Beruflich Dokumente
Kultur Dokumente
THESIS
Submitted to the Board of Examiners as a Partial Fulfillment
Of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
In English and Education Department
Written By:
MANSUR HIDAYAT
113 090 10
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2013
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.
Mansur Hidayat
MOTTO
*
)(
Preserve good old culture and take better new culture
DEDICATION
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.
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.
Writer
ABSTRACT
TABLE OF CONTENT
TITLE ...........................................................................................................
DECLARATION .........................................................................................
ii
DEDICATION ............................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
ABSTRACT ................................................................................................. ix
LIST OF FIGURES
CHAPTER I
xi
INTRODUCTION
A. The Background of the Study....................................
G. Paper Organization . 10
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 V
CLOSURE
A. Conclusion ............................................................... 62
B. Suggestion ................................................................ 63
BIBLIOGRAPHY
APPENDIX
LIST OF FIGURES
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.
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
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 is
generally 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)
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).
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
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 a
story about fictional character. (Jane Sherman 2003: 12)
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
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
processes
verbs
(process,
physical
process
sustained
Examples:
a.
I was sleepy.
b.
He didn't learn any English when he was in London two year ago.
c.
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
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.
b.
c.
d.
Declarative Sentences
Subject
e.g. worked/went/made
Use
(Use 3)
(Use 1)
(Use 2)
(Use 1)
(Use 3)
(Use 1)
Time Expressions
Common time expressions (time adverbials) in the Past Simple are:
yesterday
just now
Questions
Auxiliary
verb
Subject
e.g. I/a
did
e.g. work/go/make
cat
Table 1.2
The examples of Past Tense
Examples
Use
1.
(Use 1)
2.
(Use 1)
3.
(Use 1)
Negative Sentences
Subject
e.g. I/a
+ Auxiliary verb +
not
form
didn't
e.g. work/go/make
cat
Table 1.3
The examples of Negative sentences
Examples
Use
1.
(Use 1)
He didn't learn any Italian when he was in Italy two year ago.
4.
2.
(Use 1)
3.
(Use 3)
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.
Facilities
Classroom
Headmaster room
Teacher room
Administration room
Library
Counseling room
UKS room
Committee room
Meeting room
Canteen
Storeroom
Kitchen
Footsal court
Volley court
Parking area
Toilet
Total
3
1
1
1
1
1
1
1
1
2
1
1
1
1
1
4
Condition
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
3.
Name
Nur Fadhilah, S. PdI.
Sri Suwarni, S. Pd.
Erni Anitasari, S. HI.
Kafidzin, S.E
A. Muhaimin, S.Ag.
M. Toha Saputro, S.PdI
Sri Mulyani, S.PdI
M. Muntaha, A. Md.
Zulfa Fitria, S.PdI
Drs. Imam Santoso
Sri Sugiarti, S.Pd
Fatkurochim, S. PdI.
Laila Istiani, S. Si.
Anies Budiarti, S.Si
Eko Sulisanto, S.Pd
Zulfatun Nikmah, S.Pd
Mansur Hidayat
Position
Headmaster and Arabic teacher
Civic Education Teacher
Javanese Language Teacher
TIK Teacher
Fiqh Teacher
Hadist and Holy Quran Teacher
Indonesian Language Teacher
Art ant Culture Teacher
English Teacher
History Teacher
Mathematics Teacher
Arabic Teacher
Science Teacher
Science teacher
Sport Teacher
Indonesian Language Teacher
English teacher
No
1
2
3
Class
VII
VIII
IX
Number of class
1
1
1
Male
17
9
9
Female
9
13
1
Total
26
22
10
Total
27
31
58
5.
Figure 3.4
The Name of the Subject of the Study of
MTs SA Pancasila Salatiga in the Academic Year 2012/2013
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Ermi Lestari
Estu Linangkung M
Fathun Niam
Irkham Afifudin
Jodi Falik Sidik
M. Bagus Darmawan
M. Imam Fauzi
Nila Milkhatuna
Nofia Ristiana
Nur Zaini
Raafi Ardhian P
Siti Alafiyah
Syamsul Huda
Yunus M. Fahmi
Ahmad Al Farizi
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
C.
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.
Document
Document means written materials. The documentation
which use in this research is the scores of English subject at 7th
year students in MTs SA Pancasila Salatiga.
3. Observation
D
D
SDD
N
N
Where,
b. T-test
After calculate the SD, the writer will calculate ttest to know is there any significant differences between
pre test and post test with the formula as follow;
to
SD D
N 1
Where,
G.
to
SD
Achievement Indicator
The students success and failure in doing the activities
assessed by referring criterion issued by MTs SA Pancasila
Salatiga,
namely
Achievement
Minimum
Score
(Kriteria
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. Field 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)
: Assalamualaikum Wr. Wb
Students
: Waalaikumsalam Wr. Wb
Teacher
Students
Teacher
Students
Teacher
Student
Teacher
Students
: OK, Sir!
Teacher
Students
dalam
pembelajaran
kita.
Kita
akan
: No!
Teacher
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
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
Students
Teacher
: I dont think so. It is very easy. I hope the next test will
be better.
Student
Teacher
Student
Teacher
Student
Teacher
Student
Teacher
Students
Teacher
After the students had read the text, they listened to the teacher.
The teacher read all the text loudly. Then, the teacher pointed the
students to read the text. Elina was appointed to read first paragraph.
Second paragraph was read by Anis and the last paragraph was read by
Putri. 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 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 appointed to describe about the generic
structure of the text.
Finally, the teacher gave assignment to measure their
comprehensions. He 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
Wassalamualaikum
Wr.
Wb
and
the
students
answered
: Assalamualaikum Wr.Wb
Students
Teacher
Students
Teacher
Students
Teacher
Putri
Teacher
Putri
Teacher
Students
Teacher
The students read their text and read the story by their selves.
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 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 appointed to describe about the content of
the dialog.
Next the teacher used projector/ LCD to apply the story.
Teacher
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 in
understanding 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.
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)
: Assalamualaikum Wr. Wb
Students
: Waalaikumsalam Wr. Wb
Teacher
Students
Teacher
Students
Teacher
Students
Teacher
Student
: Malin Kundang.
Teacher
Student
Teacher
Student
: Sumatra Sir.
Teacher
: Ok, good.This story tell us about the son who forgot his
mother after he has rich.
Student
Teacher
Student
: Ok, sir.
Teacher
: Ok, today I will show you again the short video. And now
I will show you the story of Malin Kundang
Student
: Hore.. Hore..
Teacher
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
Wassalamualaikum
Wr.
Wb
and
the
students
answered
: Assalamualaikum Wr. Wb
Students
: Waalaikumsalam Wr. Wb
Teacher
Students
Teacher
Students
Teacher
Students
: Yes, Sir.
Teacher
Students
Teacher
: Right!
What is the generic structure of Narrative text?
Students
Teacher
: Good!
: (raises hand)
Teacher
: Ok, Jodi.
Student
: Saya tinggal dekat Rawa Pening Pak, jadi saya agak tau
cerita tentang Rawa pening.
Teacher
Students
Teacher
Student
: (raises hand)
Teacher
: Elina.
Student
Teacher
: Great.
Teacher
: Ok, today I will show you again a story about the legend
of Surabaya. So, Listen and watch carefully.
Student
: It is interesting.
After the teacher had showed the video, he had divided the
class in to three groups. They discussed together about the video
above. Some of them asked to their friend and the teacher. The teacher
walked around the class and also asked about their difficulties. He
helped some students by giving questions so that they could write their
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 answered 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.
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Figure 4.1
The Score of Test Achievements
The Name of The Students
Score I
Score II
Ahmad Agus Budiono
Ahmad Maulana S
Anis Mustofa Nur A
Anisak Lailatul S
Azkia Sabrina Putri
Bagus Edy Saputro
Dedy Mustofa
Dewi Latifatul Haniah
Dimas Yudha A
Danastri Rizki A
Elina Wachidati
Ermi Lestari
Estu Linangkung M
Fathun Niam
Irkham Afifudin
Jodi Falik Sidik
M. Bagus Darmawan
M. Imam Fauzi
55
60
60
60
60
55
55
60
55
55
60
60
50
50
50
50
50
60
60
65
65
70
70
65
65
70
65
65
80
75
65
65
65
65
60
70
80
85
80
85
85
80
80
85
80
80
100
85
80
80
80
80
80
85
Nila Milkhatuna
Nofia Ristiana
Nur Zaini
Raafi Ardhian P
Siti Alafiyah
Syamsul Huda
Yunus M. Fahmi
Ahmad Al Farizi
Total
Mean
Source: Author Data: 2013
19.
20.
21.
22.
23.
24.
25.
26.
60
60
55
60
65
55
60
50
1470
56,54
70
70
65
70
75
65
70
70
1760
67,69
80
80
75
80
80
75
80
75
2010
77,31
90
90
80
85
85
80
85
80
2165
83,27
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 4.2
The Mean of Achievement Tests
NO
1
2
3
4
Tests
Test I
Test II
Test III
Test IV
Mean
56,54
67,69
77,31
83,27
No
1.
2.
Figure 4.3
Pre-test and Post-test score
The Name of The Students
Ahmad Agus Budiono
Ahmad Maulana S
Pre-test
Post-test
50
55
60
65
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
60
60
60
50
50
60
50
55
60
60
40
40
50
50
50
60
60
60
50
55
55
50
50
40
65
70
70
65
65
70
65
65
80
75
60
60
60
60
60
70
70
70
60
60
70
65
65
60
1) Prepare the table from the result of pre test and post test to get D and
D2
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Figure 4.4
The Score of Pre-test and Post-test
The Name of The
Pre-test Post-test
Students
Ahmad Agus Budiono
40
60
Ahmad Maulana S
55
65
Anis Mustofa Nur A
60
70
Anisak Lailatul S
60
70
Azkia Sabrina Putri
60
70
Bagus Edy Saputro
40
65
Dedy Mustofa
50
65
Dewi Latifatul Haniah
60
70
Dimas Yudha A
50
65
Danastri Rizki A
55
65
Elina Wachidati
60
80
Ermi Lestari
60
75
Estu Linangkung M
45
60
Fathun Niam
40
60
Irkham Afifudin
50
60
Jodi Falik Sidik
30
60
M. Bagus Darmawan
50
60
M. Imam Fauzi
60
70
Nila Milkhatuna
60
70
Nofia Ristiana
60
70
Nur Zaini
40
60
Raafi Ardhian P
55
65
Siti Alafiyah
55
70
Syamsul Huda
50
65
Yunus M. Fahmi
50
65
Ahmad Al Farizi
40
60
Total
1335
1715
+20
+10
+10
+10
+10
+25
+15
+10
+15
+10
+20
+15
+15
+20
+10
+30
+10
+10
+10
+10
+20
+10
+25
+10
+10
+20
380
400
100
100
100
100
625
225
100
225
100
400
225
225
400
100
900
100
100
100
100
400
100
625
100
100
400
6450
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.
N
N
6450 380
26 26
248,08 14,61
248,08 213,45
34,63
= 5,89
3) Calculate to
to
ED
N
=
SD
N -1
380
26
=
5,89
26 1
14,62
5,89
25
14 ,62
5,89
5
14 ,62
1,18
= 12,39
D. Giving interpretation to
1) Calculate of df
df
=n1
= 26 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.
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
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 posttest 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. Suggestions
Based on the research finding and conclusion above, the writer would
like to suggest as follows:
1. To the teachers
To the students
Students should always be active in teaching-learning process.
They also must study hard if they want to be successful in mastering
English.
3.
To other researcher
It has been known from the finding of the research by applying
short videos can improve the students understanding in narrative structure.
Based on the explanation above the writer would like suggest to other
researcher, the result of the study can be used as additional reference for
further research with different sample and occasions.
References
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http://pbingfkipunlam.wordpress.com/2013/1/28.
http://en.wikipedia.org/wiki/Video_short/2013/01/30
http://Wikipedia.org/wiki/learning/2013/01/28
http://wikipedia.org/wiki/narrative/2013/01/28
http://wikipedia.org/wiki/structure/2013/01/28
http://wikipedia.org/wiki/structure/2013/01/28