IMPROVING
THE STUDENTS’ WRITING SKILL THROUGH ANIMATED VIDEO (A Classroom Action Research in the
First Grade Students of MAN 1 Surakarta in Academic Year 2012/2013)
Composed
by:
NURUL
AURI DEWI
SIN:
26.09.6.2.131
nurulauri@yahoo.com
Advisor
1 :
Budiasih.,
M. Hum
NIP.
197603082003122003
Advisor
2 :
Fithriyah
Nurul Hidayati, M. Pd
NIP.
198207252009122006
ABSTRACT
The key word : Writing Skill, Animated Video
The aims of this
research are to know the students’ responses of animated
video as teaching media in teaching
writing
of the first grade students of MAN 1 Surakarta in academic year 2012/2013. It is also aimed to describe how is the implementation of animated
video to teach writing skillwhether animated video can improve the students’
writing skill or not.
This is a
classroom action research. The research was
conducted from May 14th
until 23th 2013.Thesubject is the X 2 of the first grade students of MAN 1
Surakarta in academic year 2012/2013. They are 24 students. The techniques to
collect the data are questionnaire and writing test. The analysis of
quantitative data uses pre-test and post test.
Based on this
research, it can be concluded: First,the
students’ response toward the use of animated video to improve writing skill of
ten grade students of MAN 1 Surakarta. The researcher collected the data of
students’ response by using questionnaire. Based on the questionnaire result,
it can be concluded that the use of animated video got positive response from
the students. The animated video made fun in teaching English. It was proved in
the questionnaire result that about the 15 students answered strongly agree to
the statement number 3. Besides, the students were more fun if their teacher
used animated video in teaching English. It was showed in the questionnaire
that about the 13 students answered strongly agree to the statement number 5. The implementation of animated video improves the
students’ writing skill. There are to make a good and correct content,
organization, discourse, grammar and mechanics. The improvement of the
students’ writing skill can be seen from the result of mean scores in pre-test
and post-test. The mean score of pre-test was 55, 21 and it was improved to 68,
33 in the post-test 1 and it was also improved to 72, 17 in the post-test 2. It
proved that the use of animated video can improve the students’ writing skill.
A. Background of the Research
Writing
is one of skills in English intended for the learners of English as foreign
language especially for the students. Writing is something crucial and
indispensable for the students because the success of their study depends on
the greater part of their skill to write. If their writing skill is poor, they
are very likely to fail in their study or at least they will have difficulty in
making progress and inverse.
The
most important reason of writing is that it is a basic language skill, just as
important as listening, speaking, and reading. Students need to know how to
write letters, how to put written reports together, how to reply the
advertisements and increasingly, how to write using electronic media. They need
to know some of writing’s special conventions (grammar, punctuation, capitalization,
spelling, paragraph, construction, correct vocabulary in composing ideas,
etcetera). Students have a good writing skill if they can arrange their ideas
into written form in correct vocabulary with full attention in grammar
punctuation, capitalization, spelling, etcetera in their sentence. Some writing
goals as defined by Hampton (1989) are: 1) writers are independent when they
are able to write without much assistance, 2) writers gain comprehensibility
when they can write so that it can be read and understood by themselves and
others, 3) writers are fluent when they are able to write smoothly and easily
as well as understandably, and 4) writers gain creativity when they can write
their own ideas, not copying what has already been written, so that can be read
and understood.
Based on the pre-research conducted on
the first grade of MAN 1 Surakarta and
the pre-test conducted in the
class X-2, as
the subject of this research, the
researcher found some
problems dealing with
the first grade students‘ writing skill. First, the
students have difficulties in grammatical form. Second, the students have
difficulties to arrange their story in correct generic structure. Third, the
students have not enough vocabularies. Forth, the students have difficulties in
diction.
To cope with the problem above, the researcher
proposes the use of animated video in teaching writing skill on the
consideration that it can facilitate the teacher to monitor the process of the
students‘ writing activity and to make
it easier for
the students to
organize the ideas
without leaving out
other aspects of writing like
grammatical system, mechanics and etcetera.
According to Hamalik (2009) and Daryanto
(2010), an animated video is a great way to make complex things really easy to
understand. The characteristics of animated video are the interesting type and
informative nature. Interesting here means that animated media has beautiful
display, both
in terms ofcolor andshapeimage, whileitsanimation
isinformativebecause the contentpresentedon a mattercan be used
asinformationfor studentsas well asnew knowledge.
Therefore,the
animationcan be used asthe latest breakthrough inthe field of educationthat can
be usedas a mediaof learning tothe learning process
that can
take placein an effective,efficient, and fun.
Based on the explanation above, the researcher
conducts this research with title: Improving
the Students’ Writing Skill through Animated Video (A Classroom Action Research
in the First Grade Students of MAN 1 Surakarta in Academic Year 2012/2013).
B. Problem Statement
Based
on the problem limitation above, the problems of the research are formulated as follows:
1. How
is the students’ response of the use of animated video to improve writing skill
of the first grade students of MAN 1 Surakarta in academic year 2012/2013?
2. How
far does animated video improve the students’ writing skill of the first grade
of MAN 1 Surakarta in academic year 2012/2013?
C. The Objective of The Research
The
objective of the study can be stated as follows:
1. To
describe the students’ responses toward animated video.
2. To
find out the improvement of the students’ writing skill after using animated
video.
D. Theoretical Review
1. Review
on the Writing
a. Definition
of writing
The terms of writing have several meanings. Many experts
have proposed the definition and explanation of writing. Widdowson (1978:62)
states that writing is the act of making up correct sentences and transmitting
them through the visual medium as mark on paper.
http://cahotorojom6.blogspot.com/2012/06/writing.html
b. Micro skills for writing skill
According to Brown (2004: 22), there
are some lists of micro skills as follows:
1) Producing graphemes and orthographic
patterns of English.
2) Producing writing at an efficient
rate of speed to suit the purpose.
3) Producing an acceptable core of
words and use appropriate word order patterns.
4) Using acceptable grammatical systems
(e.g. tense, agreement, pluralization), patterns, and rules.
5) Expressing a particular meaning in
different grammatical forms.
6) Using cohesive devices in written
discourse.
Micro skills of writing are
appropriately applied to imitative and intensive types of writing task, while
macro skills writing are essential for the successful mastery of responsive and
extensive writing. (Teaching Writing: 342)
c. Process for teaching writing
Compositions were supposed to:
1)
Meet
certain standard of prescribed English rhetorical style,
2)
Reflect
accurate grammar, and
3)
Be
organized in conformity with what the audience would consider to be
conventional. (Teaching Writing: 335)
d. Approaches in writing process
1)
What
is process writing?
2)
Why
should teachers be interested in a process approach to writing?
3)
The
changing roles of teacher and students
4)
What
stages are there in a process approach to writing?
5)
Classroom
activities
6) The importance of feedback
7) Writing as communication
8) Potential problems
The
five general categories are often the basis for the evaluation of student
writing.
a) Content:
(1) Thesis statement, (2) Related ideas, (3) Development of ideas through
personal experience, illustration, facts, opinions, (4) Use of description,
cause/effect, comparison/contrast, (5) Consistent focus
b) Organization:
effectiveness of introduction, logical sequence of ideas, conclusion, appropriate
length
c)
Discourse, topic sentences, paragraph
unity, transitions, discourse markers, cohesion, rhetorical convention, reference,
fluency, economy, variation
d) Grammar
e) Mechanics:
spelling, punctuation, citation of references (if applicable), neatness and
appearance (Teaching Writing: 356)
The
researcher tries to use some sources of the theory in order to know the
students’ writing skill which is used in this study. The score for every single
aspect is as follows:
Table.1
The scoring writing
No
|
Categories
|
Score
|
1.
|
Content
|
20
|
2.
|
Organization
|
20
|
3.
|
Discourse
|
20
|
4.
|
Grammar
|
20
|
5.
|
Mechanics
|
20
|
Total
|
100
|
|
The explanation
of the table:
(1) The
content has 20 score if the content through development of thesis, is relevant
to assigned topic, and has varieties of topic.
(2) The
organization has 20 score if the organization has effectiveness of
introduction, has logical sequence of ideas, has appropriate length.
(3) Discourse
has 20 score if the discourse has topic sentences, paragraph unity,
transitions, discourse markers, cohesion, rhetorical convention, reference,
fluency, economy, variation.
(4) Grammar
has 20 score if the sentences in correct grammatical form.
(5) Mechanics
has 20 score if that demonstrates mastery of convention, few errors of
spelling, punctuation, capitalization, and paragraphing.
Table. 1 The scoring of writing
Based on ESL Composition Profile
No
|
Categories
|
Score
|
Comment
|
1.
|
Content
|
20-16
15-11
10-6
5-1
|
Excellent to very good: through
development of thesis, relevant to assigned topic, have varieties of topic
Good to average: limited development of
thesis, mostly relevant to topic but lack detail
Fair to poor: little substance, in adequate
development of topic
Very poor: does not show knowledge of subject,
or not enough to evaluate
|
2.
|
Organization
|
20-16
15-11
10-6
5-1
|
Excellent to very good: has
effectiveness of introduction, has logical sequence of ideas, and has
appropriate length
Good to average: loosely
organized but main idea stand out, limited support, logical but incomplete
sequencing
Fair to poor: ideas confused or
disconnected, lacks logical sequencing and development
Very poor: does not communicate, no
organization or not enough to evaluate
|
3.
|
Discourse
|
20-16
15-11
10-6
5-1
|
Excellent to very good: has topic
sentences, paragraph unity, transitions, discourse markers, cohesion,
rhetorical convention, reference, fluency, economy, variation
Good to average: loosely discourse
but topic sentences stand out, loosely paragraph unity, transitions,
cohesion, rhetorical convention, reference, fluency and variation
Fair to poor: topic sentences confused or
disconnected, lacks paragraph unity, cohesion, rhetorical convention and
cohesion
Very poor: does not communicate, no discourse
or not enough to evaluate
|
4.
|
Grammar
|
20-6
5-1
|
Excellent to very good: the
sentences in correct grammatical form
Very poor: the sentences in incorrect
grammatical form
|
5.
|
Mechanics
|
20-16
15-11
10-6
5-1
|
Excellent to very good: demonstrates
mastery of convention, few errors of spelling, punctuation, capitalization,
and paragraphing
Good to average: occasional errors of spelling,
punctuation, capitalization, and paragraphing but meaning not obscured
Fair to poor: frequent errors of spelling,
punctuation, capitalization, and paragraphing, poor handwriting, meaning
confused
Very poor: no mastery of convention, dominated
by errors in spelling, punctuation, capitalization, paragraphing, not enough
to evaluate
|
e. Criteria for good writing
From
http://www.tbs-sct.gc.ca/tou/pmc-dgr/docs/crit-eng.asp,
criteria for good writing are:Specificity, simplicity, attainability.
f. The problems of writing
There
are three heading problems which are caused by writing according to Byrne
(1997:4-5):Psychological Problems, linguistics Problems, cognitive Problems.
g. Overview of narrative writing
The
explanation about social function, generic structure, and language features of
narrative text is as follow:
1) Social
functionis to amuse, entertain and to deal with actual or various experience in
different ways.
2) Generic
structure: The generic structure of narrative text consists of three parts,
those are orientation, complication, resolution, and sometimes completes by
coda.(English in Focus Book: 98)
3) According
to Hartono (2005:7), the language features used in narrative text are:
a) Focus
on specific participants: Narrative text focuses on the story of certain
participant or character.
b) Use
of temporal conjunctions and temporal circumstances: The examples of temporal conjunction
are: first, finally, then, when, next, last, before, etc.
c) Use
of material (or action) processes: Material process relates to the physical
action done by the participants.
d) Use
of relational and mental processes: Mental process relates to the verbs which
indicate the participants’ feeling, thinking, and perceiving.
e) Use
of past tense: The formula of past tense is: S + V2
… or S + to be (was/were)... (Genre of
Texts Book: 7-8)
h.
Construct of
writing skill
The five general
categories that are often the basis for the evaluation of student writing:
content, organization, discourse, grammar, mechanics.
2. Review on Media
a. Animated video as teaching media
1) The definition of video
From
http://en.wikipedia.org/wiki/Video, video is
defined as the technology of electronicallycapturing,
recording,
processing, storing, transmitting, and reconstructing a sequence of still
images representing scenes
in motion.In the case of video as a teaching media in language classroom, it
can be concluded that video is a medium of communication containing messages,
images, and sounds used in teaching learning process.
2) Characteristics of video
The
characteristics of video in language learning are as follow:
a) Video
displays the pictures and sounds (verbal symbols)
b) The
sequence of pictures is constant, cannot be changed.
c) The
program of video shows the three dimensions color and movement.
3) The importance of video in language learning
Video can be used at every level,
both as supplementary materials for language reinforcement and skill practice
and as the main component of an intensive course or course module provided that
suitable material is available (Stemplesky, 1990:4).
4) Categories of video in language learning
Stemplesky (1990:7) suggests the categories of video
which are usually used in language learning classroom:Drama, documentaries, TVCommercials, musicvideo.The
category of video used in this research is drama. The researcher uses cartoon
film materials with scripted dialogue as the teaching aid. Cartoon film is
suitable for the young learners in senior high school.
5) Animated
video
Animated
video is a kind of video which involves sound, recording a series of drawing or
manipulating in animate object, one frame in one time. When projected the
sequences of frames take on the illusion of motion. This video uses computer
graphics in creating animated images.The characteristic of animated video is Fixative Property.
The animated video that was given is appropriate with the age for the students
of senior high school. (http://www.viauc.com/schools-faculties/faculty-of-education-and-social-studies/exchange-programmes/Pages/animation-as-a-learning-tool.aspx)
6) The advantages and disadvantages of video
From http://www.zaneeducation.com/education-and-video.php
it is stated that the advantages of using video in education are: a) Video
creates an experience b) Video as a flexible teaching medium c) Effectively
using video in the classroom d) The value of essential video support tools e) Choosing
the right educational video provider.Beside the
advantages, use video as a medium also has several disadvantages. There are: May be
expensive, require a great deal of planning
and preparation, must be
scheduled, require technical support team. (http://fcit.usf.edu/distance/chap9.htm)
b. Teaching writing by using video
1)
Method in
teaching writing by using videos
From http://www.google.com/patents/US20040248068,
audio-visual method is the method which implements using the following steps:
a) Showing,
on a video screen at least a portion of a program, including both motion
picture and audio components, in its original form (in the foreign language to
be learned);
b) Showing
a sequence of short program segments or a sequence of frozen scenes, each
segment or frozen scene including a single spoken phrase by one of the program
participants, along with a transcription and a translation of the statement;
c) Reshowing
the program in its original form;
d) Reshowing
the sequence of short program segments or frozen scenes or short program
segments, along with only a transcription of the associated statement; and
e) Reshowing
the program in its original form.
2)
Techniques in
teaching writing by using videos
Video has been
used in two main ways in EFL: as an alternative to written or audio text, and
as a tool for analyzing learners’ error (Cooper, 1991:3). There are some
techniques to be conducted in teaching writing with videos: Sound off/vision on (silent viewing), sound
on/vision off, pause/freeze-frame control, sound and visionon (viewing
comprehension), jumbling sequences, split
viewing. (openglish.com/support/methodology/teachingtechnologies/teaching-technologies-teaching-english-using-video/146527.article#ID_bottom)
The techniques will be used in this research are
pause/freeze frame control and viewing comprehension. The students are expected
to get the main idea and understand the whole story by active viewing and
listening to the video.
3)
The importance
of improving writing skill by using video
Video can
be used at every level, both as supplementary materials for language
reinforcement and skill practice and as the main component of an intensive
course or course module provided that suitable material is available
(Stemplesky, 1990:4).
4) Applying animated video in teaching
writing narrative text
In the process of teaching, teacher
can use stimulate media to stimulate her students’ interest. In this case, the
teacher has to think the appropriate and effective media that was applied in
the teaching learning process. In this research, the researcher uses video
especially animated video. The main aim of animated video in teaching of
narrative text is to help the students catch and express their ideas in writing. (Muamalatul, 2010: 26-27)
Before the students watch the video, teacher distributes
the material of narrative video. After that, the teacher explained the
definition, purpose, generic structure, and language features of the video. Then
she asks the students to find the difficult words and to make list of the
difficult words. The students may open the dictionary. Then the teacher asks
them to make narrative text using the list of words that they had. After the
students finished doing the task, the researcher corrected and gave score.
E. Research Methodology
1.
The Place and Time of the Research
This
research is carried out at MAN 1
Surakarta at X-2 class.This
research is conducted in the second semester of academic year of 2012/2013 from May 14th until 23th
2013.
2. The
Subject of The Research
The
subject of this research is the tenth grade students of MAN 1 Surakarta. The
population of this program is 24 students. The researcher takes all of the
students to be the sample.
3.
The Method of The Research
a.
The Meaning of Classroom Action Research
The method of
this study is classroom action research. The definition of action research comes from Dave Ebbutt, saying that
“Action research is about the systematic study of attempts to improve
educational practice by groups of participants by means of their own practical
actions and by means of their own reflection upon the effects of those
actions”.
In this study, the classroom action research
the researcher will conduct is aimed at overcoming the students’ problems in
writing. This classroom action research is carried out by the researcher
collaboratively with the teacher in the tenth grade students of MAN 1 Surakarta
by implementing animated video as teaching media.
b.
The
Characteristics of Classroom
Action Research
The following are the characteristics of
classroom action research (Dick, 1993; Natawidjaja, 1997), which are different
from those of other “formal” researches.
1)
Classroom
Action Research is designed and applied in a certain classroom setting.
2)
Classroom
Action Research is aimed at finding the solution for local and practical
problems.
3)
Classroom
Action Research tends to be cyclic, meaning that certain steps (planning,
acting, observing, and reflecting) tend to recur in a more-or-less similar
sequence at different phases of an action research study.
4)
Classroom
Action Research tends to be participative.
5)
Classroom
Action Research tends to be reflective. Critical reflection upon the process
and outcomes are important parts of each cycle.
c.
The
Principles of CAR
The following are the principles for classroom
action research by teachers (Hopkins, 1993).
1)
The
teacher’s primary job is teaching, and any research method should not interfere
with or disrupt the teaching commitment.
2)
The
method of data collection must not too demand on teacher’s time. It is because teachers already consider
themselves overworked and there are continuing demands for increased
preparation and professional development time.
3)
The
methodology employed must be reliable enough to allow teachers to formulate
hypotheses confidently and develop strategies applicable to their classroom
situation.
4)
The
research problem undertaken by the teacher should be one to which he or she is
committed. The problem must be a problem; that is, the problem must be capable
of solution.
5)
As far
as possible classroom action research should adopt a ‘classroom exceeding’
perspective. Therefore, all members of a school community actively build and
share a common vision of their main purpose.
d.
Model of Action Research
Some models of CAR have been proposed by experts like Stephen Kemmis,
John Elliot, and Dave Ebbutt. The models have been developed from the seminal
work of Kurt Lewin in 1946 (McNiff, 1992:19). He describes action research as a
spiral of steps, each of which had four stages: planning, acting, observing,
and reflecting that can be illustrated like below:
Figure1.
The phases of classroom action research models.
1)
Planning : How can researcher make the students
write down their idea in English class? Perhaps researcher should offer a
reward to those who write down.
2)
Acting : Researcher gives them a reward.
3)
Observing:
Researcher sees how some students begin to write down in the class.
4)
Reflecting:
Giving a reward the students are more active in the writing class, but how
researcher increases their numbers.
e.
Procedure of CAR
On the basis of the models the procedure of classroom action research
adapted from Natawidjaja (1997).The following is a
brief description of each step in the classroom action research procedure.
1) Preliminary Reflection: In this step, the
researcher identified the problems that were found by observation and by
interview to the teacher and students.
2)
Fact Finding:
In this step, the researcher found some facts that students’ writing skillwasweak.
3) Statement of Problems: In this step, the researcher can formulate
thestatement of the problem.
4) General Plan: In this step, the researcher preparesbefore
implementing the action
5)
Action Step 1:
The researcher did actions based on the statement of problems.
6) Observation 1: Solution is the idea to solve the
problem. Problem which is not finished will hamper the success. This research,
the solutions were applied.
7) Reflection 1: Success in teaching andlearning are
influenced by many factors. If the
students’ writing skill can improve and their score is better than before
giving the solutions. It means that the problems can be solved well. It is
stated that those solutions are success
8) Revised Plan: In this step, the researcher must
revise planning and hold out the best solution.
4. The
Technique of Collecting Data
There are two kinds of data collected in this
research. They are quantitative and qualitative data. The detail techniques of
data collection are on the following explanation. The quantitative data is the
students’ writing scores. The qualitative data is collected by using test.
a.
Test
The test consists of pre- test and post- test. Pre- test was conducted before implementation of animated video. It is used to know students’ writing skill. Meanwhile the post-
test was conducted to know the
progress of students’ writing
skill.
The post- test was given twice in
her research. The first post- test was given after implementing the action in the
first cycle. The second post- test was given after implementing the action in the second cycle. The
researcher has conducted pre- test and post- test for students of class X 2 of MAN 1 Surakarta.
b.
Questionnaire
Arikunto
(2010: 194)says that questionnaire is a number of written questions which are
used to gain information from the respondents about themselves or their
knowledge and belief. In this research, the researcher used closed ended
questionnaire to the students after implementation of the animated video. With
the questionnaire, the researcher knows the students’ responses of animated
video as teaching media.
5. Technique
of Analyzing Data
The quantitative
data are analyzed using descriptive statistics. It is done to compare the students’
writing skill before and after each cycle or the result of the pre-test and
post-test. The results of the test are analyzed using a formula proposed by
Arikunto (2010: 150).
The researcher
gives pre-test and post-test to measure the student’s writing achievement. To
know whether there is an improvement of student’s writing achievement or not,
the researcher compares the average score of pre-test and post-test. The mean
of the pre-test and the post-test can be calculated with the formulation as follows:
In which:
X =
means of pre-test scores
Y =
means of post-test scores
N =
the number of subject
∑x =
the sum of pre-test score
∑y =
the sum of post-test score
F.
The
Result of The Research
The whole process of the research can be
seen in the table below:
No.
|
Date
|
Activity
|
Explanation
|
1
|
November
20th 2012
November
27th 2012
May 07th 2013
|
Pre-Research
a.
Interview
b.
Observation
c.
Pre-test
|
-
Identifying and confirming teacher’s and students’
difficulties in teaching and learning process.
-
Identifying and focusing the problems in the
teaching learning process.
-
Identifying the competence of the students before
given treatments.
|
2
|
May 14th 2013
May 16th 2013
May 18th 2013
|
Research
Implementation
Cycle 1
a.
Planning
b.
Action
1.
First meeting
2.
Second meeting
3.
Post-test 1
c.
Observation
d.
Reflection
|
Preparing
the materials, lesson plan, teaching aids, animated video, camera, texts, and
everything related to the Action Research.
-
The researcher explained about narrative text
using animated video. The students practiced and finished the task.
-
The researcher explained about narrative text
using animated video. The students practiced and finished the task.
-
Identifying the students’ achievement after given
treatments.
-
Observing the process of teaching learning in
cycle 1 by taking notes.
-
Reflecting the result of teaching learning in
cycle 1: the strengths and the weakness.
|
May 21th
2013
May 21th
2013
May
23th, 2013
|
Cycle 2
a.
Revising Plan
b.
Action
1.
First meeting
2.
Second meeting
3.
Post-test 2
c.
Observation
d.
Reflection
|
-
Revising the planning in order to eliminate the
weakness in the cycle 1.
-
The researcher gave the narrative video and
explained the content of the video and communicated with the students by combining
English and Indonesian.
-
The researcher gave the narrative video and
explained the content of the video and communicated with the students by
combining English and Indonesian.
-
Identifying the students’ achievement in writing
skill.
-
Observing the process of teaching learning in
cycle 2 by taking notes.
-
Reflecting the result of teaching learning process
in cycle 2: the positive results.
|
Table 2. The whole process of the research
1. Reflecting
on the First Cycle
After analyzing the observation result in
the cycle one, the researcher did reflection in order to evaluate the teaching
learning process. The researcher found several positive results and some
weaknesses from the first cycle. They were as follows:
a. Positive
results
1) The
students had good ideas to write.
2) The
students were serious in performing the learning process using animated
video.
3) The
students were able to improve the form of language based on their animated
video task given by the researcher.
4) The
students were active to ask.
5) There
were changes in the students’ behavior toward teaching and learning process
when the animated video was implemented. It could be seen from the students’
interest during the lesson.
6) There
was an improvement of the students’ writing skill. It was shown from the result
of the post-test 1 that was 68, 33. It was higher than the mean score of the
pre-test that was 55, 21.
b. Weaknesses
1) There
were some objectives which had not been achieved yet. Some students still got
difficulties in finding the meaning of unfamiliar words when they did the
post-test 1 because they still had weakness in vocabulary mastery.
2) Some
students did not have self-confident to write because they were afraid of
making errors. Some students complained when the researcher asked them to do
writing task.
3) Some
students got difficulties in grammar.
4) Some
students got difficulties in part of speech.
5) The
students still found the difficulty in diction.
6) The
videos were interesting but the video were too simple and easy listening.
2.
Reflecting on the
Second Cycle
The
reflection was done after analyzing the observation result either from the
first meeting or from the second meeting. It was also done by giving the post
test 2. Based on the observation result, there were significant improvements
toward the students. They were enthusiastic
and more active during teaching and
learning process. They also paid more attention.
The
post test was conducted on Thursday, May 23th, 2013. The result
showed that there was a significant improvement toward the score. The mean
score of post test 2 was 72,17
3. Data Analysis and Discussion
The last
step of action
research was discussing
the result of the
research. The researcher decided to stop the cycle since the result of the
second cycle had shown a good
improvement of the
students' writing skill. The
researcher concluded that using animated video in teaching narrative text could
improve the students’ writing skill. This part presents the discussion of the
research implementation.
a. The
students’ response toward teaching learning process using animated video.
The
researcher gave questionnaire to the students to collect the data during the
research. Here is the result of the questionnaire:
NO.
|
Statement
|
SS
|
S
|
KS
|
TS
|
Score
|
3
|
2
|
1
|
0
|
|
1.
|
Animated
Video membuat saya tertarik untuk belajar bahasa
Inggris.
|
12
|
9
|
2
|
0
|
2.
|
Saya
lebih paham isi teks bahasa Inggris jika dibantu dengan Animated Video.
|
7
|
14
|
2
|
0
|
3.
|
Belajar bahasa Inggris dengan Animated Video sangat menyenangkan.
|
15
|
7
|
1
|
0
|
4.
|
Saya
lebih aktif di dalam kelas jika pembelajaran writing menggunakan Animated Video.
|
8
|
11
|
4
|
0
|
5.
|
Saya
senang jika guru di kelas mengajarkan bahasa inggris dengan menggunakan Animated Video.
|
13
|
9
|
1
|
0
|
Total Responses
|
55
|
50
|
10
|
0
|
|
Score x Responses
|
165
|
100
|
10
|
0
|
|
Table 6.
Questionnaire the responses of Animated Video
Note:
SS
(Sangat Setuju) KS
(Kurang Setuju)
S
(Setuju) TS
(Tidak Setuju)
For the total responses in each point in
questionnaire, it can be seen in table 7.
NO.
|
Statement
|
SS
|
S
|
KS
|
TS
|
Total
|
Score
|
3
|
2
|
1
|
0
|
||
1.
|
Animated Video membuat saya tertarik
untuk belajar bahasa Inggris.
|
36
|
18
|
2
|
0
|
56
|
2.
|
Saya
lebih paham isi teks bahasa Inggris jika dibantu dengan Animated Video.
|
21
|
28
|
2
|
0
|
51
|
3.
|
Belajar bahasa Inggris dengan Animated Video sangat menyenangkan.
|
45
|
14
|
1
|
0
|
60
|
4.
|
Saya
lebih aktif di dalam kelas jika pembelajaran writing menggunakan Animated Video.
|
24
|
22
|
4
|
0
|
50
|
5.
|
Saya
senang jika guru di kelas mengajarkan bahasa inggris dengan menggunakan Animated Video.
|
39
|
18
|
1
|
0
|
58
|
Table 7. Total
response in each point of questionnaire
The
highest score was at the statement in point 3 “Belajar bahasa
Inggris dengan Animated
Video sangat menyenangkan.”
with score 60, the second was statement in point 5 “Saya senang jika guru di kelas mengajarkan bahasa inggris dengan
menggunakan Animated Video” with the score 58. It means that the students
enjoy in learning writing through animated video and they think that animated
video can help the students to write narrative text.
Based
on the explanation above, it can be concluded that the students gave positive
response in the use of animated video in writing skill. The researcher could
see from their enthusiasm when they follow teaching learning processes. The
students are more active and attractive following the writing class.
b. Animated Video improves the
students’ writing skill.
Based
on the result of cycle 2, there were improvements both of the students’
competence and class. The students’ competence in writing the text was
increased after using animated video to teach narrative text. It could be
proved by some indicators which showed the improvement in the students’ writing
skill. They were: The students could write the narrative text in correct
tenses, the students could write the narrative text in correct diction, the
students could write the narrative text in correct generic structure, the
students’ writing scores were improved from cycle 1 to cycle 2. The scores
could be seen as follows:
The mean score in the
Pre-test
|
The mean score in the
Post-test 1
|
The mean score in the
Post-test 2
|
55, 21
|
68, 33
|
72,17
|
Table 8. The main result of
pre-test and post-tests
The table above showed that there
was an improvement of the students’ writing skill after applying treatments.
The evidence of this statement could show that the students’ mean score was
increased from 55, 21 in pre-test, 68.33 in post-test 1, and 72.17 in post test
2.
Based on the explanation above, it
can be concluded that using animated video in teaching writing improves the students’
writing skill on narrative text.
G. Conclusion
Based on the research finding and
discussion in the previous chapter, the researcher concluded that animated
video can be used to improve the students’ writing skill at ten grade of MAN 1
Surakarta in the academic year 2012/ 2013. The improvement of the students’
writing skill covers writing to
make a good and correct content, organization, discourse, grammar and
mechanics. The improvement of the students’ writing skill can be seen
from the result of mean scores in pre-test and post-test. The mean score of
pre-test was 55, 21 and it was improved to 68, 33 in the post-test 1 and it was
also improved to 72, 17 in the post-test 2. It proved that the use of animated
video can improve the students’ writing skill.
The second is about the students’
response toward the use of animated video to improve writing skill of ten grade
students’ of MAN 1 Surakarta. The researcher collected the data of students’
response by using questionnaire. Based on the questionnaire result, it can be
concluded that the use of animated video got positive response from the
students. The animated video made fun in teaching English. It was proved in the
questionnaire result that about the 15 students answered strongly agree to the
statement number 3. Besides, the students were more fun if their teacher used
animated video in teaching English. It was showed in the questionnaire that
about the 13 students answered strongly agree to the statement number 5.
H.
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