Title: Using Short Film as Media to Improve Students Descriptive Paragraph Writing Ability in First Year Students of SMP Askari Pallanga, Gowa. Students' ability to write the descriptive paragraph in the first year students of class VII.A.
Background
But the students of SMP Askari Pallangga, Gowa, especially in the eighth grade, were also not yet familiar with paragraph types and their structure. The same applies to the students of SMP Askari Pallangga, also most of the students in Indonesia think that writing is difficult and that speaking is easier than writing.
Problem Statement
In relation to the above explanation, the researcher conducts a research under the title “Using Short Film to Improve Students' Descriptive Paragraph Writing Skills in First Year Student of SMP Askari Pallangga, Gowa”. How to improve students' ability to write a descriptive paragraph focused on content using short film in first year students of SMP Askari Pallangga, Gowa.
Objective of the Research
Significance of the Research
The Scope of the Research
Previous Research Findings
Some Pertinent Ideas 1. The Concept of Writing
Descriptive Paragraph
Descriptive paragraph is also a paragraph that describes something that directly appeals to the senses, as Warriner (1982) said that descriptive paragraph gives a picture in words that directly appeals to the senses (sight, sound, smell, touch, taste) find. Meanwhile, according to Barnet and Stubbs (1983), "Description represents in words our sensory impressions captured in a moment of time. From the opinion about descriptive above, the researcher concludes that the descriptive paragraph is a paragraph that describes person.
Identification is part of a descriptive paragraph about the subject or what the "what" will be depicted or described. Description is the last part of the descriptive paragraph that contains discussion or depiction of the subject or the "what" in the Identification of the physical appearance, quality and general behavior of its characteristics. Meanwhile, Chemink (2011) said that the generic structures of descriptive paragraphs are identification which identifies the person, place or thing to be described and description which describes parts, qualities and characteristics.
A typical descriptive paragraph has an opening paragraph that introduces the topic of the description; followed by a series of paragraphs, each describing a characteristic of the subject.
The definition of short film. and how, and much more, depending on the goal we have set for ourselves. A plot is a series of events and character actions that depend on the central conflict; it is the sequence of events in a story or play. From the above statement it can be concluded that there are five elements of a story in the story, which we need to know and understand when we watch a movie or read a story, because these are part of the story.
Stories that center on the struggle between two people who each want to win or keep the love of the other. In the movie Forrest Gump, we can learn not only some historical events, but also some local customs and customs, such as the school bus, the single-parent families, the rugby match, the life of the students in kindergarten, primary school and college. . Asnawir stated in Tantiyah (2011) that there are some advantages and disadvantages of film as a medium in the educational learning process.
Unlike Tantiyah, Berk said that there are 20 of the benefits or outcomes of using short film in teaching and learning as follows: Grab students' attention; Focus students' concentration; Generate.
Short Movie as Media In Teaching Writing
Students can not only explore their ability in writing, but they can also explore their ability in listening comprehension through visual media.
Conceptual Framework
Cycle I
Research Design
In this research, the researcher used the classroom action research (CAR) method, which was based on action, observation, reflection and improvement.
Research Subject
Research Variable and Indicator
It aimed to improve students' writing skills in writing descriptive paragraphs by using short films. The dependent variable in this research was the students' written descriptive paragraph with the indicators for descriptive paragraph being the content and language use.
Research Procedure
Then the teacher has prepared specific guidelines for students or discussion questions so that they have directions about what to see, hear and look for. And then the teacher briefly introduced the video to reinforce purpose, play the clip and stop the clip at any scene to highlight a point or replay clip for a specific in-class exercise;. The teacher assigned an active learning activity to respond to specific questions, issues, or concepts in the clip; and.
Finally, the teacher structured a discussion around these questions in small and/or large groups. The teacher then created specific student guidelines or discussion questions to provide them with guidance on what to see, hear, and look for. The teacher has assigned an active learning activity to communicate specific questions, issues, or concepts in the clip; And . F.
Finally, the teacher structured a discussion around these questions in small and/or large groups.
Research Instrument
In fact, the observation made in cycle II was almost the same as the observation in cycle I. 4) Reflection. If the result of the research has improved, the researcher can conclude that using a short film can improve the student's descriptive paragraph writing.
Data Collection
Data Analysis
Findings
Test Cycle I Cycle II
It means that there was an improvement in students' writing ability in the grammar indicator from cycle I to cycle II (43.21%) and from test D to cycle II (45.11%). Table 1 above also shows that the students' writing in the content-focused descriptive paragraph before the implementation of the Short Film (Diagnostic Test) was 54. It was classified as very poor category, but after the implementation of the Short Film in cycle I , the average score becomes 54.25.
Although there was an improvement of the students' writing from descriptive paragraph to focus of content (0.46%). This means that there was an improvement in students' writing from descriptive paragraph to focus of content from cycle I to cycle II (44.33%) and from D-test to cycle II (45%). The average score and improvements of the students' ability to write descriptive paragraph with indicators of grammar or language use and content can also be clearly seen in the two tables below:.
The Students’ mean Scores of Writing Ability
The Students’ Improvement in Writing Ability
Chart 3. The Mean Score of Students’ ability in Writing Descriptive Paragraph
The Percentage of Students’ Ability in Writing Descriptive
- Test Cycle I Cycle II
The implementation of Short Film in improving the students' ability to write a descriptive paragraph, the difference can be seen by considering the results of the students' Diagnostic Test and the students' ability after they performed in cycle I and II by the implementation of Short Movie in teaching and learning process. The percentage of the students' ability to write descriptive paragraph for language use and content. The table 2 above shows that the percentage of the students' ability to write descriptive paragraph for language use and content diagnostic test indicated that 6 students (30%) became very poor, 14 students (70%) became poor, and none of students for the other classification.
After taking an action in cycle I using Short Film, the percentage of the students' ability to write. In cycle II, the percentage of the students' ability to write a descriptive paragraph was 1 student (5%) got very poor, 4 students (20%) got good, 15 students (75%) got good and none of the students for the other classification. The result above also proves that the use of Short Movie can improve the students' ability in writing descriptive paragraph where the result of cycle II is higher than cycle I and diagnostic test (cycle II > cycle I and cycle I > Diagnostic test).
To know the percentage of students' ability to write a descriptive paragraph clearly, the following chart is shown:.
The Percentage of the Students’ Writing Ability
- The Result of the Students’ Activeness in Teaching and Learning Process
Test D was the lowest where students' ability to write descriptive paragraph was (70%) categorized as poor, (30%) very poor. The result of the observation of the students' activity in the teaching and learning process using the Short Film, which was realized in 2 cycles during eight meetings, was obtained by the observer through the observation sheet. The above result is formulated on the basis of the data analysis technique and student scores that are collected through the observation sheet.
At the first meeting in II. At the end of the cycle, student activity was 61.25%, and at the second meeting it increased to 63.75% and was higher than at the first meeting. At the third meeting in II. cycle, student activity improved again to 71.25%, and then at the fourth student meeting. The results are presented in the chart below, which shows the average activity of students in the first and second cycles.
The Percentage of the Students’ Activeness
- Discussion
- The Students’ Activity in Learning Process
- The Improvement of the Students’ Ability in Writing Descriptive Paragraph Using Short Movie
- Observation Result
- Conclusion
- Suggestion
At the second meeting in cycle 1, researcher checked the students' name and divided the students into several groups. In the analysis of the students' ability to write descriptive paragraph, the researcher found that the students' average score in the teaching of descriptive paragraph was improved with the help of Short Movie. In the first meeting in cycle I, the students' participation was 31.25%, this was caused by most of the students being naughty and not paying attention in learning process.
In the second meeting in cycle I, student participation reached 40%, which was due to students paying attention to the learning process. In the fourth meeting in cycle I, student participation reached 55%, which was due to the fact that most students were interested in learning materials. In the first meeting in cycle II, student participation was 61.25%. This was due to the fact that most students were interesting and paid more attention to the learning process.
In the third meeting of cycle II, student participation was 71.25%, it was because students were more active in discussing. The researcher took real data from the school to know the ability of students to write descriptive paragraphs. Improving students' ability to use simple present and simple past tenses through experience, generalization,.
