IMPROVING
STUDENTS’ WRITING SKILL OF NARRATIVE TEXT THROUGH ANIMATION MOVIE AT THE TENTH
GRADE
STUDENTS OF
SMA NEGERI 8 BULUKUMBA
A RESEARCH PROPOSAL
Submitted in Partial Fulfillment of The Requirements for the
Degree of
Sarjana Pendidikan in English Education Department of
Sekolah Tinggi Keguruan dan Ilmu Pendidikan
Muhammadiyah Bulukumba
RAHMAN
EFENDI
2012
3104 126
ENGLISH EDUCATION
DEPARTMENT
OF
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
MUHAMMADIYAH
BULUKUMBA
2016
CHAPTER I
INTRODUCTION
This part deals with
the background, problem statement, objective of the research, significanse of
the research, scope of the research, and defenition of terms.
A.
Background
Language is the ability to acquire and use complex systems
of communication, particularly the human
ability to do so, and a language
is any specific example of such a system. Language plays a great part in human
life, without language people can not make interaction each other. In our life, the function of language is a
tool of communication to relate to one and another. By the study of language
people or students can learn many things.There are many students who have learn
English for many years since they are in elementary school, but most of them
still cannot understand English well. Particularly the four basic language
skills, like that reading, speaking, writing, and listening.
Actually, those skills cannot be separated, because they are related
at each other. But in this study, the researcher focuses in writing skill. It is based on
observation at SMA Negeri 8 Bulukumba, at the tenth grade students. After the
researcher compared with other skills of English and it is
found that many students are still poor in writing.
Writing as one of the English skills is a way to communicate with
other people although in written form. In teaching English, especially teaching
writing, students can describe their ideas, feeling, and experience in writing.
But not all students can write well. When they are writing, they face some
difficulties. They do not master vocabulary, grammar, and how to use
appropriate word. In addition, method/technique or media of the teacher does
not make students interested to learn and make them get bored. The teacher
should create comfortable learning situation to overcome the problems of the
students, can help or motivate the students in order to express their ideas
into writing. In short, being a teacher must be a more creative and innovative
in teaching English and need great effort to do it.
There are many visual aids that can be
used to help the students write easily and correctly. They can help the
students in organizing the ideas and lessen their difficulty in writing
activity. In this case, the writer is interested in doing a research to overcome
these problems by applying animation movies as a media in teaching writing. The
researcher believes that the use of animation movies as a media is a good in
conducting writing activity. By conducting a classroom action research that
implements animation movies in writing class, it is expected for the teacher to
be able to improve the students writing skill. Harmer (2001: 282) defines
animation movie is series of images that are projected into a screen to create
the illusion of motion in form of animation. It is also the story, incident
and, etc recorded as a set of moving pictures to be shown on television or the
cinema. In addition, Lorimor (1995: 506) states that films can record culture,
and they can treat social or political issues and other aspect of societies to
see aspect of the world that are difficult or impossible to observe with naked
eyes.
Animation movie is chosen because it has
many advantages to apply in teaching writing for students in grade 1 -12. It
can be applied for the narrative, descriptive, expository, report, persuasive
forms of writing and etc.
Animation movies
combine entertainment with instruction that makes the learning process more
enjoyable. Students will be success in learning if they enjoy the process.
Animation movie can make them more fun in learning English. The series of event
on animation movie make students easier to memorize. The actors, setting, and
plot in it will help them to give ideas on writing easily. Students will get
the real example of past tense utterance used by participants on movie, so they
can create and arrange into the paragraph of narrative text easier with the
correct grammar, spelling, conjunction and diversity of vocabularies.
The writer will explore a genre in
writing, that is, narrative, because narrative is interesting for students.
Narrative tells about something imaginative so it will be quite relevant to
students‟ world and make them easily to comprehend and produce a text. It also
tells us about the story and experience that can make the students enjoy the
class. So it will be quite easy to them producing the simple text. They can
share their idea, opinion and their own experience, like writing in a diary.
According Charles et al (1985: 129), he
had an opinion: narrative text is very suitable for the students in writing
class because they can easily express their own idea drawn from their
surrounding in their narrative writing. By using narrative text as a genre for
teaching writing, the students will be more interested and easy to study.
Considering the characteristics and advantages of
using animation movie as mentioned above, the researcher intends to make a
research entitled “Improving Students’ Writing Skill of Narrative Text
through Animation Movies at the Tenth Grade Students of SMA Negeri 8 Bulukumba ”.
B. Problem Statement
Based on the background
above the researcher formulates a research question as follow “What are
the effective ways in applying animation movie to improve the writing skill at the tenth grade students of SMA Negeri 8 Bulukumba” ?
C. Objective of the Research
Based on the problem statement above, the
main objective of this research is to find out the effective ways in applying animation movie to improve the writing skill at the tenth grade students of SMA Negeri 8 Bulukumba.
D. Significance of the
Research
The
outcomes of the research are expect to give
benefit for English teaching and learning especially to the tenth grade students of SMA
Negeri 8 Bulukumba The significance
of the research as follows:
1.
Theoretical significance
To Increase and give motivation to the students in writing narrative text especially
for senior high school.
2.
Practical significance
a.
To give more information for
English teacher about the easy method or technique which be able used in
teaching practice
b.
As a reference for observer in
surveying about teaching and learning English problem and its problem solving
in the school.
c.
For the curriculum designer, it
expect to be a consideration in arranging a curriculum.
d.
For the next researcher, the
result of this research expect to be useful information and to create another
idea about the good technique to improve the writing skill.
E. Scope of The Research
The
scope of the research is restricted to discipline, content and activity.
1. By
discipline, this research is limite to the field of applied animation movie
with the tittle is “The Little Mermaid”, especially in teaching writing.
2. By
content, based on the Competency Standard and Basic Competency of the tenth
grade students, this research will focus teaching writing and will give
narrative text as material.
3. By
activity, the researcher will explain
how to write through animation movie to the students.
CHAPTER
II
REVIEW
OF RELATED LITERATURE
This part deals with the previous
research findings, some pertinent ideas; the concept of writing, narrative
text, animation movie, and conceptual framework.
A. Previous Research Findings
There were some researchers conducted researches
related to the teaching of writing are:
1.
Asruni
(2013:85) Using Animated Film to Improve The Second Year Students’ Ability in
Writing Narrative Text at SMA Negeri 11 Makassar. Based on the result of this
research, the researcher suggest that animated film should be used as an
educational media in teaching writing especially in teaching writing text type.
So, the students can write text more easily and more interested in writing
activity.
2.
Ahmad Qomaruddin (2012:67) The Use of Cartoon Movies for Students’ Writing Skill of Narrative Text in Eleventh Grade Students of SMA Sultan Agung II Jepara in Academic Year of 2012/2013. The results of tests show that the students’ mean score in the
writing narrative text of experimental class are 83.67 and the standard of
deviation are 3.68. Meanwhile the students’ mean score in the writing narrative
text of control class are 69.34 and the standard of deviation are 10.26. The
calculation of t-test (to = 7.96>tt = 2.00), so the
researcher concludes that in the level significance 0.05 and degree of freedom
72, there is a significant difference between the students’ writing skill of
narrative text of the eleventh grade students of SMA Sultan Agung II Jepara in
academic year 2012/2013 who are taught by using cartoon movies and those who
are taught by using pictures.
3.
Nafik Fitriana (2010:101) The Use of Animation Movies to Improve Students’ Writing Skill of Narrative Text (an Action Research Conducted at The Eleventh Grade of SMAN 1 Teras in 2010/2011). The method
used in this research was classroom action research, She finds that this
research could improve students‟ writing skill and the class situation. It
becomes one of appropriate ways in teaching writing.
4.
Tatum ariesya akmala (2011:64) The Use of Animated Film to Improve Students’ Ability in Writing Narrative Text (A
Classroom Action Research at The 10th
Grade of Madrasah Aliyah Negeri Pemalang in The Academic Year of 2010/2011). The research was Classroom Action Research. The method of the
research was descriptive quantitative. Data were obtained by giving test to the
students of X.5 before and after the teacher using animated film. The
instruments that were used to collect the data were test as a main instrument
and observation checklist as second instrument. The test was used to know
students’ ability in writing narrative text before and after the teacher
implementing animated film namely Kung Fu Panda Holiday, Kung Fu Panda:
The Secret of Furious Five Warrior, and Kung Fu Panda. Observation checklist
was used to know the students’ activities during teaching and learning process.
Referring to the
statement above, the researcher assumed that there were some methods or
techniques used by the researchers to improve writing ability of the students.
In this research, the researcher tried a technique to improve writing ability
of the students is through animation movies.
B. Some Pertinent Ideas
1. The Concept of Writing
a.
Definition of Writing
There are several definitions of writing
stated by some experts. According to Murcia (1991: 207), writing is an act of communication
that requires an interaction process which takes place between the writer and
reader via text. Writing is also a process of discovering and organizing your
ideas, putting them on a paper, reshaping and revising them, stated by Palmer
(1994: 5).
The next definition is given by Byrne
(1997: 1). He states that writing is producing a sequence of sentences arranged
in particular order and linked together in certain ways. A sequence of
sentences whether it is short or long after being put in order and linked
together, they will form a coherent whole. This coherent whole is called as
text. A text may consist of one paragraph or more. Langan (2001: 5) points out
that a paragraph is a short paper of around 150 to 200 words. It usually
consists of an opening point called a topic sentence followed by a series of
sentences which support that point.
Bell and Burnaby in Nunan (1989: 36) say
that writing is an extremely complex cognitive activity in which the writer is
required to demonstrate control of a number of variables simultaneously. At the
sentence level these include control of content, format, sentence structure,
vocabulary, punctuation, spelling, and letter formation. Beyond the sentence,
the writer must be able to structure and integrate information into cohesive
and coherent paragraphs and texts. In writing, there are numbers of aspects
that must be considered to make the information inside the paragraphs and text
cohesive and coherent.
From the explanation above, it can be
concluded that writing is a complex activity of producing a sequence of
sentences arranged in a particular order and linked together in certain ways
that is cohesive and coherent to discover and organize ideas that requires
communicative or interactive process between writer and reader so it is
required the control of content, sentence structure (grammar), vocabulary,
organization, and mechanics (punctuation, spelling, and letter formation).
Skill is defined as the ability to do something well (Hornby, 2004: 1109).
Students‟ writing ability refers to the student‟s competence in applying the
components of writing including content, organization, vocabulary, language use
(grammar), and mechanism (Jacob, 1981: 60).
To summarize, writing skill is the
ability to discover and organize ideas into written form arranged in a
particular order and linked together in certain ways by using appropriate
conventions including content, organization, vocabulary, language use
(grammar), and mechanics.
A writer must have adequate writing
skills to create the magnificence writing products. Raimes (1983: 6) states
that there are some elements of writing skills that writers have to deal with
as they produce a piece of writing. They are the writing process, audience,
purpose, word choice, organization, mechanics, grammar, syntax, and content.
b.
Types of Writing
According to Departmen
Pendidikan Nasional (2003: 77) stated that there are some types writing are:
1)
Recount is writing has function
to retell events for the purpose of informing or entertaining. The generic
structure of this text consists of orientation, events, and reorientation.
2)
Report, it functions to
describe the way things are with reference to a range of natural, man-made and
social phenomena in our environment. The generic structure of this text consists
of general classification and description tells what the phenomena under
discussion.
3)
Discussion, a text which
purposes to present (at least) two points of view about an issue.
4)
Explanation, it has function to
explain the process involved in the formation or workings of natural or socio
cultural phenomena. The generic structures of this text are a general statement
to position the reader and sequenced explanation of why or how something
occurs.
5)
Exposition (analytical), it
functions to persuade the reader or listener that something is the case. Its
generic structures are thesis, arguments, and reiteration.
6)
Exposition (hortatory), its
function is to persuade the reader or listener that something should or should
not be the case. The generic structures of this text are thesis, arguments, and
recommendation.
7)
News Item, a text functions to
inform readers, listener, or viewers about events the day considered newsworthy
or important. The generic structures are newsworthy events, background events,
and sources.
8)
Anecdote is a text to share
with others an account of an unusual or amusing incident. The generic
structures are abstract, orientation, crisis, reaction, and coda.
9)
Narrative has function to
amuse, entertain, and to deal, with actual or vicarious experiences in
different ways. The generic structures consist of orientation, complication,
resolution, and reorientation.
10)
Procedure is a text to describe
how something accomplished through a sequence of action or steps. The generic
structures contain goal, materials, and steps.
11)
Description is writing to
describe a particular person, place, or thing. The generic structures are
identification and description.
12)
Review is to critique an art
work, event for a public audience. The generic structures are orientation,
interpretative recount, evaluation and evaluation summation.
According to the types of writing above, the
researcher chose narrative text as a learning material for teaching writing and it based on
the syllabus of the tenth grade students of SMA Negeri 8 Bulukumba.
c.
The Component of Writing
There
are five
components in writing; they are content, organization, vocabulary, language
use, and mechanics.
1) Content
The
first requirement of worthwhile content is unity. By unity, mean that every
part of sentence contributed to the one principle, unifying thought.
Furthermore, unity is the first quality of effective sentence. When we say that
a sentence has unity, we mean that everything in it has a logical relation to
purpose of the sentence as a whole and nothing is omitted which is necessary to
that purpose.
2)
Organization
The
process of organizing material in writing involves coherence, order of
importance, general to specific, specific to general, chronological order, and
spatial order.
a)
Coherence
A
coherent paragraph is one in which the ideas are put in the right order is
never confused. This makes the writer’s though easy to follow from sentences
and paragraph
b)
Order of importance
One
of the most useful ways of arranging ideas in a paragraph is in their order of
importance. Technical speaking, such as a paragraph can be arranged in two
ways: Beginning with the most important ideas and proceeding to the least
important or by beginning by the least important. The disadvantage of the first
pattern is that it is anticlimactic. There is a letdown after the opening
sentence, and the paragraph dwindles. The advantage of building up is to
remember best what they read last. The paragraph that concludes with a
surprise, a clever moment, an appeal for action, or with other strong ending is
more likely to be successful.
c)
General to specific
The
general to specific pattern is the most common type of paragraph order. This
arrangement begins with a topic sentence that makes a general statement
followed by a series of supporting sentence with supply specific; details,
example, and facts.
d)
Specific to general
In
the general to specific pattern, the opening topic is followed by supporting
sentences that are more specific. The specific to general pattern reverses this
order. It presents a series of individual, specific facts, detail, impression
or observation, and ends with a generalization or conclusion, usually the topic
sentence.
e) Spatial order
Spatial is usually if the purpose of the
paragraph is to tell how something looks, the most effective organization
pattern. By moving systematically rather than haphazardly over the scene, we
convey the viewer the overall plan or arranged of the scene.
3) Vocabulary
In
descriptive writing, perhaps more than many other forms, effectiveness depends
on the skillful use of words. To make other aware of what we have experienced
and to communicate our impression to them, we must choose words that convey
exactly what we mean. Consequently, we should have a vocabulary suitable for the
subject, and knowledge of the
denotation and connotation of the word we use.
4) Language Use
Language
use in writing description and other forms of writing involve correct usage and
points of grammar. We should have learned how to use modifier and connective so
that they add meaning and clarity to our writing.
5) Mechanics
Punctuation and capitalization are two main
parts of mechanic in writing. Punctuation is important as the way to clarify
meaning. In English writing, capital letters have two principles. First, they
are used to distinguish between particulars and things. Second, it is used as
first words in quotations, a formal statement and proper adjectives.
d.
Forms of Writing
Forms of writing can be divided into three parts as follow:
1) Sentence Form
A sentence is a basic and the smallest
unit of written language that can stand alone. There are several kinds of
sentences:
a)
Simple Sentences
A simple sentence consists of only one
class or group of word with subject and predicate. It is the natural choice for
plain statement of fact, simple assertion and definition.
b)
Complex Sentences
A complex sentences are one of that
contains one or more dependent clause in addition to basic simple sentences;
provide the best design for packaging complex thoughts.
c)
Compound Sentences
The complex sentences
contain one simple sentence and more dependent clauses, and to compound
sentence combine two or more simple sentences, connected with a coordinating
conjunction or semicolon.
2) Paragraph Form
Dumais in Syawal (1988:45) stated “A paragraph is a group of
sentences which tell about bone topic or main idea”. A good expository
paragraph consist as of a group of sentences aimed at the explaining the single
idea.
3)
Composition
Composition as a piece of writing is
made up of several paragraphs. The word composition is concerned with the
“putting together” of part of form a whole: words into sentences, sentences
into paragraph, longer units such as essay and narrative, this arrangement is
essential to all artistic production and especially to writing.
Like a wise in writing composition
there are three essential requirements, they are unity, coherence and
emphasize. It means that every part or a sentence in composition must follow
one other that makes their relationship clear. Emphasize means the most
important part of sentences must be placed in the position.
2. General
Concept of Narrative Text
a.
Definition
of Narrative
A narrative is a story; a narrative
writing is writing that tells about a story. As Langan (2003: 195) defined that
narration is storytelling, whether we are relating a singel story or several related ones. We
use narrative writing when we tell a friend about something interesting that
happened to you at work or in school, when you tell someone a joke, or if you
write about the events of the day in the privacy of a diary or journal.
Drajati (2009) states that narrative is
text that tells about a sequence of event. There are two kinds of narrative,
short story and autobiography / recount.
Meyers (2005) defines that naration is
telling story which tell about an event. It should be detailed and clear with
events arranged in the order in which
they happened or in some other effective way.
Parera (1993:5) had opinion that a
narrative was one of the forms of developing writing, for example characters
told the history of something based of on development of writing from time to
time.
Pardiyono (2007) defines that narrative
is a text which tell activity or event in the past time which show problematic
experience and resolution to amuse and give moral value to the reader.
From statement above, it can conclude that narrative text is
a text which tells a story of an event and usuallyarrangedin a chronological
order, in the order in which they occured in time.
b.
Generic
Structure of Narrative
A narrative
text consists of the following structure:
a. Orientation: Introducing the
participants and informing the time and the place
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
c.
Language
Features of Narrative
1. Using processes verbs
- Using temporal conjunction
- Using Simple Past Tense
d.
Example
and structures of the text
Snow White
|
 Orientation
|
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
|
 Complication 1
|
One day she
heard her Uncle and Aunt talking about
leaving Snow White in the
castle because they both
wanted to go to America and they didn’t have enough money to take Snow White.
|
|
Resolution
1
|
Snow White did
not want her Uncle and Aunt to
do this so she decided
it would be best if she ran away. The next
morning she ran away
from home when her Aunt and Uncle
were having breakfast. She
ran away into the woods.
|
 Complication 2
|
Then she
saw this little cottage. She
knocked but no one answered so she went inside and fell
asleep.
|
|
Resolution
2
|
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “what is your name?” Snow
White said, “My name is
Snow White.”
Doc, one of the dwarfs, said,
“If you wish, you may live here with us.” Snow White said, “Oh could I?
Thank you.” Then Snow White
told the dwarfs the
whole story and Snow White and
the 7 dwarfs lived happily
ever after.
|
3.
Animation Movie
A
movie is one of the visual aids that can be used in a writing class. It makes
lessons more fun. It can also be used to create situation for writing classes
more clearly, that the students have big enthusiasm in teaching learning process
in writing class (Harmer, 2001: 282).
Definition of animation movie stated in
Microsoft Encarta Encyclopedia (2009) is a movie consisting of a series of
drawn, painted, or modeled scenes produced by computer techniques or the image
produced. The motion pictures created by recording a series of still images
drawings, objects, or people in various positions of incremental movement that
when played back no longer appear individually as static images but combine to
produce the illusion of unbroken motion. It usually consists of a series of
drawings or photographs on paper that are viewed with a mechanical device or by
flipping through a hand-held.
Animation movie is interested for
students from kindergarten to senior high school. It can amuse the viewer,
because animation movie grow along period of time. Movie maker made it more
innovative, fun and not monotones. There are many opinions about animation
movie. Poulson says that animation is a form of media where, using animation,
characters are shown with simplified features, but still maintaining an ability
to recognize.
a. Animation Movie as Teaching Media
Wittich and Schuller give their opinion
about the advantages of using media in teaching and learning process. It can be
seen in their statement “When more information is communicated by learning
media, teacher can give more attention to the uniquely human aspect of
education, understanding the need of individual students, helping them to set
and realize goals and stimulating them to use the information available from
educational media (1979: 2).” The statement above means that media plays an
important role as teaching aids to achieve the teaching learning goals.
Katchen says that video film as teaching
media is quite beneficial for learners and teachers as long as they are
considered only as mere entertainment, but carefully chosen films can be a
useful and extremely motivational teaching tool for both practicing listening
skills and stimulating speaking and writing (2002).
The teacher should select the
appropriate media as teaching aids by considering some factors. Morgan and
Bowen (1982: 3), give six considerations for selecting the media, they are:
a.
The purpose of the lesson in
relation to the scheme of work and the syllabus.
b.
The scientific objective of the
lesson.
c.
The characteristics of the
class members (age, sex, educational background, and the reason for learning
the language).
d.
Communication problems which
may affect the lesson (hesitation and withdrawal caused by shyness, anxiety, or
difficulties in relationship within the group).
e.
The design of the lesson
(lesson plan).
f.
The available resources (visual
and audio).
Generally,
the kinds of media in the classroom are divided into three kinds: visual aids,
audio aids, and audio visual aids. The teaching aid used by the writer in the
research is animation movie that belongs to audiovisual aids.
C. Conceptual Framework
At this part the writer will make oral material more
specific in vocabulary.
The
copceptual framework of the research is illustrated as follows:
Writing material :
The teacher will give material of narrative to the students.
The use of media :
The teacher will use animation movie in teaching with the tittle is “The Little
Mermaid”.
The students’ achievement : It refers to writing achievement after using animation movies,
their achievement will be calculating and determing the effectiveness of
animation movies.
Next cycle :
Here, researcher will improve the weakness from cycle one include planning,
action, observation and reflection.
CHAPTER
III
RESEARCH
METHOD
This part deals with the previous
research design, research subject, research variable and indicator, research
instrument,indicator of successfulness research procedure, tehnique of
collecting data, and data analyses.
A. Research
Design
This
research will use classroom action research (CAR) that consist of planning,
action, observation and reflecting. It is conduct in two or more cycles each cycle comprises two meetings. Cycle one is
to observe the students’ skill in writing by animation movie. After finding the result of cycle one, the researcher will continue to the second
cycle to improved the prior cycle.
B. Research Subject
Research
subject in this classroom action research is the tenth grade students X MIA 1 of
SMA Negeri 8 Bulukumba consist of 36 students.
C. Research Variable and
Indicator
1.
Independent variable
The
independent variable is the implementation of animation movie. This media will
use by the teacher to teach students how to arrangement narrative text into
good sequence.
2.
Dependent variable
The
dependent variable is improving students’ writing skill.
3.
Indicators
The indicators of this research will
use to measure the variables. Those variables are content and organization.
D. Definition of Terms
The
following are some definitions in terms of the study. The definition is to make
a better understanding, about the study:
1.
Writing as one of the English
skills is a way to communicate with other people although in written form.
2.
Harmer (2001: 282) defines
animation movie is series of images that are projected into a screen to create
the illusion of motion in form of animation.
3.
A narrative is a story; a
narrative writing is writing that tells about a story.
A narrative text consists of the following structure:
b.
Orientation: Introducing the participants and informing the time and the
place
c.
Complication: Describing the rising crises which the
participants have to do with
d.
Resolution: Showing the way of participant to solve
the crises, better or worse
4. Animation is a visual
technique that provides the illusion of motion by displaying a collection of
images in rapid sequence.
E. Research Instrument
In this section, the research will use two instruments for collecting data:
1.
Observation Sheet
It will
use to observe the students’ activities during the teaching and learning
process for each cycle.
2.
Test
It
is designed to measure
the students’ writing skill in
each cycle. The researcher will use
animation movie with the tittle is “The Little Mermaid” and to measure the students’ writing skill the researcher
will give a worksheet to every students and then students write narrative text based
on the movie.
F.
Indicator of Successfulness
The Indicator of successfulness in this research are:
1) If the mean score of the students
could be improved from cycle I to cycle II. At least the students’ mean score
is 75 (Minimum
Criteria of Achievement) or
their mean score is over 75.
2) If the students’ participation,
interest, and motivation were more increased.
G. Research Procedure
This
Classroom Action Research will apply into three cycles, every cycle will present into two meetings. The second cycle based on the first cycle. It means that
the activity of the second cycle will continue and repaired based on the reflection the first cycle. In
every cycle will divided into four steps. There are planning, action, observation, and reflection.
It is illustrate in the following scheme:
Source: Model Kemmis & Mc Taggart (Sukidin, 2002:49)
Cycle I
1. Planning
This
step is done with the following procedure:
a. Analyze
curriculum applied at SMA Negeri 8 Bulukumba
b. Made
and developed a lesson plan that will implement during learning and teaching
process.
c. Prepare
sources of learning.
d. Prepare
media.
e. Made
sheet of observation for observer to observe activities of the students during
learning process.
f. Develope
test task to evaluate learning result of the students.
2. Action
The procedures in
action are:
a. Conduct
a teaching and learning process based on the lesson plan that will made. Its
integration between lesson material and practice. In this stage, the researcher
delivered a material.
b. Teach
writing through animation movies. The researcher explained the steps in writing
narrative text through animation movie.
c. The
researcher will give a worksheet to every students and then students wrote
narrative text based on the movie.
d. The
researcher will check what the students write
3.
Observation
In this step, the researcher will observe and made
note all activity during learning and teaching process. And then made a note in
all activity of the students based on the revision and evaluation in the first
cycle.
4. Reflection
The
procedures in reflecting stage are:
a. The
result of monitoring will collect and then analyzed by the researcher.
b. Discussed
and evaluated the result of monitoring with the observer to know and considered
effect of the action.
c. Revised
the implementation of acting based on the result of evaluation. The result of
the reflection is revised for the next cycle.
Cycle II
In the second cycle, all
activity is same generally with activity in the first cycle. This cycle will
continue from cycle one. Here, researcher will improve the weakness from cycle
one include planning, action, observation and reflection.
H. Technique of Collecting Data
The
data gained from cycle I and cycle II. It will analyzed through the following
steps:
1.
Observation
Observation
aimed to collect data about the students’ participation in learning process
during the implementation of Collaborative Writing. It will use to find out the
improvement during action step in each cycle. The process of the observation
dealing with :
a.
Observation toward the
students’ activeness
b.
Observation toward the
teacher’s way of teaching.
2.
Test
There
are two components that is concern in this research to measure the student’s
writing skill:
a.
The assesment of the student’s
writing skill for the content’s
component.
Score
|
Indicators of Content
|
Unity
|
Completeness
|
50
|
· Each paragraph and the writing as a whole are primarily focused on
the main idea.
|
· Show a clear understanding of writing, topic, and main idea
development.
|
40
|
· Each paragraph and the writing as a whole are enough focused on the
main idea.
|
· Shows a good understanding of writing, topic, and main idea
development.
|
30
|
· Each paragraph and the writing as a whole are minimally focused on
the main idea.
|
· Show some understanding of writing, topic and main idea, less
development.
|
20
|
· Each paragraph and/or the writing as a whole lack focus.
|
· Shows little evidence of discourse understanding.
|
10
|
· No complete sentences are written
|
· No evidence of concept of writing
|
(Harmer, Jeremy 1987:336)
b.
The assesment of student’s
writing skill for the organization’s
component.
Score
|
Indicators of Organization
|
Classification of ability
|
Criteria
|
50
|
Excellent
|
The
organization of contents and arrangement the generic structure is clearly and
uses effective connectives to help the story to progress.
|
40
|
Good
|
The
ornganization of contents, arrangement the generic structure is loosely
orgabized but main idea stand out and many link ideas and events by using
connective words and/or phrases.
|
30
|
Fair
|
The
ornganization of contents, arrangement the generic structure is confused or disconnected
and some evidence of time order.
|
20
|
Poor
|
Writing is not good organized and arrangement
the generic structure is not complete
and confused.
|
10
|
Very Poor
|
· Writing is no organization of the contents, arrangement of generic structure
does not communicate and not easy to follow.
|
I. Data Analysis
In
this research, the researcher will use some patterns/formulates to find out the
score of the students and also to find out the improvement of the students
writing skills.
a.
Calculating the mean score of
the student’s writing test by using the following formula:
Where :
=
Mean Score
= Total Score
= The number of
students
(Gay,
1981: 298)
b.
Computing the frequency and
rate percentage of the student’s score:
Where : P : Rate Percentage
F : Frequency of the correct answer
N : The total number of students
(Gay,
1981: 298)
c.
Calculating the developmentof
the student’s writing skill in percent, the researcher will use the following
formula:
Where :
P
= Percentage of the students
X1
= The first mean score of cycle I
X2 = The second mean score of cycle II
d.
To classifity the student’s
score, there are five classifications which will use as follow:
No.
|
Qualification
|
Score
|
1.
|
Excellent
|
90
– 100
|
2.
|
Good
|
80
– 89
|
3.
|
Fair
|
70
– 79
|
4.
|
Poor
|
60
– 69
|
5
|
Very
poor
|
0 – 59
|
(Depdikbud, 2004)
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