THE IMPLEMENTATION OF USING SHORT VIDEO STORIES TO INCREASE STUDENTS’ UNDERSTANDING IN LEARNING...

8/10/2019 THE IMPLEMENTATION OF USING SHORT VIDEO STORIES TO INCREASE STUDENTS UNDERSTANDING IN LEARNING

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THE IMPLEMENTATION OF USING SHORT VIDEO

STORIES TO INCREASE STUDENTS UNDERSTANDING IN

LEARNING NARRATIVE STRUCTURE OF SEVENTHGRADE STUDENTS OF MTs PANCASILA SALATIGA

ACADEMIC YEAR 2012/2013

THESIS

Submitted to the Board of Examiners as a Partial Fulfillment

Of the Requirements for the Degree of Sarj ana Pendidikan (S.Pd)

In English and Education Department

Written By:

MANSUR HIDAYAT113 090 10

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

2013


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DECLARATION

In the name of Allah, the most gracious, the most merciful

Hereby the writer fully declares that this graduating paper is composed by

the writer herself, and it does not contain materials written or having been

published by other people, and those from other references.

The writer is capable of accounting for this graduating paper, if in the

future this is proved of containing others idea, or in fact, the writer imitates the

others graduating paper.

This declaration is made by the writer to be understood.

Salatiga, 12 Agustus 2013

Writer

Mansur Hidayat


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MOTTO

*

) (

Preserve good old culture and take better new culture


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DEDICATION

This graduating paper is whole heartedly dedicated to:

1. My beloved father Mr. Sunoto and my beloved mother Mrs. Sri Sayekti,

thanks all for your support, trust, finance, encouragement , praying and

I love you so much

2. My beloved brother, Andre Ferdiyanto thanks for your love, kindness

and togetherness

3. Thank for Mr. K. Muhlasin and Ny. Choiriyatik for your support and

praying

4. All of my best friends in the Pancasila Boarding school thanks for your

kindness, brotherhood, love, smile and soonI will never forget it.

5. My friends in TBI A, (especially Zaenul Wafa) thanks for your advice,

togetherness, and joke I miss you so much.

6. My friends in STAIN Salatiga 09

7. All of my friends who helped in finishing this graduating paper

8. Someone who will be my couple in the future


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ACKNOWLEDGEMENT

In the name of Allah, the most gracious, the most merciful, the lord of

universe, because of Him, the writer could finish this graduating paper as one of

the requirement for Sarjana Pendidikan in English Department of Education

faculty of State Islamic Studies Institute (STAIN) Salatiga in 2013.

Secondly, peace and salutation always be given to our Prophet Muhammad

SAW who has guided us from the darkness to the lightness.

However, this success would not be achieved without those supports,

guidance, advice, help and encouragement from individual and institution, and I

somehow realize that an appropriate moment for me to deepest gratitude for:

1. Dr. Imam Sutomo, M. Ag, the Head of State Islamic Studies Institute (STAIN)

Salatiga.

2. Suwardi, S.Pd. M.Pd as the chief of Education Faculty.

3. Maslihatul Umami, S.PdI. MA, as the chief of English Department Of

Education Faculty and the consultant who has educated, supported, directed

and given the writer advice, suggestion, and a recommendation for this

graduating paper from beginning until the end.

4. All of the lecturers in English department

5. All of the staff who have helped the writer in processing of graduating paper

administration.

6. My beloved father and mother, thanks all support, trust, finance,

encouragement.


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7. My beloved brother, sisters, best friends, thanks for your helps and supports.

8. All of teachers and students MTs SA Panacasila Salatiga, thanks for your

participation

9. All of my friends who have helped me to finish this graduating paper

Finally this graduating paper is expected to be able to provide useful

knowledge and information to the readers. And the writer is pleased to accept

more suggestion and contribution from the reader for the improvement of the

graduating paper.

Salatiga, 10 August 2013

Writer


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ABSTRACT

Hidayat, Mansur. The Implementation Of Using Short Video Stories To IncreaseStudents Understanding In learning Narrative Structure In SeventhGrade Of MTs SA Pancasila Salatiga Academic Years Of 2012/2013.English and Education Department State Islamic Studies Institute.Supervisor: Maslihatul Umami, S.Pd.I, M.A.

Key Words: Implementation, Short video stories, Narrative Structure

English is becoming more and more important in Indonesia as it isdifferent purpose, such as teaching, culture and among other. Many studentsconfuse to understand reading texts, especially about genre. They dontunderstand to analyze the genre in the texts. Many students feel boar and notinteresting with reading texts. They are lazy to read more text.

The purposes of this research are divided into two parts. The first purposeof this research is to find out whether using short video stories improve thestudent achievement of the 7th year students of MTs SA Pancasila Salatiga in the

academic year of 2012/2013. The second purpose is to find out how far is thesignificant contribution of using short video stories to the students understandingin learning narrative structure of the 7th year students of MTs SA PancasilaSalatiga in the academic year of 2012/2013.

This research used classroom action research which consists of two cycles.The researcher used tests, documents, and observation to collect the data. The datawere analyzed and calculated by using t-test formula. If to is same or greater thantt , null hypothesis is received. T-table with n = 26 is 1, 25 and the result of to 12,39. From the calculation showed that to is greater than tt. It means that there issignificant difference between pre-test and post-test. The researcher concludedthat using short videos stories improves the students understanding in learningnarrative structure and there is a significant contribution of using short videostories to the students understanding in learning narrative structure of the 7 th YearStudents of MTs SA Pancasila Salatiga in The Academic Year of 2012/2013.


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TABLE OF CONTENT

TITLE ........................................................................................................... i

DECLARATION ......................................................................................... ii

ATTENTIVE CONSELOR NOTES............................................................ iii

STATEMENT OF CERTIFICATION ......................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................. vi

ACKNOWLEDGEMENT ........................................................................... vii

ABSTRACT ................................................................................................. ix

LIST OF FIGURES xi

CHAPTER I INTRODUCTION

A. The Background of the Study .................................... 1

B. The Statement of the Problem ................................... 5

C. The Objective of The Study ...................................... 6

D. Limitation of the Study.............................................. 6

E. Benefit of the Study ................................................... 6

F. Definition of Key Term ............................................. 8

G. Pap er Organization . 10


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CHAPTER II LITERATURE REVIEW

A. General Concept of Video ......................................... 11

1. Definition of Video ............................................. 11

2. Kinds Of Videos 12

3. Videos as language learning technique ................ 14

4. The Advantages of using short video .................. 16

B. General concept of Narrative .................................... 17

1. Definition .............................................................. 17

2. Generic structure of narrative text ......................... 18

3. Analysis of Narrative text 23

CHAPTER III METHODOLOGY OF RESEARCH

A. General Description of MTs SA Pancasila ............... 25

B. The Situation of Educational Facilities .................... 26

C. The Situation Teacher and Staffs .............................. 27

D. The Profile of the Students ....................................... 28

E. The Subject of the Study .......................................... 28

F. Method of Research .................................................. 30

1. Kind of Research ............................................ 30

2. The Cycles of Research Methodology ............ 30

3. The Characteristics of CAR .......................... 32


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4. The Objectives of CAR ................................. 33

5. The Technique of Collecting data ................. 34

6. Technique of Data Analysis .. 35

CHAPTER IV THE IMPLEMENTATION OF STUDY

A. Field Note .................................................................. 39

B. The Achievement Test ................................................ 53

C. The Score of Pre-test and Post-test ............................. 54

D. Analysis between Cycle 1 and Cycle II ..................... 57

E. Discussion 59

CHAPTER V CLOSURE

A. Conclusion ............................................................... 62

B. Suggestion ................................................................ 63

BIBLIOGRAPHY

APPENDIX


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CHAPTER I

INTRODUCTION

A. Background of The Study

English is becoming more and more important in Indonesia as it is

different purposes, such as teaching, cultural and among others. In

Indonesia, English is as one of foreign language which is taught in

elementary school, junior high school, and senior high school.The main aim of teaching English is to develop four language

skills, i.e. listening, speaking, writing, and reading. Reading is one of the

four language skills, which should be developed in teaching English.

Reading as well as other language skills, is placed as one of the important

skills for students to be mastered. Here, teaching of reading is essential for

preparing students with basic reading skill to be able to gain information

and knowledge from any teaching text. Rivers (1981:259) said reading is

the most important activity in any language class, not only as a source of

information and pleasurable activity, but also as means of consolidating

and extending ones knowledge of the language.

Here, many students still difficult to understand reading texts,

especially about genre. They dont understand to analyze the genre in the

text. In English, we know many genres based on the text, for example

narrative, descriptive, recount, report, etc. Here, the writer focuses in

narrative story text.


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By understanding narrative story ability, we can carry out the main

and aim of the text what tell about, give ideas, and share information from

the story, so we are easy to know information or news from the story.

Based on the important role of understanding about English text,

Understanding genre and structure in the text ability is needed by the

students. According to PP. No. 96 1997 said that English is a compulsory

subject as the first foreign language which has been taught in Junior High

Schools. In KTSP curriculum, it is clearly stated that one of the objectives

of the English subject in Junior High School is developing the ability to

communicate in English, either in written or oral form which covers

writing, listening, reading and speaking.

Ideally, in reading class, the students should be taught how to read,

how to understand the text, how to find the structure of the text, how to

encourage the main idea clearly and correctly, how to make students

success in processing of constructing meaning, receiving, and processing

information. The components of reading class are genre, grammar, generic

structure, vocabulary, and comprehension.

However, the fact has shown that the students are hard to

understand their reading ability. They are difficult to find the genericstructure in the narrative text. It is also evidence that in class, the students

have limited time to practice their reading skill. However, they are not

interested to read a text and feel boring with a text. Sometimes, they feel


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lazy and tired to read a text. Therefore, interesting is very important in

reading subject.

Teaching English in Islamic Junior High School is less focus on

reading especially in genre. Teaching reading is not an easy job. There are

many problems in teaching reading. First, it relates to the condition of the

students who are lack of vocabulary. Second, the students get used to read

their Indonesian language. Third, they dont interest to read texts in

English language. For instance, when the teacher asks them to read a text,

they refuse it. Another problem related to the students is that they are not

interested in the material given to them. Those problems are faced by the

students of MTs Pancasila Salatiga at the first year. The teacher sometimes

cannot control the class and this situation makes them impossible to

continue the learning process.

So far, there are still many English teachers who stand to use

classical methods. The methods do not recommend a lot to learn

traditionally or just reading a lot of text, but only improve reading skills in

foreign language. The methods do nothing to the improvement of students'

understanding in narrative structure. To achieve this aim, the teachers need

to devise learning and teaching activities that are suitable with studentsneed and interest. Appropriate strategy which provides interesting

activities will encourage students to be active and realize the demand that

they are supposed to have.


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Teaching English in Junior High school is learning through fun. To

set students m otivation can use many ways. Teacher can apply interesting

methods and medium or playing kinds of games. One of the interesting

methods in teaching narrative structure is applying short videos. When

students watch the story video which played by the teacher the students

will get point from the story, so they can understand about generic

structure of the narrative story. Moreover, short video should be suitable

for children and improve their motivation in learning narrative structure.

Usually, almost all children like story. It makes them enjoyable and

fun in learning foreign language. Using short videos to children can helps

them to play their imagination based on the words and pictures. Short

videos also helps students be active in the classroom, they try to guess

what the passage of story is. Teaching English by using short videos has

the good result; it is improve students motivation and their understanding

in learning narrative structure.

Stories include ideas, objective, imagination, language, etc. in

which it can influence the grown up students personality. It is appropriate

with Jeremy Harmer (2001: 282):

The use of videotapes has been a common feature in languageteaching for many years. It is rare, these days, for a publisher to produce a major course book without a video component added in,and teachers frequently enliven their classes with off-air material ortapes produced for language learning.

However, teacher gets difficulties in integrating short video into

classrooms. Some of students who do not like English will feel sleepy,


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bored, confused, and frustrated when the teacher shows the story.

Moreover, reasons for using short video in learning narrative structure are

teachers have problems such as lacking the skill for integrating stories into

foreign language, lacking experience or training in using technology, no

time, error instrument and space short videos in curriculum.

From the clarification above, the writer takes the using of short videos

as the topic of this research. That is the reason why the writer chooses the

title for this paper THE IMPLEMENTATION OF USING SHORT

VIDEO STORIES TO INCREASE THE STUDENTS

UNDERSTANDING IN LEARNING NARRATIVE STRUCTURE

OF SEVENTH GRADE STUDENTS OF MTs PANCASILA

SALATIGA ACADEMIC YEAR OF 2012/2013.

B. The Statement of The Problems

It is necessary to formulate the scope of research, in order to

avoid misunderstanding of the writer about the subject matter discussed.

The problems are:

1. Can the use of short video stories improve the students attention or

participation in learning narrative structure?

2. Can the use of short video stories improve the students understanding in

learning narrative structure?

3. To what extent is the use of short video stories improving the students

understanding in learning narrative structure?


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C. The Objective of The Study

Generally the objective of this research is to improve the students

understanding in learning narrative structure for seventh grade junior high

school students in MTs Pancasila. The objective of this research, especially

are to get information about:

1. Find out whether using of short video stories can improve the

students attention or participation in learning narrative structure .

2. To know the using short video stories can improve students

understanding in Learning narrative structure

3. To describe how far the use of short video stories improving the

students understanding in learning narrative structure.

D. Limitation of The Study

In order to avoid any misinterpretation of the problem, the writer

limits the study on the using of short videos which is used in this study the

performance of using short video stories done by the teacher at the seventh

grades student of MTs Pancasila Salatiga in the academic year 2012/2013

E. Benefit of the Study

The Benefits of this research are:

1. Practically

a. For the writer

The findings of the research can be used as a starting point

in improving the writers teaching ability now and in the future.


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b. For the students

The result of the research can improve students understanding in

learning narrative structure and make student more interesting in

learning narrative structure.

c. For the English teacher

This research can give additional contribution to English

teachers to develop language teaching methods theoretically and

practically, and this study can contribute to the teachers

improvement in their English performance, so they are able to

improve the quality of teaching learning process.

d. For the others researches

The results of this research can be used as one of the

references in contributing a research on English language teaching,

especially in the implementation of using short videos in learning

narrative structure in junior high school students.

e. For MTs Pancasila

The result of this research can contribute the institution to

fulfill the demand of English curriculum. Thus, students are able to

get satisfactory achievement.2. Theoretically

The findings of the research will enrich:

a. The English teaching learning literatures dealing with teaching

English methodologies.


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b. The English teaching learning methodology by using short videos

to improve the students understanding in learning narrative

structure for other researchers to conduct further researches.

F. Definition of Key Terms

To avoid misunderstanding, the writer gives explanations of the

definitions of some key terms used in the study.

a. Short

Short is measuring or covering a small length or distance. (Oxford

learners pocket dictionary: 2008)

b. Video

For most people Video is a machine which can be linked to the

television set to record TV programs they are broadcast. Video in

management training most probably means a video camera which

plugs into a video recorder and records onto videotape. (Margaret

Allan, 1985: 1)

In dramas or movies, video means everything which tells a story about

fictional character. (Jane Sherman 2003: 12)

c. Learning

Learning is basic to human existence and fundamental to education. It

is the base of operations for the study of psychology and essential to

understanding the human mind. (George M. Gazda :1980: 1)


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d. Narrative

A narrative is a basic and constant form of human expression

regardless of ethnic origin, primary language, and enculturation. (Lee

Mc Gaan: 2005: 20).

The other definition of narratives is event selection and event

sequencing is two crucial functional elements of narrative construction,

and they are reciprocally related to the subjective experience of time

described in the narrative. (Emy Ermawati: 2010: 24)

e. Structure

Structure in the general meaning is a fundamental, tangible or

intangible notion referring to the recognition, observation, nature and

permanence of patterns and relationships of entities. (Oxford learners

pocket dictionary: 2008)

Here structure means generic structure of the text; consist of title,

orientation, complication and resolution.

f. Narrative Structure

Narrative structure is about two things: the content of a story and the

form used to tell the story. Two common ways to describe these two

parts of narrative structure are story and plot. Narrative structure isgenerally described as the structural framework that underlines the

order and manner in which a narrative is presented to a reader, listener,

or viewer. (Emy Ermawati: 2010: 25)


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G. Outline of the Paper

The final project consists of five chapters.

The first chapter is introduction, which consists of background

of the study, statements of the problem, purpose of the research, benefit of

research, definition of key terms, review of previous research, and paper

organization.

The second chapter is concerns with the theoretical review which

consist of general concept of short video, narrative structure, and general

concept of using short videos in learning narrative structure.

The third chapter is presents the methodology of the research

which consists of the methods of research, place and time of research,

subject of the study, procedure of the research, technique of collecting

data, technique of analyzing data, and general description of MTs

Pancasila.

The fourth chapter is the implementation of the study and data

analysis. This chapter explains about field note in cycle 1 and cycle 2, the

score of achievement tests, the scores of pre-test and post-test and the

analysis.

The last chapter is closures which consist of conclusion and

suggestion.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. General Concept of Video Stories

I. Definition of video stories

The word video can mean different things to different people. For

many people the first statement would mean a video recorder. That is a

machine which can be linked to the television set to record TV programs as

they are broadcast. This is called recording off-air. Video in management

training most probably means a video camera which plugs into a video

recorder and records onto videotapes. This recording can then be played back

through a TV set in the same way as a recorded TV program. (Margaret

Allan: 1985: 1).

In other definition, video means film or movie. Many visual media

shows it in many types. There are long video and short video. From the word,

we can know about the different from both words. Long video is a film or

video has duration about an hour or more. And short video is any film or

video not long enough to be considered a feature film. No consensus exists as

to where that boundary is drawn; the Academy of motion picture arts and

sciences defines a short video as an original motion picture that has a running

time of 40 minutes or less, including all credits. The term feature originally

applied to a film longer than a short subject, but shorter than standard feature

film (http://en.wikipedia.org/wiki/short_films ).
http://en.wikipedia.org/wiki/short_filmshttp://en.wikipedia.org/wiki/short_filmshttp://en.wikipedia.org/wiki/short_filmshttp://en.wikipedia.org/wiki/short_films


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Based on the definitions above, the writer concluded that short video

is a film or movie not long and simple, the duration about 40 minutes and has

a goal and massage to share information to other people.

1. Kinds of Video Stories

Commonly, according to Jane Sherman (2003: 12) there are some

kinds of videos, such as:

a. Video drama Stories

Video drama here means everything which tells a story about

fictional character. Of course, much film drama is set in a fantasy

world where the people are rich and white, the man are heroic and the

women beautiful, boy-meets-girl ends in true love, and criminals are

brought snarling to justice after elaborate car chases.

b. True stories

There is no clear divining line between fact and fiction in feature

films but some films do claim to be about real-life event and try to

reflect the awkwardness of reality, with its ambiguous and

unpredictable events, complex social scenery and long unromantic

time spans. They are particularly useful in projects since they often

centre on a theme or issue and have vivid historical, social or

geographical setting.

Based on Jane Sherman (2003: 12) there are two main types


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of true stories:

1) History films

These in particular have to establish a complex background

very rapidly at the beginning (remember those historical

parchment summaries scrolling up at the beginning of old

history films). Most history films involve military or political

battles and a lot of moving around.

2) Biographical films

Films about relatively ordinary people invite comparison

with oneself in all possible ways (lifestyle, other peoples

shoes, turning points follow-up).

c. Short video Stories

Short is measuring or covering a small length or distance.

(Oxford learners pocket dictionary: 2008).

Video is a machine which can be linked to the television set to

record TV programs they are broadcast. Video in management training

most probably means a video camera which plugs into a video

recorder and records onto videotape. (Margaret Allan, 1985: 1)

In dramas or movies, video means everything which tells astory about fictional character. (Jane Sherman 2003: 12)

From both definitions, the writer concludes that a short video

story is any film or video not long enough to be considered a feature


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film. There are many kinds of short video like cartoon short video,

animated short video, narrative short video and another. Cartoon short

video likes Tom and Jerry, animated short video likes Naruto and

narrative short video likes Cinderella, Snow white and so on.

(http://en.wikipedia.org/Video_short/2013/01/30 )

d. Long Video Stories

Long video story is film or video has duration about an hour or

more. Its like box office movie, Hollywood, action movie and so on.

(http://en.wikipedia.org/wiki/shor_film)

II. Videos as language Learning Technique

Learning refers to concerted activity that increases the capacity and

willingness of individuals, groups, organizations, and communities to

acquire and productively apply new knowledge and skills, to grow and

mature to adapt successfully to changes and challenges (Fadhilah: 2009:

24).

According to Robert Lado (1964: 7) language is the chief means by

which the human personality expresses itself and fulfills its basic need for

social interaction with other persons. Besides that, language is intimately

tied to mans feeling and activity. It is bound up with nationality, religion,and the feeling of self (Lado: 1964: 11).

The language teachers should prepare nearly about the material in

the classroom next other needs in teaching learning. One needs special

preparation is teaching techniques. They must prepare which techniques
http://en.wikipedia.org/Video_short/2013/01/30http://en.wikipedia.org/Video_short/2013/01/30http://en.wikipedia.org/Video_short/2013/01/30http://en.wikipedia.org/Video_short/2013/01/30


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are more suitable to the todays material, situation of students, and

purposes of the teaching learning can be reached.

Teaching a foreign language is not easy job. Teaching foreign

language often makes students frustration or boring. Language is defined

as a set of grammatical ruler exiting in the mind of everyone. It becomes

unnecessary to be there with the study of actual speech in social

interaction. When a second language teacher gets in the classroom, she or

he brings new and different something. So, the teacher should get way

how to change students perception that new and different something are

interesting and easy to be learned.

Based on Margaret Allan (1985: 66) said that no one right way to

use video in the classroom. There are as many right ways as there are

effective uses of video to assist the learning of a language. Complex media

like video have an aura of mystery about them. Videos also help the

students in building a good understanding in learning English and can

effective strategies in improving the students understanding in the

classroom activities.

The use of videotapes has been a common feature in language

teaching for many years. It is rare, these days, for a publisher to produce amajor course book without a video component added in, and teacher

frequently enliven their classes with off-air material or tapes produced for

language learning.

III. The Advantages of Using Short Videos in Teaching Learning


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According to Jeremy Harmers (2001: 282) to some people

videotape is merely a glorified version of audiotape, and the use of video

in class is just listening with picture. But there are many reasons why

video can add a special, extra dimension to the learning experience:

Seeing language in use: one of the main advantages of video is

that students do not just hear language, they see it too. This

greatly aids comprehension, since for example; general meaning

and moods are often conveyed through expression, gesture, and

visual clues.

Cross cultural awareness: video unique allows students a look at

situations far beyond their classrooms. This is especially useful

if they want to see, for example, typical British body language

when inviting someone out, or how Americans speak to waiters.

Video is also of great value in giving students a chance to see

such things as what kinds of food people eat in other counties

and what they wear.

Motivation: for all of the reasons so far mentioned, most

students show an increased level of interest when they have a

chance to see language in use as well as hear it, and when this

coupled with interesting tasks.

On the other hand, short video can be used to introduce new language,

practice already known items, or analyzes the language used in certain typical

exchanges and genres.


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Video can occasionally be used for relaxation, but this use must not be

overdone since, as we have said, we usually need to make it an active process.

But we might show/ play a music video at the end of a long lesson or show

quick bit of video film about place or person as a bridge between, for

example, a noisy activity and a quiet one.

B. General Concept of Narrative Structure

1. The Definition of Narrative Structure

In language teaching learning, we often talk about four basic

language skills, such as: listening, reading, speaking and writing.

Among these four basic skills of language, reading is important skill,

because it needs many elements or factors to mastery it, such as

understanding the topic, idea, wide vocabularies, grammatical pattern,

genre and so on.

Based on generic structure and language feature dominantly

used, texts are divided into several types. They are narrative, recount,

descriptive, report, explanation, analytical exposition, hortatory

exposition, procedure, discussion, review, anecdote, spoof, and news

item. These variations are known as GENRES. In this chapter of this

paper will focus on Narative text.Based on Emy Ermawati (2010: 25) said that narrative

structure is about two things: the content of a story and the form used

to tell the story. Two common ways to describe these two parts of

narrative structure are story and plot. Narrative structure is generally


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described as the structural framework that underlines the order and

manner in which a narrative is presented to a reader, listener, or

viewer.

Narrative is a basic and constant form of human expression


Mc Gaan: 2005: 20). In the Western culture children meet the

expectation of what is a good story when they tell their listeners who

and what is involved, and when thing take place. They also must build

a series of events up to high point, and conclude with the resolution.

Western cultures consider that a good story is story that has a good

narrative structure. (Emma Ermawati: 2010: 26)

The basic purpose of narrative is to entertain, to gain and hold

a readers interest. However narratives can also be written to teach or

inform, to change attitudes/ social opinions e.g. soap operas and

television dramas that are used to raise topical issues.

2. Generic Structure of Narrative

A narrative text will consists of the following structure:

a. Orientation : Introducing the participants and informing the time

and the place. Orientation in a narrative introduces character,temporal and physical setting, and situation. It sets a distance

between the narrator and the narrative. Orientation generally placed

first and sets the whole mood for the story to come. It may,


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however, be added to as need by narrative. (Emma Ermawati:

2012: 32)

b. Complication : Describing the rising crises which the participants

have to do with

c. Resolution : Showing the way of participant to solve the crises,

better or worse

3. Language Features of Narrative

a. Using processes verbs ( process, physical process a sustained

phenomenon or one marked by gradual changes through a series of states)

b. Using temporal conjunction

c. Using Simple Past Tense

Simple Past Tense

Basic form:

Examples:

a. I was sleepy.

b. He didn't learn any English when he was in London two year ago.

c. I went to the cinema, bought popcorn and watched a movie.

We use the Past Simple to talk about actions that happened at a specific

time in the past. The actions can be short or long. There can be a few

actions happening one offer another.

Use 1: Past actions that are now finished

Subject + Verb (Past Form)
http://www.definitions.net/definition/gradualhttp://www.definitions.net/definition/gradual


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The first, we use the Past Simple to express actions that happened at a

specific time in the past. The actions can be short [1] or long [2].

a. John cut his finger last week.[1]

b. I went to college 3 years ago. [2]

c. He ate the dinner 1 hour ago. [1]

d. I slept well last night. [2]

Use 2: Situation in the past

Another use of this tense is talk about situations in the past.

I lived in New York for 10 years (I don't live there anymore).

Use 3: A series of actions in the past

The Past Simple can also be used with a few actions in the past

happening one after another.

He entered a room, lit a cigarette and smiled at the guests.

Form

Forming a sentence in the Past Simple is easy. To form a declarative

sentence, all you need is the subject of the sentence (e.g. I , you, and he , a cat )

and the past form of your verb (e.g. was , talked , swam ). Questions and negative

sentences are only a little more difficult, because they require an auxiliary verb.

Declarative Sentences

Subject + Verb + ED or an irregular verb

form

e.g. I /a cat e.g. worked /went /made


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I saw two colorful fishes in the lake yesterday (Use 1)

Table 1.1The examples of Declarative Sentences

Examples Use

1. He enter ed the room, lit a cigarette and smil ed at the guests. (Use 3)

2. Mary tried the chiken but it was too hot to eat. (Use 1)

3. I liv ed in Java for 10 years (I don't live there anymore). (Use 2)

4. They saw us playing football. (Use 1)

5. He married a woman who liv ed in the same village. (Use 3)

6. I ate the cake yesterday. (Use 1)

Time Expressions

Common time expressions (time adverbials) in the Past Simple are:

yesterday

the other day

just now

the day before yesterday

Questions

Auxiliary

verb

+ Subject + Verb in the present

form


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did e.g. I /a

cat

e.g. work / go /make

Table 1.2The examples of Past Tense

Examples Use

1. How long did he work there? (Use 1)

2. Did the telephone ring ? (Use 1)

3. Did you see that? (Use 1)

Negative Sentences

Subject + Auxiliary verb +

not

+ Verb in the present

form

e.g. I /a

cat

didn't e.g. work / go /make

Table 1.3The examples of Negative sentences

Examples Use

1. He didn't learn any Italian when he was in Italy two year ago. (Use 1)


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2. I wasn't at my grandma's when you came . (Use 1)

3. He didn' t get any good grades when he attended school. (Use 3)

4. Analysis of Narative Text

A narrative is a basic and constant form of human expression


McGaan: 2009: 20). To analyze it, we need to examine the story focusing on

a particular literary device or character that we want to discuss. To do this

successfully, we need to have read the text and be able to discuss a certain

aspect of the text that interested us.

Based on Emi Ermawati (2010: 49), she said that if we want to

analyze a text, we need to have interacted with it. This can mean annotating

our reader responses in the margins, asking questions and making statements.

All this will help us to understand the text more thoroughly and will enable us

to do a better job analyzing it. Look at all the information we have written

down. Answer some basic questions: What does all this information mean to

me? How does this relate to my text? What conclusions can I draw from this?

Examine the text from a specific point of view based on our questions

and our responses. Write down some of our ideas. Make a list of three to five

ideas/reactions that we feel comfortable discussing. Identify which idea we

can best talk about and start developing another list based on that one idea.

Now what do we have to say about this narrowed down topic? This process

will enable us to identify our topic.


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Make connections and draw conclusions. Avoid summarizing the text

because that is not analyzing . We need to now respond to the topic we have

identified earlier. Write down what we have to say about our subject. Draw

conclusions about our text and see if we can make connections to other parts

on the text or to other readings, if relevant. (Emi Ermawati: 2010: 20)


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CHAPTER III

METHODOLOGY OF RESEARCH

A. Place and Time of Research

1. The General Situation of MTs SA Pancasila Salatiga

MTs SA Pancasila Salatiga is an educational organization

under Yayasan Darul Muhlasin . The school was built in 2008. The

location is at Jl. Fatmawati No. 11, Kelurahan Blotongan, Kecamatan

Sidorejo, Kota Salatiga, Propinsi Jawa Tengah. This location is

strategic because this is easy to reach from any direction. It is also

conducive for teaching learning process.

The name of the school is Madrasah Tsanawiyah Satu Atap

(MTs SA) Pancasila Salatiga. The school is on Pancasila boarding

school so it is called Satu Atap. The headmaster of this school is Nur

Fadhilah, S.PdI. She is helped by 3 vice headmasters. They are Sri

Sugiarti, S.Pd., Emi Anitasari, S.HI., and Kafidzin, SE. They help in

curriculum, students, and the last one as the administrator.

MTs SA Pancasila Salatiga is a private school which has

relationship with Australia. The students of MTs SA Pancasila Salatiga

in academic year of 2012/ 2013 are 58 students. They consist of 26

students of the seventh year, 21 students of eighth year and the

students of ninth years are 10 students. MTs SA Pancasila Salatiga has

3 classrooms for teaching learning process.


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2. The Situation of Educational Facilities

Educational facilities are all of building, equipment which

needed by teachers, students, and other educators in which provide by

school to support teaching-learning process in school environment.

Good educational facilities can be the factors to be successful in

teaching- learning process because all of students need can be

provided. The educational facilities can be seen in the figure bellow;

Figure 3.1The Situation of Educational Facilities

Of MTs SA Pancasila Salatiga in the Academic Year 2012/2013

NO Facilities Total Condition1. Classroom 3 Fine2. Headmaster room 1 Fine3. Teacher room 1 Fine4. Administration room 1 Fine5. Library 1 Fine6. Counseling room 1 Fine7. UKS room 1 Fine8. Committee room 1 Fine9. Meeting room 1 Fine

10. Canteen 2 Fine11. Storeroom 1 Fine12. Kitchen 1 Fine13. Footsal court 1 Fine14. Volley court 1 Fine15. Parking area 1 Fine16. Toilet 4 Fine

Source: MTs SA Pancasila Salatiga; 2013

3. The Situation of the Teachers and Staffs

Teacher is someone who learns knowledge for the students.

Teachers teach materials and skills during the learning teaching process.

They facilitate the students to get their talent. They have challenge to bring

students in positive side not only in knowledge but also in moral values.


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Therefore, the teacher is important in teaching learning process. The

situation of teacher in MTs SA Pancasila Salatiga as follow;

Figure 3.2The Situation of the Teachers

MTs SA Pancasila Salatiga in the Academic Year 2012/2013

No Name Position1 Nur Fadhilah, S. PdI. Headmaster and Arabic teacher2 Sri Suwarni, S. Pd. Civic Education Teacher3 Erni Anitasari, S. HI. Javanese Language Teacher4 Kafidzin, S.E TIK Teacher5 A. Muhaimin, S.Ag. Fiqh Teacher6 M. Toha Saputro, S.PdI Hadist and Holy Quran Teacher 7 Sri Mulyani, S.PdI Indonesian Language Teacher8 M. Muntaha, A. Md. Art ant Culture Teacher9 Zulfa Fitria, S.PdI English Teacher

10 Drs. Imam Santoso History Teacher11 Sri Sugiarti, S.Pd Mathematics Teacher12 Fatkurochim, S. PdI. Arabic Teacher13 Laila Istiani, S. Si. Science Teacher14 Anies Budiarti, S.Si Science teacher15 Eko Sulisanto, S.Pd Sport Teacher16 Zulfatun Nikmah, S.Pd Indonesian Language Teacher

17 Mansur Hidayat English teacher

Source: MTs SA Pancasila Salatiga; 2013

4. The Profile of the Students

Students in this school are children who want to get something

new; not only learn new knowledge, but also another aspects in life such

as; religion, social relation, moral, and culture. They learn in school at

certain time. Most of them stay at the boarding school. The condition of

students in MTs SA Pancasila Salatiga could be seen in the figure follow;

Figure 3.3The Situation of the Students of MTs SA Pancasila Salatiga

in the Academic Year 2012/2013


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12. Ermi Lestari13. Estu Linangkung M14. Fathun Niam 15. Irkham Afifudin

16. Jodi Falik Sidik17. M. Bagus Darmawan18. M. Imam Fauzi19. Nila Milkhatuna20. Nofia Ristiana21. Nur Zaini22. Raafi Ardhian P23. Siti Alafiyah24. Syamsul Huda25. Yunus M. Fahmi

26. Ahmad Al FariziSource: MTs SA Pancasila Salatiga; 2013

B. Method of The Research

In this chapter, the writer will combine a classroom action

research. Almost ten years ago, this research is popular in classroom.

According to Suharsimi Arikunto (2007: 2), methodology of this research

comes from three words, classroom, action and research. So, there are

three terms that can be explained.

1. Research

Research is activities to observe object of research that use a way and

methodology together information or data to increase quality of thing

which is very interesting and important for researcher.

2. Action

Action is point to an activity which is done to special purpose.


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3. A Classroom

A classroom is not limited just one room of class, but in term that

it would be more specific. A classroom is a group of students which

already catch same materials from some teachers.

The second definition is according to Elliot (in Hopkins, 1993: 45)

action research might be defined as the study of a social situation with

a view to improve the quality of action within it. In action research

theories are not validated independently and then applied to practice.

They are validated through practice.

The third, classroom action research is basically a way of

reflecting on your teaching (or teacher-training, or management of an

English department). It is done by systematically collecting data on

your everyday practice and analyzing it in order to come to some

decisions about what your future practice should be (Wallace: 1999: 4).

Action research deals with social practice. Education is a

social practice. In most cases, it involves the direct interaction of

teacher and groups of students. Classroom is complex areas, secondary

schools are lives of intrigue and conspiracy. Trying to reach

understanding of issues concerned with teaching and learning,therefore, implies getting to grips with a work range of human issues

such as the attitude of students, the politics within departments and the

ethos an environment of the institution.

The aim of action research is to feed practical judgment in


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concrete situation, and the validity of the theories or hypothesis it is not

generate depends so much on scientific test of truth as an their

usefulness in helping people to act more intelligently and skillfully. In

recent years, action research has been applied to problem involving

curriculum development, and in service education, particularly within

the field of self-evaluation (Arikunto: 2006: 57).

C. The Characteristics of Classroom Action Research

Syamsuddin and Damaianti (2007:197) outline the following

characteristics of classroom action research:

1. It examines problem which are deemed problematic by researcher

in teaching learning process.

2. The researcher can give treatment which planed action to solve the

problems and improve the quality, so the subject can get the

implication.

3. The steps of research in the form of cycle.

4. Such reflective thinking from researcher both after and before

research.5. Contextual situational, which related to diagnosing and solving the

problem.

6. Classroom action research used collaborative approach.

7. Participatory, which each team member accompany in the research.


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both of them.

5. Element result of learning

Taken as target which must reach through learning, both

achievement level and formation.

6. Environmental element

The students environmental in class, school, or in the home.

7. Management element

The move of activity which easy to arranged, engineered in the

form of action.

E. The Techniques of Collecting Data

1. Test

The researcher will give some tests to the students to

knowing the students achievement. They are pre -test and post-test.

Pre-test and post-test are used to knowing the improving of

students achievement by using the same test material and same

level of difficulty. The students are also given achievement tests in

the finish of the teaching learning process.

2.

DocumentDocument means written materials. The documentation

which use in this research is the scores of English subject at 7 th

year students in MTs SA Pancasila Salatiga.

3. Observation


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Observation is action which is form interpretation and

values of theory. In addition, the researcher also will do observation

with classroom action research so researcher will join in class. In

this case the researcher as the teacher. The researcher will used

field note, field notes are used to observe and to know the situation

and activities during teaching-learning process. By using field note

the writer would like to know class situation and participation of

students.

F. Technique of Data Analysis

The researcher would like to analyze the data by the action

research. The data was attained from teaching-learning process

and evaluation. The data will be analyzed in two ways;

1. Descriptive technique

Descriptive technique is used to know students

participation and their activities in classroom. In this case the

writer will use field note in which recorded all of teaching-

learning process in classroom.

2. Statistical technique

This technique is used to know the result of students pre-test and post-test. This technique is applying t-test analysis.

The steps as follows;

a. SD

The writer will calculate SD, with formula as follow;


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DSD

22

N

D

N

D

Where,

DS = Standard deviation for one sample t-test

D = Difference between pre test and post test

N = Number of observations in sample

b. T-test

After calculate the SD , the writer will calculate t-

test to know is there any significant differences between

pre test and post test with the formula as follow;

ot

1 N

SD

N

D

D

Where,

ot = T test for the differences of pre test and post test

DS = Standard deviation for one sample t-test

D = difference between pre test and post test

N = number of observations in sample

G. Achievement Indicator

The students success and failure in doing the activities

assessed by referring criterion issued by MTs SA Pancasila


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CHAPTER IV

THE IMPLEMENTATION OF THE STUDY

AND DATA ANALYSIS

In this research, the data consists of field notes, achievement tests, pre-test

and post-test. Fie ld note will show the students behavior in teaching learning

process. The achievement tests are used to measure the improving of achievement

in each of the meeting. The data of pre test and post test will show the

improvement of the students achievement. The writer as observer and the English

teacher in MTs SA Salatiga has arranged two cycles. In each cycle, the steps are

planning, acting, observing, and reflecting.

1. Cycle 1

a. Action Planning

The activities in action planning are:

1) Preparing materials, making lesson plan, and designing the steps

in doing the action

2) Preparing list of students name and scoring

3) Preparing teaching-aids

4) Preparing sheets for classroom observation (to know the situation

of teaching- learning process when the method or technique or

mode is applied)

5) Preparing the tests (to know whether students achievement

improve or not)


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b. Implementation of the action

On Monday, the 22 nd of April 2013, at 07.30 a.m., the teacher

(the writer) and observer entered the English class. The students sit on

their chair but some of them still walked around in the class. After all

of the students ready the teacher lead to pray. Then she began to teach

English lesson. The situation as follows:

Teacher : Assalamualaikum Wr. Wb

Students : Waalaikumsalam Wr. Wb

Teacher : Good morning students

Students : Good morning Sir

Teacher : How are you today?

Students : I am fine, and you?

Teacher : I am very well, thank you. Ok guys, let me introduce

myself, my name is Mansur Hidayat. I am from STAIN

Salatiga. I want to participate in your class for about two

weeks. Saya berharap kita bisa belajar bareng ya? (I

hope we can study together).

Student : Rumahnya di mana, Pak ? (Where do you live, Sir?)

Teacher : I live in Ungaran. Nanti kalau ke Ungaran mampir ya.(If you go to Ungaran, please visit to my house)

Students : OK, Sir!

Teacher : Who is absent today?

Students : Tidak ada, masuk semua, Pak . (Nothing, all of the


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students are joining in the class.

Teacher : Ok, thank you. Sebelum memulai pelajaran, saya akan

menjelaskan pendekatan pembelajaran yang akan kita

pakai dalam pembelajaran kita. Kita akan

menggunakan Short Videos . Short Videos adalah

pendekatan pembelajaran dengan menggunakan media

vidio. Tujuannya adalah untuk lebih memahami apa

yang kalian pelajari sehingga dapat meningkatkan

prestasi dalam pelajaran bahasa English .Is there any

question? (Before begin the lesson, I will describe the

instructional approach which will be used in our class. We

will use short videos media. Short Video is any film or

video not long enough to be considered a feature film that

has a running time of 40 minutes or less, including all

credits).

Students : No!

Teacher : Sebelum masuk ke materi, saya akan memberikan kalian

pre- test terlebih dahulu. (Before we to go in material of

the lesson, I will give you pre-test firstly)The teacher distributed the test to them. After all of the students

had received the test, they read the test carefully. Most of them asked

to the teacher difficult word. The situation of the class was not quiet.

Some of them asked to another. Some of girls did the tests quietly and


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in first row some of boys doing seriously. But in the other hand, some

of boys in behind were not serious to do the test. Twenty minutes later

the teacher asked the students to submit their answer. Then he

continued the lesson.

Teacher : Ok class, you have been done the test. Bagaimana

pendapat kalian tentang soalnya? (What is your opinion

about the test?

Students : Tesnya sulit, Pak . (The test is difficult, Sir!)

Teacher : I dont think so. It is very easy. I hope the next test will

be better.

Student : Ya semoga saja, Pak ( I hope so)

Teacher : Now we will discuss about Narrative. What is

Narrative?

Student : Narrative is cerita dongeng pak . (All of the students

laughed when they were answering the question)

Teacher : Dont laugh at him! It is true, Narrative is cerita

dongeng . What is your favorite story in our country?

Student : saya senang cerita tentang terjadinya suatu tempat

pak.Teacher : ok, that is called by legend. ( kita sebut itu legenda )

Student : oh,,, yes sir. I know it. Legenda adalah cerita tentang

t erjadinya suatu tempat

Teacher : what legend do you like?


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Waaaikumsalam Wr. Wb.

The second meeting in cycle I are conducted on Tuesday 24 th

April 2013. At 08.40 a. m. the teacher entered the class.The teaching and learning process runs as follows:

Teacher : Assalamualaikum Wr.Wb

Students : Waalaikum salam Wr. Wb

Teacher : Good morning class?

Students : Good morning Sir.


Students : Im fine, and you?

Teacher : Im fine too, thank you. Ok class today we meet again in

this class with me. I want to continue our material last day

about narrative text. Before we continue our subject, I will

ask about our material last day. Every one, what is narrative

text?

Putri : cerita dongeng pak .

Teacher : no, in English, please!

Putri : Ok, sir. Narrative is the text tells us about story, legend,

and myth and so on.

Teacher : good, excellent! Ok, do you know what the genericstructure of narrative text is?

Students : No, I dont know sir.

Teacher : Ok, this section we will discuss about generic structures of

narrative text. Read the text which I give to you!

The students read their text and read the story by their selves.


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After the students had read the text, they listened to the teacher. The

teacher read the entire story loudly.

Then the teacher asked to the student to look for the difficultwords. They mentioned the difficult words and the teacher write on the

white board. Before the teacher gave the meaning of the words, he

asked to the students to mention the words one by one loudly. He gave

the meaning of the words and asked the students to understand the

content of the text. They read by themselves for about five minutes.

After that, the students were appointed to describe about the content of

the dialog.

Next the teacher used projector/ LCD to apply the story.

Teacher : Ok, because my thesis about using short videos, I will

show you the story. May be you can know about the text

and generic structure.

Students : hore,,, ok sir.

The lesson was continued by the teacher. He shows about story

with using LCD. The story is Cinderella. And the students more

interesting and enthusiasms with the video.

At the end of the video, the teacher gave assignment to

measure their comprehensions. He gave 5 questions to be solved by

them in 10 minutes. After that, the teacher closed the meeting by

saying Wassalamualaikum Wr. Wb and the students answered


c. Observation


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In the first cycle, the researcher got the field note from his

partner. By monitoring the students activity in this action, we could

see that the students were not ready yet. Some of them still walked

around when the teacher entering the class. The researcher also could

see that the students still difficult to understand the generic structure

and the goal of text. It shows that the students have less vocabulary

and dont understand about the text .

The students looked enthusiastic when the teacher shows them

short videos with using LCD to make them more understand and

interest. But, some of them were rather sleep when the teacher plays

the video.

d. Reflection

After analyzing the result of the cycle I, the teacher and the

collaborator can conclude that it is very important for the teacher to

control of the class, give the motivation so the student seriously and

they have more enthusiasm in teaching learning process. The teacher

must pay attention to the students pronunciation. Beside that the

students vocabulary is still poor. They asked to the teacher about the

meaning most of words in the text. Students were difficult inunderstanding the text. Therefore in the next cycle, the researcher will

more motivate the students in order to get better score. He is also going

to give vocabulary which related to the text firstly in order to help the

students in understanding the materials of the lesson.


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2. Cycle II

a. Action Planning

The activities in action planning are:

1) Preparing materials, making lesson plan, and designing the

steps in doing the action

2) Preparing list of students name and scoring

3) Preparing teaching-aids

4) Preparing sheets for classroom observation (to know the

situation of teaching- learning process when the method or

technique or mode is applied)

5) Preparing the tests (to know whether students achievement

improve or not)

b. Implementation of the action

On Monday, the 29 th of April 2013, at 07.30 a.m., the teacher

(the writer) and observer entered the English class. The students sit on

their chair. After all of the students ready the teacher lead to pray. Then

He began to teach English lesson. The situation as follows:


Students : Waalaikumsalam Wr. Wb Teacher : Good morning class





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Teacher : I am very well, thank you.

Who is absent today?

Students : Tidak ada, masuk semua, Pak . (Nothing, all of the

students are joining in the class, Mom)

Teacher : Ok, thank you.

What is your favorite story, Bagus?

Student : Malin Kundang .

Teacher : Do you like it?

Student : Yes, I like it Sir.

Teacher : Where is the story of Malin Kundang come from?

Student : Sumatra Sir .

Teacher : Ok, good.This story tell us about the son who forgot his

mother after he has rich.

Student : iya p ak, Malin adalah anak yang durhaka, saya tidak

mau jadi anak durhaka.

Teacher : ya, kita memang tidak boleh durhaka dengan orang tua

kita

Student : Ok, sir.

Teacher : Ok, today I will show you again the short video. And nowI will show you the story of Malin Kundang

Student : Hore.. Hore..

Teacher : OK, please silent. Listen and watch carefully because after

this I will give you some questions.


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Student : baik Pak

The teacher plays the video and the students watch the video

enthusiasm. The students are quite until the end of video.

After they had watched the video, the teacher gives the text

about the story above.

Next, the teacher read all the text loudly. Then, the teacher

pointed the students to read the text. Dimas was appointed to read first

paragraph. Second paragraph was read by Anis and the last paragraph

was read by Elina. While the students were reading, the teacher

listened carefully and corrected the pronunciations of the students.

Then the teacher asked to the student to look for the other

difficult words. They mentioned the difficult words and the teacher

write on the white board. Before the teacher gave the meaning of the

words, He asked to the students to mention the words one by one

loudly. He gave the meaning of the words and asked the students to

understand the content of the text. They read by themselves for about

five minutes. After that, the students were mentioned the generic

structure of the text. Each of the students has to mention the generic

structure of the text.

Finally, the teacher gave assignment to measure their

comprehensions. She gave 5 questions to be solved by them in 10

minutes. Because the time is up, the teacher continued the meeting in

the following day. After that, the teacher closed the meeting by saying


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Wassalamualaikum Wr. Wb and the students answered


The second meeting in cycle II are conducted on Tuesday first

June 2013. At 08.40 a. m. the teacher entered the class. The teacher

greeted all students and take pray together.

The teaching and learning process runs as follows:


Students : Waalaikumsalam Wr. Wb

Teacher : Good morning students




Teacher : Ok class, this morning I want to continue our lesson.

Yesterday we discussed about Narrative text again. Do you

remember?

Students : Yes, Sir.

Teacher : What is the narrative text which have discussed

yesterday?

Students : text tells us about the story, legend, myth and so on.

Teacher : Right!

What is the generic structure of Narrative text?

Students : Orientation, complication, and resolution.

Teacher : Good!


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answer easier. Some students spoke to their friends while the teacher

was explaining about the question. For about 25 minutes they write

about the answer.Then he ordered students to tell their answer in front of class

but no one wanted. He appointed a boy on the corner to tell his answer.

When he was reading the answer, the teacher heard carefully and

corrected his pronunciations. Some of the students murmured to their

friends while he was reading the answer.

Next, the teacher appointed a girl who sits in the first row. She

came in front of the class and answers the second question. She looked

nervous when answers. After she had finished, the teacher appointed a

boy in the left side.

In the last of the meeting, the teacher gave post-test to measure

their achievement. They did the test for about 15 minutes. Then the

teacher commended students to collect the answer sheet. The teacher

closed the meeting by saying Wassalamualaikum Wr. Wb and the

students answere d Waaaikumsalam Wr. Wb.

c. Observation

In the second cycle, such as in the first cycle, the researcher get

field note from the partner which has been written in above. By

monitoring the students activity in the action, the teacher can see that

the students could understand the text, it show with some of students

have no difficulty in understanding the text that has been learned.


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In the review of grammar, some of them were confused. Mostly

they could use past tense to tell their experience.

d. Reflection

By analyzing the result of cycle I, then teacher conclude that

the students can improve their achievement, since they can answer the

question better in cycle II than cycle I. It indicates that they know the

content well.

3. The Achievement TestAchievement tests were conducted in the last of the meeting. It is used

to knowing the improvement of the students achievement from first lesson

until last lesson.

Figure 4.1The Score of Test Achievements

No The Name of The Students Score I Score II Score III Score IV

1. Ahmad Agus Budiono 55 60 75 802. Ahmad Maulana S 60 65 75 853. Anis Mustofa Nur A 60 65 75 804. Anisak Lailatul S 60 70 80 855. Azkia Sabrina Putri 60 70 80 856. Bagus Edy Saputro 55 65 75 807. Dedy Mustofa 55 65 75 808. Dewi Latifatul Haniah 60 70 80 859. Dimas Yudha A 55 65 75 80

10. Danastri Rizki A 55 65 75 8011. Elina Wachidati 60 80 90 10012. Ermi Lestari 60 75 80 8513. Estu Linangkung M 50 65 75 8014. Fathun Niam 50 65 75 8015. Irkham Afifudin 50 65 75 8016. Jodi Falik Sidik 50 65 70 8017. M. Bagus Darmawan 50 60 75 8018. M. Imam Fauzi 60 70 80 85


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19. Nila Milkhatuna 60 70 80 9020. Nofia Ristiana 60 70 80 9021. Nur Zaini 55 65 75 8022. Raafi Ardhian P 60 70 80 85

23. Siti Alafiyah 65 75 80 8524. Syamsul Huda 55 65 75 8025. Yunus M. Fahmi 60 70 80 8526. Ahmad Al Farizi 50 70 75 80

Total 1470 1760 2010 2165Mean 56,54 67,69 77,31 83,27

Source: A uthor D ata: 2013

From the table above we can see that most of the students have

increasing their achievement. Automatically, the mean of their class is also

increase from first test until fourth test. The increasing of the mean can be

seen as follow;

Figure 4.2The Mean of Achievement Tests

NO Tests Mean1 Test I 56,54

2 Test II 67,693 Test III 77,314 Test IV 83,27

Source: Author Data: 2013

4. Score of Pre-test and Post- test

Figure 4.3Pre-test and Post-test score

No The Name of The Students Pre-test Post-test

1. Ahmad Agus Budiono 50 602. Ahmad Maulana S 55 65


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3. Anis Mustofa Nur A 60 654. Anisak Lailatul S 60 705. Azkia Sabrina Putri 60 706. Bagus Edy Saputro 50 65

7. Dedy Mustofa 50 658. Dewi Latifatul Haniah 60 709. Dimas Yudha A 50 65

10. Danastri Rizki A 55 6511. Elina Wachidati 60 8012. Ermi Lestari 60 7513. Estu Linangkung M 40 6014. Fathun Niam 40 6015. Irkham Afifudin 50 6016. Jodi Falik Sidik 50 60

17. M. Bagus Darmawan 50 6018. M. Imam Fauzi 60 7019. Nila Milkhatuna 60 7020. Nofia Ristiana 60 7021. Nur Zaini 50 6022. Raafi Ardhian P 55 6023. Siti Alafiyah 55 7024. Syamsul Huda 50 6525. Yunus M. Fahmi 50 6526. Ahmad Al Farizi 40 60

Source: Author Data: 2013

The figure above shows that the score of pre-test and post-test

increase to all of the students.

Furthermore, the researcher will calculate the result of pre test and post

test above to know the students improvement in learning narrative structure,

the calculating is as follow:

C. Calculate to value

The steps are:


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1) Prepare the table from the result of pre test and post test to get D and

D2

Figure 4.4The Score of Pre-test and Post-test

No The Name of TheStudents

Pre-test Post-test D D

1. Ahmad Agus Budiono 40 60 +20 4002. Ahmad Maulana S 55 65 +10 1003. Anis Mustofa Nur A 60 70 +10 1004. Anisak Lailatul S 60 70 +10 1005. Azkia Sabrina Putri 60 70 +10 1006. Bagus Edy Saputro 40 65 +25 625

7. Dedy Mustofa 50 65 +15 2258. Dewi Latifatul Haniah 60 70 +10 1009. Dimas Yudha A 50 65 +15 225

10. Danastri Rizki A 55 65 +10 10011. Elina Wachidati 60 80 +20 40012. Ermi Lestari 60 75 +15 22513. Estu Linangkung M 45 60 +15 22514. Fathun Niam 40 60 +20 40015. Irkham Afifudin 50 60 +10 10016. Jodi Falik Sidik 30 60 +30 90017. M. Bagus Darmawan 50 60 +10 10018. M. Imam Fauzi 60 70 +10 10019. Nila Milkhatuna 60 70 +10 10020. Nofia Ristiana 60 70 +10 10021. Nur Zaini 40 60 +20 40022. Raafi Ardhian P 55 65 +10 10023. Siti Alafiyah 55 70 +25 62524. Syamsul Huda 50 65 +10 10025. Yunus M. Fahmi 50 65 +10 10026. Ahmad Al Farizi 40 60 +20 400

Total 1335 1715 380 6450Source: Author Data: 2013

The researcher will calculate t -test by using the data above to know

whether using of short video approach give a significant difference

between pre test and post test. Moreover, the steps are following.


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2) Calculate standard deviation of difference between pre test and post

test.

N

ED

N

ED SD

22

=2

26

380

26

6450

= 61,1408,248

= 45,21308,248

= 63,34

= 5,89

3) Calculate to

to =

1- N

SD NED

=

126

89,526

380


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=

25

89,5

62,14

=

589,562,14

=18,1

62,14

= 12,39

D. Giving interpretation to

1) Calculate of df

df = n 1

= 26 1

= 25

2) Consult with t table value

With df = 25, the value of tt with level of signification 5% is 1,25

3) Comparing to with tt

to = 12,39 therefore to is greater than tt with level of signification 5%

4) Conclusion

If to same or greater than tt , so null hypothesis ( Ho ) is received.


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Ho is there is significant difference between pre test and post test

mean. t table with n = 26 is 1,25. The result of to is 12,39 > 1,25. So to

is greater than t -table. Therefore, Ho is received; it means that there is

significant difference between pre test and post test.

From the statement above, the researcher can see that the mean

between pre test and post test has a significant difference, where post

test is greater than pre test. It shows that using short videos give

influence i n improving students achievement, because the students

achievement has been increased after the students got materials

through short videos.

5. Discussion

From the result of analyzes in cycle I and cycle II, the writer

analyzes the students improvement from cycle I until cycle II. The

improvement as follows:

1. The mean of pre-test 51, 35 and increase 15% to be 65,96 in post-

test.

2. T-table with n= 26 is 1,25

3. T-test calculation shows that there is significance contribution

between pre-test and post-test. T-table with n= 26 is 1,25. The

result of to is 12,39 > 1,25. Ho is received if t-calculation is greater or same with t-table. Ho is

significant difference between mean of pre-test and post-test. The

result above shows that t-calculation is greater than t-table, so Ho

is received, it means that there is significant difference between


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pre-test and post- test.

The writer concluded that the using of short videos give

influence in improving the students attention or participation in

learning narrative structure because they are more interesting and

enthusiasm when the teacher shows the narrative videos. That can

be seen with the increase of the score of pre-test and post-test.

The implementation of using short videos can improve the

students understanding in learning narrative structure. The

improvement can be examined from the results of the students

answers tests in the pre-test and post-test. Before the strategy was

implemented, the students encountered many difficulties in

understanding of narrative structure and in organizing ideas for an

analytical narrative text. They could not tell the generic structure

of the text correctly and confused to determine the generic

structure of the text. Trained with using short videos helped the

students to understand and analytical narrative text that was

comprehensible.

The score of pre-test and post-test which greater than pre-

test means that the students understanding had been increased afterthe using of short videos in learning narrative structure. Therefore,

the using of short videos in learning narrative structure is

appropriate with the situation and condition of MTs SA Pancasila

Salatiga.


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From the finding research above, it can be seen that the

using of short videos can improve the students understanding in

learning narrative structure. Because the function of short videos

itself is to give a certain illustration in the whole and details, so the

students were helped in learning narrative structure. By the other

word, this research proves that the students understanding can be

improved through using short videos strategy in learning.


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CHAPTER V

CLOSURE

A. Conclusion

The researcher has done the classroom action research for two cycles,

and he has analyzed the data. From the result of his analysis, he can conclude

that:

1. The implementation of using short video stories of the seventh

grade of MTs SA Pancasila Salatiga in the academic year of

2012/2013 can improve the students attention and participation in

learning narrative structure. It can be seen from the field note of

two cycles where students enjoying and interesting in learning

process. They can fine the generic structure of the narrative text;

they also can organize their ideas in composing analytical narrative

text.

2. The result of the study shows that the implementation of using

short video stories can improves the students understanding in

learning narrative structure of the 7th

Year Students of MTs SA

Pancasila Salatiga in the Academic Year 2012/2013. The

improvements as follow:

a. The mean of test I until test IV increase.

b. The mean of pre-test is 51,35 and increase 15 % to be 65,96 in


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post-test.

c. T-test calculation shows that there is significance contribution

between pre test and post test. t table with n = 26 is 1,25. The

result of to is 12,39 > 1,25. So to is greater than t -table.

Therefore, Ho is received; it means that there is significant

difference between pre-test and post-test.

3. Learning Narrative text before using short video stories in

English teaching process can not attract by students, it caused

students score in English is less. A material could be

successfully taught if students had minimum score (KKM) 6.5.

But, after implementing short video stories in teaching

narrative text can improve the students scores. When it

compared between pre-test and post-test, they know that post-

test is greater than pre- test. This indicates by students score

from the result mean of pre-test is 51, 35 and score of post-test

is 65,96. And almost of students can get score more than 6.5. It

means that the use of short video stories can improve the

students understanding in learning narrative structure.

B.

SuggestionsBased on the research finding and conclusion above, the writer would

like to sugges

THE IMPLEMENTATION OF USING SHORT VIDEO STORIES TO INCREASE STUDENTS’ UNDERSTANDING IN LEARNING...

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