Proceeding the 1st International Conference on Education Innovation (ICEI) Page 877-882

ISBN : 978-602-50898-0-0

Improving Student’s Interest and Achievement in Learning

Reading and Writing English for Beginners

Gede Wira Bayu & N. W. Arini

Universitas Pendidikan Ganesha, Bali, Indonesia

ABSTRACT: This research is based on the result of observation which is showed that 38% of
the total 28 students have low interest in studying English and most of the students have low
achievement in reading and writing English for beginners. This research is classroom action
research which is involved the students in II/C class SD Negeri 3 Banjar Jawa at the second
semester of the academic year 2015/2016 to improve student’s learning achievement reading
and writing English for beginners. The result of this research showed that the implementation
of telling story method with drawing media is success to improve student’s interest and
achievement in learning reading and writing English for beginners. Better attention,
willingness, and effort of the students showed that the interest of the students is improved,
52% of them are like the implementation of telling story method with drawing media and
70% of them declared that this method can improved their willingness in studying English
especially reading and writing. It’s indicating that this method is effective.

1. INTRODUCTION so that the ability of reasoning power and

English ability is a combination of language skills of students lack of
reading / reading, writing / writing, practice. Interaction patterns that occur
listening / listening, and speaking skills. during the learning is one way, ie only
In learning English in elementary school, from the teacher to the students. This
the four skills are taught to be able to condition tends to make the students
support each other. passive, because they only accept what
the teacher says, and are not given the
The fact shows that many students are
opportunity to express and develop their
not interested in learning to read and
knowledge during learning. So there is no
write English. This is observed from their
mutual relationship between teacher and
learning activities in class. Most students
student. As a result the knowledge and
are not interested in the lesson. Students
skills of students in learning are not
play more with friends and show less
developed. Likewise, when teachers close
focused attention to the lesson. The
learning that ends their learning without
method used by teachers who are just
giving feedback or evaluation of student
lecture, causing the involvement of
performance during learning. It causes
students in learning is very minimal. So
students to feel always right and good
the opportunity of students to develop
about what they display during the
and train their English knowledge during
learning takes place, so that the
learning is very little. This will bring
classroom climate conditions are
consequences, the students just trying to
monotonous, which ultimately causes the
memorize the recall given by the teacher,

Surabaya, 14 October 2017 877

Improving Student’s Interest and Achievement in Learning Reading and Writing …
Gede Wira Bayu & N. W. Arini
enthusiasm and enthusiasm of students in
learning to be low. Such learning,
ultimately will only bring unfavorable
consequences for student learning
outcomes and student interest in English
lessons that tend to be a scary "specter"
for students, this is reinforced by the
results of questionnaires answered by
students.
Based on the description of the
constraints associated with
implementation of English learning as
described, it is necessary to modify the
learning that is able to bridge all interests,
including the provision of optimal
opportunities for students to learn, and
development of English language skills
and skills in learning. After reflection on
the English language learning profile as
successfully recorded in the preliminary
study and indeed it has been realized by
the teacher. However, it is recognized by
the researchers themselves that there are
obstacles to them in choosing a model of
learning that is able to encounter those
weaknesses, especially those that
correspond to the characteristics of
English in primary school or English for
Children, especially in its mission as
supporting students' ability
communicating and familiar with culture
International early on.
Telling story method with drawing
media is expected to be a solution to
improve the results of learning to read the
beginning in English subjects in second
grade students / C semester 2. These
methods of learning depart from the
thinking of learning a foreign language
should be fun with the stories delivered in
accordance with the bill curriculum used.
The target of expected achievement
from the use of telling story method with
drawing media in the learning process is
expected to provide optimal learning
opportunities for students in every
learning, can improve English learning
outcomes in particular reading / reading
and writing / writing and also increase
student interest in subjects English, so
they can develop and train their
Publishing : Faculty of Education, Universitas Negeri Surabaya
knowledge, attitudes, values, and
language skills during the learning
process. So in learning, students not only
learn from what is delivered by the
teacher, but also can learn from other
students. Thus the mastery of the
concepts (knowledge) and the language
skills of students growing during the
learning take place. This research is
aimed at applying storytelling method
and picture card media in reading and
the
writing lesson on English subjects. This
research is also aimed at developing
teachers' skills in using teaching methods,
as well as trying to find conceptual and
operational ideas for further development
in early reading and writing lessons based
on teaching and learning processes that
occur in class through a set of planned
and developed actions.
2. RESEARCH METHODS
This research is seen from aspects of
methodological approach, using action
research method that focused on class
situation, or commonly known as
classroom action research (Suwarsih,
1994). It is chosen based on the problem
in analysis and research objectives that
demand some of the information and
follow-up that take place in the field
based on the "recycling" principle which
requires study and action in a reflective,
collaborative, and participatory way. This
method was chosen based on the
consideration that in action research
focused on classroom social situations, it
requires a certain amount of information
and follow-up directly based on the
natural situation occurring in the
implementation of learning (Hopkins
1993). Another consideration is that the
formulation of an action plan based on
existing social situations that develops in
classroom learning requires a series of
follow-ups from empirical situations that
support the implementation of action
programs.
In its implementation, classroom
action research focuses more on the
process of self-reflection on the social
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Proceeding the 1st International Conference on Education Innovation (ICEI)
ISBN : 978-602-50898-0-0
situation that occurs collaboratively and
is accompanied by real participation to
make changes toward the improvement
and improvement of the existing social
situation (Suwarsih, 1994). Research on
learning that occurs in the classroom is
basically intended to examine and
provide solutions to the problems that
occur and experienced by teachers in
relation to classroom social situations
(Hopkins, 1993), which in its
implementation is contextual and highly
dependent on class social reality.
This research is more directed to the
effort to innovate on class social situation
especially in learning English, that is by
developing a learning method that is
expected to help teachers in
implementing English learning better.
The design and action steps in this study
use the patterns and steps of classroom
action research that are tailored to the
objectives and characteristics of the focus
of the research problem.
2.1. Planning Stage
Preparation of a class action plan that
will be applied in accordance with the
reading learning of the beginning of
English. The design of the action and
operation departs from the natural
conditions of learning English in
elementary schools that serve as a
development site for action jointly
developed by researchers and teachers.
2.2. Implementation phase of action
After the initial plan is designed and
established collaboratively between the
researcher and the teacher, then the
practice of learning in the classroom
using the model that has been agreed
previously.
2.3. Observation stage
When implementing classroom action
using agreed models and steps,
researchers begin documenting processes,
circumstances, and other factors that arise
and develop during the course of action.
The results of these observations serve as
a basis for reflection and revision of the
Surabaya, 14 October 2017
Page 877-882
plans and actions that have been taken,
and serve as the basis for designing and
formulating further action plans.
3. RESULT AND DISCUSSION
Based on the results of research cycle
I on the implementation of the action, the
application of story-aided method of
image media with learning materials
presented is kind of weather is able to
attract students to more trying to read and
write English. It can be observed from
the behavior of the students were at the
time given the story and picture students
pay close attention and try to answer the
question even though still dominated by
some students only. So when the
application of story-aided method of
media images in cycle I ranging from the
first and second act seems to continue to
have an increase in learning outcomes of
reading and writing as well as student
interest in English lessons. By paying
attention to the suggested things expected
in cycle II can better manage the time and
attract students attention on the learning
that took place. Based on the results
obtained in the first cycle, in the second
cycle is done learning action to be able to
further improve student learning
outcomes and interests, the improvement
of learning is done with the pattern of
learning is better than the previous one is
to add pictures letters other than images
associated with the story delivered in
accordance with Material.
Based on the action and analysis done
then the implementation of action in
cycle II can be described as follows: on
cycle II the material presented is about at
the park / park. At the time of application
of the Picture-aided Picture Storytelling
Method in cycle II from the first action,
second to the third action the child seems
to be improving. This can also be seen
from the observer's observation that
shows an increase in each indicator of
student interest, good attention,
willingness and effort.
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Improving Student’s Interest and Achievement in Learning Reading and Writing …
Gede Wira Bayu & N. W. Arini
Better things happen again in the
implementation of cycle III with the
metrics of public places, where students
all show improvement both in terms of
learning outcomes and interests. Students
compete in the show to answer questions
and be able to complete the tasks
assigned both at school and well done at
home.
Based on observation of interest
aspect in cycle I, II and III there is a
significant increase in attention aspect,
willingness and effort of student in
following learning English in class. This
can be seen from the interest diagram on
the aspects of attention, willingness and
effort at the end of cycle III where the
category has shifted from the category
less to high / hard and very high / hard
category, as in the following diagram:
Kategori
Kurang
Kategori
Cukup
Kategori
Sedang
Diagram 1 Student Interest at End of Cycle III
While based on the results of data
analysis of student learning outcomes and
interest in cycle I, cycle II and cycle III
that continues to increase, where most of
the student learning outcomes are in very
good category and the rest on very good
category. The improvement can be seen
in the following diagram:
Publishing : Faculty of Education, Universitas Negeri Surabaya
30
25 Sangat Baik
20
Baik
15
10
5 Cukup
0
Pre-Test…
Pre-Test…
Pre-Test…
Post-Test…
Post-Test…
Post-Test…
Kurang
Diagram 2 Results of Student Learning in Cycle
I, II and III
From the diagram above can be seen
that the application of telling story
method with drawing media can improve
learning outcomes read and write the
beginning of English class II / C SD 3
Banjar Jawa Singaraja.
Meanwhile, for the application of
story-assisted storytelling method in
English learning, one of the product
implications that become the measure of
its success is the improvement of learning
achievement achieved by the students and
the increasing of the student’s interest in
the English lesson. After three cycles in
English learning with the application of
story-assisted media-drawing method
involving two SKs with four KDs, the
results of the action implementation in
relation to the improvement of learning
outcomes and the students' overall
interest indicate an improvement.
In this research the application of
story-assisted illustrated media method is
done in several stages, namely:
1. Selection of appropriate themes and
titles.
2. Appropriate time of presentation.
3. Atmosphere (situation and condition).
4. Media and the right telling tool.
5. The correct storytelling technique.
6. Evaluation after story telling
880
Proceeding the 1st International Conference on Education Innovation (ICEI)
ISBN : 978-602-50898-0-0
Through the application of the story-
aided method of media images in
accordance with the stages in the research
this action can increase the interest and
the results of learning to read (reading)
and write (writing) the beginning of
English students class II / C SD 3 Banjar
Java Singaraja.
4. CONCLUSION
Based on the results obtained during
the implementation of the action of
applying the story-aided method of image
media, followed by data analysis, and
reflection on the implementation process
of the action, it can be concluded some of
the following findings:
First, the story-assisted storytelling
method has succeeded in increasing
students' interest in English lessons.
Differences in the indicator values of
increased interest in each cycle indicate
that students have increased interest in
learning English ranging from
improvements in attention indicators,
willingness to learn and desire to learn
English.
Second, the application of story-
assisted story-telling method succeeded
in improving students' learning
achievement especially in reading /
reading and writing / writing aspect from
the difference of pre-test result and post-
test result achieved by the students.
Third, the application of story-assisted
image-assisted methods with the
following stages: (1) Selection of
appropriate themes and titles, (2)
Appropriate time of presentation, (3)
Atmosphere (situations and conditions),
(4) Media and appropriate storytelling
tools , (5) The correct storytelling
technique, and (6) Evaluation after
storytelling, can increase interest and
learning result of English especially
aspect of reading / reading and writing /
writing of beginning.
Surabaya, 14 October 2017
Page 877-882
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Publishing : Faculty of Education, Universitas Negeri Surabaya 882