ 70 on the post-test, it means that the animated video can improve the students' ability to write narrative text. If there were some students who are not successful it means that the researcher has to do the next cycle as an alternative. In order to get the total score and to increase the progress of the students from the applied treatments, the writer compares the mean of the pre-test and the post-test.
Indicator of Success
Includes documentation of MTs Ma'arif NU 05 Sekampung East Lampung, research result and research interpretation.
Result of the Research
At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher motivated and informed the students about the activities in the next meeting. The post-test was done to know the improvement of the writing skills of the students after the treatment.
From the results of pre-test and post-test I it can be analyzed that there was an improvement from the students' result score. Although there was an improvement in the students' performance, cycle I was not yet successful, as only 7 students (28%%) passed post-test I. This table is to describe the comparison of the students' result in post-test. I and posttest II.
From the results of the students' scores in the pre-test and post-test I, there was an improvement in the students' scores. Although there was an improvement in student achievement, cycle I was not yet successful because only 7 students (28%) passed posttest I. Based on the students' score in posttest II, it could be concluded that there was an improvement in student achievement.
Based on the results of pre-test, post-test I and post-test II, it appeared that there was an improvement in the score of the students.
CONCLUSION
SUGGESTION
