“IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE

TEXTS USING SHORT ANIMATED STORIES AT CLASS VIII

OF UPTD SMP NEGERI 35 SINJAI”

(A Classroom Action Research)

A THESIS

Submitted A Fulfillment of Recruitment Degree A Faculty of Teacher and

Education Muhammadiyah University of Makassar

EVI AULIA

105351114216

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email :prodibg@unismuh.ac.id Web :

bg.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

م ــــيح رل انـمحرلاه للـا مبســـــ ـ

SURAT PERNYATAAN

Name : Evi Aulia

Nim : 105351114216

Jurusan : Pendidikan BahasaInggris

Program : S.1

JudulSkripsi : Improving Students’ Ability in Writing

Narrative Texts Using Short Animated Stories at

Class VIII of UPTD SMP Negeri 35 Sinjai

Dengan ini menyatakan,

Skripsi yang saya ajukan didepan tim penguji adalah “hasil karya

saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan

bersedia menerima sanksi apabila dikemudian hari pernyataan ini tidak

benar sesuai dengan aturan yangberlaku.

Makassar, February 2021

Yang membuatpernyataan

Evi Aulia

v

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

م ــــيح رل انـمحرلاه للـا مبســـــ ـ

Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email :prodibg@unismuh.ac.id Web :

bg.fkip.unismuh.ac.id

g

SURAT PERJANJIAN

Name :Evi Aulia

Nim : 105351114216

Jurusan : Pengdidikan BahasaInggris

Program :S.1

JudulSkripsi : Improving Stuents’ Ability in Writing Narrative

Texts gUsing Short Animated Stories at Class VIII

of UPTD SMP Negeri 35 Sinjai

Dengan ini menyagtakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya

akan menyusun sendiri skripsi saya, dan tidak dibuatkan

olehsiapapun.

2. Dalam penyusunan skgripsi, saya akan selalu melakukan konsultasi

dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsiini.

4. Apabila saya melanggar perjanjian seperti yang tertera pada poin 1,

2, dan 3 maka saya bersedia menerima sanksi sesuai aturan

yangberlaku.g

Demikian surat perjanjian ini saya buat dengan penuh kesadaran dang

tanpa tendensi dari pihak manapun.

Makassar, February 2021

Yang membuat perjanjian

Evi Aulia

vi

MOTTO AND DEDICATION

“And We will surely give those whose were patient their reward

according to the best of what they used to do” An-Nahl (16:96)

“Everybody needs to be valued. Everyone has the potential to give

something back.”- Princess Diana of Wales

“When you are happy,

You can forgive a great deal.”- Princess Diana of Wales

Dedication

This thesis is dedicate to my parents who have given me invaluable educational

opportunities.

vii

ABSTRACT

EVI AULIA 2020. Improving Students’ Ability in Writing Narrative Texts

Using Short Animated Stories at Class VIII of UPTD SMP Negeri 35 Sinjai.

(supervised by Nur Qalbi and Hj. Ilmiah).

This research aimed at improvement of students’ writing narrative texts in

term of finding content and organization at the class VIII of UPTD SMP Negeri 35

Sinjai in the 2020/2021 academic years. The method of this research is Classroom

Action Research that consisted of two cycles. The subject of this research is class

VIII especially for VIII.1 class. There are 26 students consisting of17 males and 9

females. The data obtained by using writing test.

The results showed that the students’ test in cycle I had significantly different

scores. In cycle I, the students’ achievement on content was 67.5, but cycle II it

improved to 81.31. In addition, the students’ organization went up from cycle I to

cycle II. In cycle I was 61.35, however in cycle II become 78.96. The findings

indicated that there was on improvement in the students’ writing narrative text from

cycle I to cycle II. From these findings, it can be concluded the use Animated Stories

can improve the students’ writing on narrative text.

Keywords: writing skill, narrative texts, animated stories, content, organization

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ABSTRAK

EVI AULIA 2020. Meningkatkan Kemampuan Menulis Siswa Tentang Teks Naratif

Menggunakan Cerita Animasi Pendek di Kelas VIII UPTD SMP Negeri 35 Sinjai. (di

bimbing oleh Nur Qalby dan Hj. Ilmiah).

Penelitian ini bertujuan untuk meningkatkan kemampuan menulis siswa

dalam menggunakan konten dan pengorganisasian pada siswa di kelas VIII UPTD

SMP Negeri 35 Sinjai tahun pelajaran 2020/2021. Metode penelitian ini adalah

penelitian tindakan kelas yang terdiri dari dua siklus. Subjek penelitian ini adalah

kelas VIII khusus kelas VIII.1. jumlah siswa 26 orang terdiri dari 17 laki-laki dan 9

perempuan. Data di peroleh dengan menggunakan tes menulis.

Hasil penelitian menunjukkan bahwa hasil tes siswa pada siklus I memiliki

nilai yang berbeda. Pada siklus I prestasi siswa pada conten adalah 67.5, pada siklus

II meningkat menjadi 81.31. selain itu, organisasi siswa mengalami peningkatan dari

siklus I ke siklus II. Siklus I 61.35, sedangkan siklus II menjadi 78.96. hasil

penelitian menunjukkan bahwa ada peningkatan kemampuan menulis siswa dari

siklus I ke siklus II. Dari temuan tersebut dapat disimpulkan bahwa penggunaan

cerita animasi dapat meningkatkan kemampuan menulis siswa pada teks naratif.

Kata kunci: kemampuan menulis, teks naratif, cerita animasi, konten,

organisasi.

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ACKNOWLEDGMENTS

Bismillahirrahmanirrahim,

AlhamdulillahiRabbilAlamin. The researcher expresses sincere gratitude to

the Almighty God, Allah SWT. who has given guidance, mercy, and god health. So

that he could finish writing this thesis. Salam and Shalawat are addressed to the final,

chosen, religious messenger, the prophet Muhammad SAW.

The researcher realized that in carrying out the research and writing this

propos, many people have contributed their valuable suggestion, guidance, assistance,

and advice for the completion of this thesis. Therefore I would like to

acknowledgment them:

1. Prof. Dr. H. Ambo Asse, M. Ag. as the rector of Muhammadiyah University of

Makassar.

2. Erwin Akib, M.Pd., Ph.D. as the Dean of Teacher Training and Education

Faculty.

3. Ummi Khaerati Syam, S.Pd.,M.Pd. as the Head of English Education

Department of Muhammadiyah University of Makassar.

4. My greatest thank are due to my first consultant Dr. Nur Qalbi, SS., M.Hum.

and the second consultant Hj. Ilmiah, S.Pd., M.Pd. who has their valuable time

and patient, given the researcher guidance, correction, and support until this

thesis was complete.

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5. The head master of UPTD SMP Negeri 35 Sinjai, Muhammad Ridwan,

S.Pd.,M.Si. and Miftahul Jannah, S.Pd. the teacher of English and all the

students in UPTD SMP Negeri 35 Sinjai 2020/2021 specially students’ in

VIII.1 class, who sacrificed their time and activities for being sample of this

research.

6. My greatest thanks My Husband Rahmat Anugrah, S.IP. for the prayers and

support are invaluable, financial, motivation, and sacrificed for my success

7. My greatest thanks to My Parents (Alias Tahir and Nurung), My Brothers

(Hajar Azwad, Rifaldi Ramadhan, and Aldevaro Rashdan Asshiddiq) who

always pray to Allah S. W. T for success in my study.

8. Thanks a lot for My Best Friends Nilam Cahya, Jhesica, and Nur Annisa

Karim, who have spent a lot of time to support the researcher.

9. Thanks a lot My D’MBredets Class (Class D) who has spent glorious and

memorable time with the researcher in the class.

10. Finally thanks a lot for My Grandmother, My Mother in-laws; Father In-laws,

and all everybody that could not be mentioned one by one, may Allah S. W. T.

the almighty god be with us now and forever.

Makassar, January 2021

Evi Aulia

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TABLE OF CONTENTS

COVER

APPROVAL SHEET .............................................................................................. i

COUNSELING SHEET .......................................................................................... ii

SURAT PERNYATAAN ....................................................................................... iii

SURAT PERJANJIAN ........................................................................................... v

MOTTO and DEDICATION .................................................................................. vi

ABSTRACT ............................................................................................................ vii

ACKNOWLEDMENT ........................................................................................... x

TABLE OF CONTENTS ........................................................................................ xi

LIST OF TABLE .................................................................................................... xiv

LIST OF FIGURE ................................................................................................... xv

LIST OF APPENDIX ............................................................................................. xvi

CHAPTER I INTRODUCTION ....................................................................... 1

A. Background of Study ......................................................................... 1

B. Problem statement ............................................................................. 3

C. Objective of the Study ...................................................................... 3

D. Significant of the Study ..................................................................... 3

E. Scope of the Study ............................................................................. 4

CHAPTER II REVIEW OF RELATED LITERATURE ................................... 5

A. Previous Related Finding .................................................................... 5

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B. Writing Skill ....................................................................................... 6

1. The Nature of Writing ................................................................... 6

2. The Purpose of Writing ................................................................. 8

3. The Process of Writing .................................................................. 9

4. Component of Writing ................................................................... 11

5. The Characteristic of Good Writing .............................................. 14

C. Animated Stories ................................................................................. 15

1. Definition of Animated Stories .................................................... 15

2. Kinds of Animated Stories ........................................................... 16

3. The Advantages and Disadvantages of Animated Stories in Teaching

and Learning ................................................................................ 17

D. Media ................................................................................................... 19

1. The Nature of Media ..................................................................... 19

2. Types of Media .............................................................................. 19

E. Narrative Texts ................................................................................... 22

1. Definition of Narrative Texts ....................................................... 22

2. Generic Structure of Narrative Text............................................. 23

3. Language Features of Narrative Text........................................... 24

F. Classroom Action Research ................................................................ 24

1. Definition of CAR ......................................................................... 24

2. Benefit of CAR .............................................................................. 25

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3. Action Research Model ................................................................. 26

G. Conceptual Framework ....................................................................... 27

CHAPTER III RESEARCH METHOD ............................................................... 29

A. Research Design ................................................................................. 29

B. The Place and Time Research ............................................................ 29

C. Research Subject ................................................................................ 29

D. Procedure of the Research.................................................................. 30

E. Research Instrument ........................................................................... 32

F. Procedure of Collecting Data ............................................................. .33

G. Technique of Data Analysis ............................................................... .34

CHAPTER IV FINDING AND DISCUSSION ................................................... 35

A. Findings .............................................................................................. 35

B. Discussion .......................................................................................... 42

CHAPTER V CONCLUSION AND SUGGESTION .......................................... 45

A. Conclusion ......................................................................................... 45

B. Suggestion .......................................................................................... 45

BIBLIOGRAPHY ................................................................................................... .47

APPENDIX ............................................................................................................. .51

SERTIFIKAT TURNITIN ...................................................................................... 87

RESEARCH CONTROL ........................................................................................ 88

CURRICULUM VITAE ......................................................................................... 89

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LIST OF TABLE

Table 3.1: Content ................................................................................................... 32

Table 3.2: Organization .......................................................................................... 32

Table 4.1: The students’ improvement of content in writing narrative text ........... 34

Table 4.2: The students’ improvement of organization in writing narrative text ... 36

Table 4.3: The students’ improvement in writing ability........................................ 38

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LIST OF FIGURES

Figures 2.1: Conceptual Framework ....................................................................... 25

Figures 4.1: The chart of indicators of content in cycle I and cycle II ................... 35

Figures 4.2: The chart of indicators of organization in cycle I and cycle II ........... 37

Figures 4.3: The improvement of students’ writing skill ........................................ 39

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LIST OF APPENDIXES

Appendix A RPP ..................................................................................................... 51

Appendix B List of Students Attendance ................................................................ 69

Appendix C D-Test ................................................................................................. 70

Appendix D Test Cycle I ........................................................................................ 70

Appendix E Test Cycle II........................................................................................ 71

Appendix F Table Students Score D-Test............................................................... 72

Appendix G Table Students Score Cycle I ............................................................. 73

Appendix H Table Students Score Cycle II ............................................................ 74

Appendix I Calculation Students Mean Score in Each Indicators .......................... 75

Appendix J Calculation Students Improvement in Content .................................... 76

Appendix K Calculation Students Improvement in Organization .......................... 77

Appendix L The Students’ Improvement of Writing Ability ................................. 78

Appendix M Students’ Test .................................................................................... 80

Appendix N Documentation ................................................................................... 83

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CHAPTER I

INTRODUCTION

A. Background of Study

In globalization and information of the times, English is one of the foreign

languages taught in schools and is considered an important language for

mastering knowledge, science and technology. Most books, mass media, and

articles use English. Therefore, students read English books to increase their

knowledge and better understand technological developments. English consists of

four skills: listening, speaking, reading and writing. Grammar and vocabulary

support four language skills. These skills are interrelated and should be taught as

effectively as possible.

Four English language skills have been significantly improved. However,

the focus of this study is to improve writing skills because of some experience

gained or directly seen by researcher during internships 2 and 3. Researchers

found that the writing skills of many students are still weak. Therefore, researcher

take writing as a research object. As an English skill, writing plays an important

role not only in formal situations but also in informal situations. Sometimes

people cannot express their opinions, ideas or verbally, but they can express them

in writing. People can write in lectures, seminars or private studies, and they can

also complete their studies. People, especially those living in

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different regions of time and space, should write to spread their ideas to others.

Another reason people need to write is that writing can help organize and

organize random thoughts of writers, clarify their thoughts, and develop their own

thoughts so that they can be easily understood by others. Writing can be a process

of self-discovery, which involves who we are and our thoughts.

Researcher discovered some problems related to school teaching

activities. According to the information, the researcher got the real fact of the

situation in learning at UPTD SMP Negeri 35 Sinjai, The researcher got

information from the English teacher on September 2020, and colleagues which

in fact, they were still have a difficulty in expressing their ideas. Students’ low

writing ability, students’ low motivation to learn English, and teachers still using

monotonous and inappropriate teaching methods. Therefore, it is probably due to

the students' lack of interest in the course, because there is no difference in

teachers teaching English.

When telling the text of a story, it is best to use a short animated story as a

medium. Animated short stories are more interesting than picture series or comics

because they are dynamic pictures, so students will see the actions of the

characters. At the same time, the story of the animated short film is almost the

same as the film in the movie. However, short animated films are simpler than

movies and have less duration. They don’t have much dialogue, so students can

capture content more easily. In addition, the language used in animated short

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stories is easier and more familiar for junior high school students. In addition,

there are many animated short films on the Internet for students to download. The

story lasts about 5 to 10 minutes, including the complete story; at the same time, a

complete movie may take 1-2 hours. Therefore, in the teaching process, especially

when writing narrative texts, animated short stories are more effective than other

media.

This situation opened up the minds of researcher and allowed the media to

play its best role. In this case, the researchers found a good way to improve

students' writing ability through short animated stories.

B. Problem Statement

Based on the background, problem statement “Does the use animated stories in

narrative text improve students’ writing ability at class VIII of UPTD SMP

Negeri 35 Sinjai?”

C. Objective of the study

The objective of the study is to find out “the use animated stories in narrative text

improve students’ writing ability at class VIII of UPTD SMP Negeri 35 Sinjai”.

D. The Significance of the study

1. For students, this research is expected to become a motivation to

improve their writing and narrative skills.

2. For teachers, this research is expected to be an input to improve their

teaching strategies, especially in writing teaching.

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3. For researchers, when she becomes a real teacher, this research is

expected to become a valuable experience for the future.

4. For other researchers, this study is expected to become one of the

references for related research.

E. Scope of the study

The research was limited to improve students’ ability to write narrative texts using

short animated stories on Class VIII of UPTD SMP Negeri 35 Sinjai. It was focused on

content and organization in students’ writing.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

There are some researchers did the research about English writing. One of

them is a study by Syafitri concerned on improving students’ skill in writing

narrative text through animated movie (2019). The result showed that the teaching

students’ skill in writing using video can improve students’ skill in writing

narrative text. An increase in mean scores indicated that there is an increase in

students’ skill. The student’s pre-test score was 63.69; it increased to 72.02 in the

second post-test. From the result of the study, it can be concluded that teaching

writing skill using animation videos can improve students’ writing skill.

The second study by Pahlawanti concerned improving students’ ability in

writing narrative texts using short animated stories and mind mapping at class

VIII of SMP GUPPI Palangka Raya (2017). The research results show that the

use of short animated stories and mind maps can effectively improve students'

writing skills. They can attract the attention of students and increase their

motivation for learning. It can help students understand the story better, because

the video content is visual or dynamic images, which can help imagine the true

situation of the story. It is pointed out that they have improved a lot in certain

aspects of writing skills, such as grammar, coherence, readability, and

communicative purpose of spoken and text.

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The last study by Fadila concerned on improving students’ writing skill in

narrative text through movies (2015).Her research proved that animated films can

improve students’ narrative writing skills. In addition, they are also involved and

actively participating during the lesson, They are more enthusiastic and take part

in writing classes more actively. Although they are bored or making a fuss, they

seem happy in the writing class.

Based on the explanation above, the researcher includes that there is a

relationship between the researcher’s research and the above research. Where this

research is the same to know as the level of students’ writing ability, especially

writing narrative text. Because seen from three previous studies, it states that by

using animated media there is an increase in student writing, and students are

more enthusiastic in the learning process and more motivated to write.

B. Writing Skill

1. The Nature of Writing

There are many resources that have pointed out some definition about

writing. Oshima and houge (1997:2) defines writing is a progressive activity. This

means that when we first write something down, we have already been thinking

about what we are going to say and how we are going to say it. Nura (2003: 71)

says that “writing is an activity. Writing is a way of expressing oneself and

adapting to society. Through writing, readers will understand the writer’s way of

thinking".

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At the same time, Randal (2004: 160) pointed out that “writing is the

ability to form certain forms of words. Generally speaking, it has a higher truth

value than the facts set.” In addition, Hammer (Harmer, 2004: 86) pointed out:

“Writing is a process, and our writing is usually affected by genre constraints.

Therefore, especially in writing teaching activities, writing cannot be separated.”

“The process of writing is how to create creativity and write it into” Gerhard

(1996: 222). According to Smalley and Rutten in Astuti Azis (2004: 5), “the

characteristics of a good paragraph will begin with the development of the main

idea or sentence base.”

Lindbolm (1983:17) gives definition of writing as studying to focus our

mind on important matters, and learning about them. By this activity, a person can

find the solution of difficult problem; master the fact even by writing, a person

can also communicate their mind that cannot be done through other ways. We can

say that writing is the act of expressing something through the application of

language system. So when we write, there are two problematic areas namely

“what to write and how to write it”. It is the understandable that language skills

are meant as the ability to manipulate the rules of language conventionally, while

extra linguistic system or knowledge of the world refers to what the writer knows

about the subject to write.

Byrne, (1980:14) stated that writing is the act of forming graphic symbol,

in forms of letter or combination of letters in which relate to the symbols have to

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be arranged according to certain convention, to form words, and words have to be

arranged to form sentences. Horiston (1986:76) defined writing is a tool for

discovery. We stimulate our thoughts process by act of writing and tap into

information and image that we have in our unconscious mind. Based on the above

explanation, the researchers found that writing is a method of transforming

information into information that expresses ideas and opinions. The other is that

this is a production skill that requires accurate practical grammar, appropriate

word selection and spelling, and various vocabularies to form good writing. I

hope students can make such excellent works. But the problem is that they think

writing is too difficult because it is more formal and compact.

2. The Purpose of Writing

Meyer (1992: 31) divides the purpose of writing into three categories: to

inform, to persuade and to entertain.

a. To inform

The writer usually explain or describe the idea, process, even number, belief,

person, place, or thing that provides information. The writer also gave the

facts and explained the reasons.

b. To Persuade

The writer tries to change the audience or behave differently. In this sense, the

writer appeals to the reader’s logic or emotion

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c. To Entertain

The writer made some efforts to make the reader laugh, smile, be fascinated,

surprised and even angry.

Based on the purpose stated by Meyer above, the researchers concluded that

the writing we do should make readers understand. In addition, I hope this article

can influence readers' thinking. In this case, it can convince or entertain them.

3. The Process of Writing

The process of writing occurs in several stages:

a. Pre-Writing

The first step in writing a process method is pre-writing. This step includes

brainstorming, gathering information and thinking, planning, planning and listing.

The purpose of brainstorming is to develop a topic. The writer will also propose

ideas to support the subject.

Pre-writing activities include collecting possible information for reading the

paper trough, or developing the visual representation of the paper by reading or

developing the visual representation of the thought before sitting down to write.

Brainstorming is a writing activity in which you can discuss your own topics in

groups with classmates (Oshima, 1997: 15).

b. Writing

The second step of the writing process method is writing. The writer starts

with the first draft. The draft will be the culmination of all the research and

10

information pieced together from pre-writing. The writer also incorporates his

own ideas and supporting facts into his writing. The writer can also use this time

to explore other ideas or areas related to their topics to improve the core of the

paper. Therefore, the purpose of writing is simply to make ideas into writing that

meets the needs of selected audiences. It does not matter whether the first draft is

perfect. The draft stage is where you actually start writing. The most important

thing here is to write the text on paper. Now is not the time to worry about

spelling, grammar, punctuation or the best wording. (Brown,1989: 18).

c. Revising

It is important for each learner to use the possible revision types in his own

language learning stage. For example, early students may not have the skills to

describe possessives and tenses; they mainly learn how to write nouns in the

plural and match them with the correct verb form (Haynes, 2007: 111)

d. Editing

As with all other parts of the writing process, editing does not occur at a

fixed location in the process. Writers can periodically check what they write, edit,

and then write again. Therefore, editing is not limited to after all writing is

completed. Students can be encouraged to edit through feedback from their

classmates, teachers, and other readers. It is useful if this feedback occurs

multiple times during the writing process and is expressed in a way that the writer

thinks is acceptable and easy to take action (Nation, 2009: 120).

11

e. Publishing

The final step in the writing process is publishing. When the work is

published, the author is sharing their work with others. This may mean smaller

scale, such as parents, peers, and teachers, or larger scope, such as in a book or

magazine. Publishing is usually the driving force behind writing. It forces writers

to do their best in every step of the writing process in order to leave them a

perfectly polished work that others may like. The purpose of publishing a work is

only to share the work with others, and to increase the author’s sense of

satisfaction and accomplishment when the author sees the work in its final form

(Hale, 2009: 2)

4. Component of Writing

Brown (2000:15) point out that there are five significant component of

writing, they are content, organization, vocabulary, grammar, and mechanic.

a. Content

The written content should be clear to the reader so that the reader can

understand the information conveyed and obtain information from it. In order to

have good writing content, its content should be unified and complete. This term

is often referred to as unity and completeness and becomes a characteristic of

good writing.

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1. Unity

If the book has some main ideas, and the sentences contained therein

develop the ideas, then the work should have good unity. The main idea is

stated in the topic sentence and each or every supported sentence, and is

related to the idea of the topic sentence. If the writer wants his writing to be

uniform, she or she should not include sentences that do not support the

minimal concept of the subject sentence.

2. Completeness

If the main idea has been explained and developed, then the writing is

considered complete. Through these specific information, control thoughts

and thorough development. By writing a complete article, you can know the

complexity or generality of the topic sentence. It is expected that the content

of the writing is clear and easy to understand for readers.

b. Organization

The purpose of organizing written materials involves coherence, order of

importance, and general to specific to general, chronological order and spatial

order of pattern. When writing the learner should arrange their writing

chronologically. They should present their ideas based on the order of which

happened from the beginning to the end.

In terms of organizational writing, it is necessary to arrange and organize

thoughts in the way of writers so that information can be expressed in words. The

13

author uses a variety of ways to organize or arrange the writing that the

organization is mainly regarded as orderly. In this case, the organization has two

parts:

1. Coherence

Coherence refers to being tightly connected, and in a coherent article, all

ideas can be connected together. Coherent paragraphs are each idea that

supports sentences related to the topic sentence or idea. A place where

thoughts are put in the correct order and never confused. This allows the

author to follow sentence paragraphs through the paper.

2. Spatial Order

If the purpose of this paragraph is to tell them that the most effective

organizational model is usually spatial, if the writer writes a description of

residential areas, rooms or residences, I hope readers have a psychological

impression of the houses they describe. Buildings, they may describe the

exterior and interior of the building by systematically rather than randomly

moving on the scene, thereby conveying the overall floor plan of the scene

to the viewer.

c. Vocabulary

Vocabulary is one of the easiest ways to improve the power of writing and

make any writing task that much easier. Vocabularies are collection of words

that are structured into a sentences, paragraph, or essay.

14

d. Grammar

Writer should master grammar in order that the writer can result good writing.

Good writing that has correct sentences, using right tenses, and others.

e. Mechanics

Mechanics refer to the showing of words, to how they are spelled or arranged

on paper. Mechanics consist of capitalization, spelling, and punctuation.

3. The characteristic of good writing

Adel stein and pival, (1980:54) stated some characteristic of the good

writing as follows:

a. Good writing reflects the writer's ability to use appropriate voices. Even if all

good writing conveys voices and someone is talking to other people, the voice

heard through writing must be suitable for the purpose of the occasion and the

audience.

b. Good writing reflects the author’s ability to organize the material into a

coherent work, thereby shifting it from the central, dominant thought logic to

supporting points, and finally reaching a consistent ending, thus conveying

thoughtfulness to the reader plan.

c. Good writing reflects the writer’s ability to write clearly, using sentence

structure, language and examples, so one possible meaning is the writer’s

intention.

15

d. Good writing reflects the writer's persuasive ability, which can make

interested readers interested in the subject and show a thorough and profound

understanding.

e. Good writing reflects that the writer criticized the first draft and revised it.

Revision is the key to effective writing.

C. Animated Stories

1. Definition of Animated Stories

Animation was first made by Fady Saeed from Egypt in 1756. In the 17th

to 19th centuries, simple animation equipment was invented before the advent of

film projectors. History of Animated Film began in 1890, the first animated film

made by Charles-Ĕmile Reynaud, the inventor of Praxinoscope, a motion system

that use a rotation of 12 image. On October 18, 1892, at the Musĕe Grĕvin in

Paris, France, he exhibited an animation with a round of 500 images.

Gutenberg defined animation in Miller (2003:1) as "the art, technique, and

process of giving obvious movement and life to inanimate objects through

photography". Gonzales defined animation in Betrancourt (2005: 287) as "a series

of changing images that are dynamically presented according to the user's actions

by helping the user to constantly change over time and develop a more accurate

thinking model than the task." At the same time, Wright pointed out in Sulaiman

(2012: 1) that the word "animate" comes from the Latin verb "animate", which

means "alive or full of breath". In animation, we can completely reorganize

16

reality. This means that the animation is a moving image and seems to be alive.

Therefore, when watching an animation, the audience feels like they are watching

a movie and see the creatures in reality. "

From the above definition, it can be concluded that an animated story is a

story presented in the form of animation. This means that the story will be

displayed in animation to help the audience understand the story.

2. Kinds of Animated Stories

There are two kinds of animated stories, with dialogue and non-dialogue.

Dialogue is a verbal exchange between two or more people. Hargrove (1995: 176)

says, “A dialogue is a conversation where there is a free flow of meaning in a

group and diverse views and perspectives are encouraged”. Dialogue is the things

that are said by the characters in a story, movie, etc.

From that explanation, it could be concluded that non-dialogue short

animated stories are series moving pictures in a form of animation which have no

conversation said by the characters at all. The plot is depends on the gestures and

expressions showed by the characters. So that the viewers have different

perspective in concluding and understanding the story. It motivates the students’

ideas, imagination, and creativity in writing narrative.

17

3. The Advantages and Disadvantages of Animated Stories in Teaching and

Learning

a. Advantages

According to the module manual entitled "Animation as a Learning Tool"

by VIA University College in Denmark, children learn best and most when they

enjoy what they do. Using animation as a tool to encourage and develop

children's learning is not only fun, but also effective. This means that when the

teacher uses animation, students will like the teaching learning process because it

is more interesting. The manual also states that through the use of animation,

children can develop skills in storytelling, visual communication, cognition,

emotion, ethics and aesthetics, observation and sensory, concentration, problem

solving, and innovation.

From the statement, it can be said that animation is a good choice for

developing students' abilities. Therefore, it can be seen that in written storytelling,

animated stories are the most interesting media for young students or junior high

school students.

A booklet on animation called "Animation Teaching" (2005) pointed out

that animation has the following advantages:

1. Animation is very popular among children.

2. For animation, no post-editing is required

18

3. Animation makes it possible to control the film, because there is a work on

every photo on the film-every movement and cut is planned in detail so that

reflection and analysis can be carried out.

4. Animation can be included in regular teaching situations because it does not

take up much space.

5. Animation and imagination are closely linked; even the smallest students can

use animation.

6. Animation makes "move in time" easy.

7. Animation production can combine the physical world and the virtual world

8. Animation can enhance creativity

Based on the explanation of the advantages of using animation, it can be

concluded that animation is very helpful for teachers to motivate students to learn

and to improve students' imagination or creativity. At the same time, teachers

should choose a suitable animation and should consider the duration. Therefore,

animated short stories are the most effective medium to use.

b. Disadvantages

According to Utami D (2007) animation is a medium that quite interesting to

use in learning in schools, but there are several disadvantages that animation

have:

1. Need special equipment.

19

2. Material for animation is difficult to change if at any time it can be erroneous

or the information contained in it.

3. It is difficult to add to attract students’ attention if used correctly

4. Divert attention from the substance of the material conveyed to the animate

embellishments that are just not important.

D. Media

1. The Nature of Media

According to Li-Ling KUO (1991: 1), “Media is a means of transmitting

or transmitting information. When the media transmits information for teaching

purposes, it is called educational media.” Meanwhile, Celle and Murcia (2001:

142) state that media are tools or physical things used by the teacher to motivate

the students by bringing a slice of real life into the classroom and presenting

language in its more complete communication complex. The researcher can say

that media is important in teaching and learning English. Media helps the teacher

to deliver the material being taught easier. On the other hand, the students can

understand the material easily. Moreover, media is a good way to engage the

students in learning English.

2. Types of Media

According to Gerlach and Elly (1980: 274) there are five types of media. They

are:

20

a. Picture

A picture is a record or copy of a real object or event, and can be larger or

smaller than the object or event represented.

b. Audio Recording

Recording is done on tape, CD, movie soundtrack. The sound is real and

will be displayed in the order in which it actually occurred, unless the

recording is edited. Obviously, one of the most important recording types is

speech material. Therefore, recordings can be used by individuals, and can also

be played directly to listeners or through broadcast or central sound systems.

c. Motion Picture (Movie/Video Tape Recording)

Motion pictures (movie/video tape recording) are moving images produced

from real scenes or graphical representations. The object or event may be in

normal motion, slow motion, delayed or stopped motion.

d. Television

Television can originate from multiple sources and can be distributed in

multiple ways, but the signal is ultimately displayed by the television receiver.

e. Real Things, Simulation, and Models

Real things that contrast with other media cannot replace actual objects or

events. Simulation is a copy of the real situation, and the simulation is

designed to be as close as possible to the actual event or process. Models are

copies or representations of reality.

21

As can be seen from the above summary, teachers have many options to

match the media with learning goals and learning products. In this case,

researchers use pictures and movies as media in the form of animated stories

to teach writing, especially narrative texts.

Sugeng (2010: 165) summarizes the media types as follows:

a. The printed media can be books, story books, newspapers, magazines,

and other printed materials such as manuals and recipes.

b. Still media can be charts, pictures, picture cards, posters, slot boards, and

flannel boards.

c. Audio media can be the radio, audio tape, telephone, and natural sounds.

d. Visual media can be OHT/OHP, slides, photos, and film strips.

e. Audio-visual media can be the TV, 8 mm and 16 mm, the movies,

slide/tapes, and film strips/tapes.

f. Real-object media can be real objects, specimen, and models.

g. Simulated media can be games and quizzes, role plays, and simulations.

As can be seen from the above summary, teachers have many options to

match the media with the learning goals and learning products. In this case,

researchers will use one of audio-visual media and static media as a medium to

teach writing, especially narrative text.

22

E. Narrative Texts

1. Definition of Narrative Texts

Anderson and Anderson (1997: 8) said: "A narrative text is a text that

tells a story, and uses it to entertain and inform readers or listeners." Percy

pointed out in Permana and Zuhri (2013: 2), “A narrative is a kind of prose that

tells a story or a series of events. Its purpose is to give meaning to an event or a

series of events by telling a story. From these statements It can be inferred that

the narrative text is related to a story. The story includes events that are presented

to readers or listeners.

According to Ayres (2008), “Narrative text is a form of discourse, which

has been fixed in writing”. At the same time, Parera (1993: 5) pointed out that

“Narrative is one of the forms of development writing. For example, characters

tell the history of something based on the development of writing from time to

time”.

According to Anderson (1997:14), that a good narrative uses words to

paint a picture in our minds of: what the characters look like (their appearance),

where the action is taking place (the setting), how things are happening (the

action).

From the definition above, it said that narrative text is a story tells us

about something interesting that has purpose to amuse and to entertain for the

readers or viewers.

23

2. Generic Structure of Narrative Texts

Derewianka (1990: 32) states that the steps to construct a narrative are:

a. Orientation, the author tells the audience who the characters in the story are,

where and when the story happened.

b. Complication, the story is driven by a series of events, during this period; we

usually hope that some kind of complexity or problem arises. If there were no

accidents, it would not be so interesting. This complexity will involve the

main characters and will often (temporarily) target them to teach their goals.

The narrative reflects the complex situations we encounter in our lives and

tends to convince us that they can be solved.

c. Resolution, in the "satisfactory" narrative, the complications were resolved.

The quality of the complications can be resolved, but it is rarely fully resolved

(although this can of course be done in certain types of narratives, which

makes us wonder (how is the end?).

Meanwhile, Anderson and Anderson (1997: 8) "show the steps to

construct narrative text. They are:

a. Orientation, this is an opening to tell the character, set the time and place.

b. Complications, It contains events in the story, which inspire readers to guess

what will happen in the story

c. Sequence of events, the character responds to complications

d. Resolution, the role finally solved the complex problem.

24

e. Coda contains comments or moral values that can be learned from the story,

but this is an optional step ".

In addition, Coffman and Reed (2010:1) pointed out that “narratives are

described as having several common components, including scenes, plots (a

series of plots based on goals, attempts, and results), solving Project or story

ending".

3. Language Features of Narrative Text

According to Anderson (1998: 3), the language features of narrative text are :

a. Nouns that identify the specific characters and places in the story

b. Adjectives that provide accurate description of the characters and settings

c. Verbs that show the actions that occur in the story

d. Time words that connect events to tell when they occur, the use of simple past

tense and past continuous tense.

F. Classroom Action Research

1. Definition of CAR

Action Research has a long history. The concept of Action Research was

first expressed by Kurt Lewin in 1944. The previous year, namely in 1910 John

Dewey in his book How We Think and The Source of a Science of Education,

had thrown ideas about how scientific methods were used to solve problem from

day to day. In the late 1970s and early 1980s in the USA there was a desire for

collaboration to develop educator professionalism. Prunthy and Hively (1982);

25

Schon (1983), collaborative support is expanding, and this effort is known as

action research.

Judging from the term Classroom Action Research, there are 3 definitions,

namely:

a. Research, which means designating an activity to observe an object using

certain methodologies to obtain useful data in improving quality for

researchers.

b. Action, shows a movement of activities that are deliberately carried out wiyh

a specific purpose.

c. Class, what is meant by a group of students at the same time, receives the

same lesson from the same teacher.

By combining the definition of these three words, it can be concluded that

the definition of classroom action research is an examination of learning

activities in the form of an action that is deliberately generated and occurs in the

classroom together.

2. Benefits of CAR

Mc. Niff (1992) state that the main basis for carrying out classroom

action research in improvement, in the context of improvement in the learning

process. Classroom Action Research is a strategic way for teachers to improve or

improve learning services in the classroom.

26

3. Action Research Model

Although some experts suggest different models, in general there are four

stages that are commonly passed in action research, namely:

a. Planning

b. Acting

c. Observing

d. Reflection

a. Planning

Planning is a plan to deal with the research problem after it is determined. In

the planning stage, the researchers prepare some procedural actions to improve

students' ability to write narrative texts using short animated stories. The

program is put in some lesson plans.

b. Acting

This section discussed the steps and activities that the researchers were

perform. In the performance stage, the researchers try to implement some

procedural behaviour formulated in the plan.

c. Observing

Observation is the next step to monitor and pay close attention to the teaching

process to collect data from the results of the action. When researchers

implement some procedural behaviors to improve students' ability to write

27

Short Animated Stories

narrative text using short animated stories, researchers are also observing the

teaching and learning process to obtain any data.

d. Reflection

Reflection means analysing the results based on the collected data to

determine the next action in the next cycle. After the observation process is

completed, the researchers and teachers reflect on the teaching and learning

process and the improvement of students’ ability to write narrative texts.

G. Conceptual Frameworks

Figure 2.1 Conceptual Framework

Classroom Action Research

Writing Skill

Content Organization

Improving the students Writing ability

28

Figure 2.1 through the application of short animated stories to illustrate

the teaching process of English writing, the content and organization of the

narrative text can be improved.

Short animated stories are one of the techniques that can be used by

teachers to help students get ideas and imagination to improve their ability to

write narrative text. By using short animated stories, students will understand the

plot of the story and can tell the story by writing down the story. At the marking

stage, the final version is compare with drafts to gain an insight into the

development of both content and organization from the planning stage to the final

version. In the final version the teacher can get information about the influence of

short animated stories to the students’ writing achievement. So, the main purpose

of this learning and teaching process is improvement of the students’ writing

especially for content and organization.

29

CHAPTER III

RESEARCH METHOD

A. Research Design

The design used in this research was Classroom Action Research (CAR).

CAR was aimed to overcome problem in teaching learning process in order to

improve educational practice. According to Arikunto (2009:104), action research

was one of the type investigation that has characteristic reflective participative,

collaborative, and spiral that have purpose to repair and to increase the system,

method, process, substance, competence, and situation.

B. The Place and Time Research

This study conducted at UPTD SMP Negeri 35 Sinjai. The school was location at

Jalan Petta Ponggawae No. 54, Kecamatan Sinjai Utara, Kabupaten Sinjai. The

school had six classrooms as teaching rooms. The school also has some facilities

that can support the teaching and learning process. It has a teacher's room, a

principal's room, a staff room, a library, a Mussola, a laboratory and a canteen.

C. Research Subject

The subject of this research was the students on at class VIII.1 which consist

of 26 students, 17 males and 9 females UPTD SMP Negeri 35 Sinjai academic

year 2020/2021.

30

D. Procedure of the Research

In this Classroom Action Research (CAR), the researcher used the CAR

design from Kurt Lewins. Because he illustrated action research as a denial of

step that from spiral so that it can be easily understood compared to other design

models. The Classroom Action Research used Lewins’ design consisted of four

phases; planning, acting, observing, and reflecting in a cycle. If the first cycle

ends but any problems are still found, the second cycle must continue with the

same concept as the first cycle.

Cycle I

1. Planning

a. The researcher analysed syllabus to understand the basic abilities

communicated to students through the use of short animated stories.

b. Made lesson plan of animated stories.

c. Made instrument to evaluation in the classroom.

2. Action

a. The researcher opened class

b. The researcher introduced the topic

c. The researcher explain about narrative text

d. The researcher explain about animated stories

e. The researcher asked the students to take their favourite animated stories

f. The researcher asked the students to write narrative

31

g. The researcher asked the students problem when write narrative

h. The researcher made a conclusion about the material

3. Observation

a. Observed about the students’ result test.

b. Observed about all activity of students in every meeting in order the

researcher can measure of the students’ ability

c. Whether to use research results to evaluate to understand how to make

improvements

4. Reflection

The reflection was discussed in the teacher house then using the result of the

discussion to design planning for the next cycle. Cycle I is less successful

because students’ score not reach the minimum criteria of mastery learning

(KKM) so that the researcher continued to the second cycle. The researcher

should make the next plan to get a good result.

Cycle II

1. Planning

a. The researcher was changed the material is easier to understand than before

but still in animated stories technique.

b. Made lesson planning of animated stories

c. Instrumental assessments are used in the classroom action research cycle.

32

2. Action

a. The researcher opened class

b. The researcher introduce the topic

c. The researcher explained about narrative text

d. The researcher explain about animated stories

e. The researcher asked the students to take their favourite animated stories

f. The researcher asked the students to write narrative

g. The researcher asked the students problem when write narrative

h. The researcher made a conclusion about the material

3. Observation

a. Observed about the students’ result test.

b. Observed about all activity of students in every meeting in order the

researcher can measure of the students’ ability

c. Did the evaluated which use the result of the study to know how for their

improvement.

4. Reflection

Since the result of cycle II is already meet the standard of minimum criteria that

the researcher is not continued to next cycle. It is stopped cycle II.

E. Research Instrument

The researchers use tests to check students’writing skills. Researchers provide

texts in each cycle to understand students’ progress and progress in writing skills.

33

Scoring Rubric’s

Table 3.1 Criteria Score of Content

No. Classification Score Criteria

1 Excellent 90 – 100 If the central purpose, the unity, and the

completeness of the composition are all

correct.

2 Very good 80 – 89 If the composition contains few errors of

central purpose, unity, and completeness

3 Good 70 – 79 If the composition contains some errors of

the central purpose, unity, and

completeness

4 Fair 60 – 69 If composition is dominated by errors of

the central purpose, unity, and

completeness

5 Poor 0 – 59 If the central purpose, unity, and

completeness are all incorrect

(Gay in Nurkamri, 2014:33)

Table 3.2 criteria Score of Organization

No. Classification Score Criteria

1 Excellent 90 – 100 Fluent expression ideas clearly

2 Very good 80 – 89 Somewhat copy/loosely organize but

mind ideas stand out

3 Good 70 – 79 Not fluent but ideas stand out

4 Fair 60 – 69 Not fluent and ideas confuse or disconnect

5 Poor 0 – 59 Does not communicate, no organization

(Dastgeer G in Nurul, 2020:33)

F. Procedures of Collecting Data

The tests use to get data about writing ability after implementing action in each

cycle. The research used test namely writing test.

34

1. Diagnostic test used was to know the students’ achievement in writing skill

before applying method.

2. The test was used to know the students’ writing ability especially students;

ability to write narrative texts.

G. Technique of Data Analysis

The data obtained from cycle I and cycle II are analyzed through the following

steps:

1. In order to obtain the mean score of the student writing test, the researcher uses

the following formula:

X̅ = ∑ X

N Where:X̅ = Mean Score

∑ X = Total Number

N = The number of sample

(Tiro in Miranti, 2002:69)

2. To get the percentage of students’ improvement, the researcher used the

formula:

P =X2 − X1

X1x100

P = percentage of the students

X1 = Score of Cycle I

X2 = Score of Cycle II

(Tiro, 2007:74)

35

CHAPTER IV

FINDINGS AND DISCUSSIONS

In this chapter, the researcher presents two section, research finding and

discussion that contains of data analysis in detail. The finding of the research

cover the result of the data from D-test to cycle I and cycle I to cycle II about

students’ improvement in writing especially improvement students’ content and

organization.

A. Findings

The researcher findings indicate that the use of animated short stories for

narrative text writing teaching can improve students’ narrative text writing.

The further explanation of the data analysis is as follows:

1. The Students’ Writing Improvement on Content

The use of Animated Stories in the form of teaching strategy of English

Writing skills can improve student content. The writing test proves this, and there

is a significant difference between the diagnostic test scores and the results of

cycles I and II in the table below, indicating this.

Table 4.1 the Students’ Improvement of Content in Writing Narrative Texts

Scoring

Aspects

Diagnostic

Test

Cycle I Cycle II Improvement (%)

DT – CI CI – CII DT-CII

Content 59.81 67.5 81.31 12.86% 20.46% 35.95%

The data in the above table shows the students’ content writing skills, which is

a test of the students’ writing skills by calculating the results of the diagnostic test

36

and using animated stories. The scores of the students in the diagnostic tests are

different from those of the students in the cycle I of testing. The mean score of the

diagnostic test was 59.81, the cycle I was 67.5, and the cycle II was 81.31. Cycle

II assessment is greater than cycle I assessment and diagnostic tests

(81.31>67.5>59.81), which is considered very good. Then, the improvement from

D-test to cycle II is greater than the improvement from D-test to cycle I (35.95%>

12.86%).

Based on the above percentages, "animated stories" can significantly improve

students' learning conditions. To see clearly the improvement of the students’

content based on explanation above:

Figure 4.1 the Chart of Indicator of Content in cycle I and cycle II.

Indicates that the score of diagnostic test was 59.81 and score of cycle I is

67.5. It means the students gained improvement event though was still classified

as average. This means also that the target in cycle I has not been achieved.

59.8167.5

81.31

0

10

20

30

40

50

60

70

80

90

D -Test Cycle I Cycle II

37

Hence, the researcher decided to content of cycle II (81.31). Therefore, there was

significant clearly in the chart after taking an action in cycle using short animated

stories.

2. The Students’ Writing Improvement on Organization

The application of animated stories as one of the teaching modes of English

writing can evaluate students’ progress towards well-organized writing skills

through writing tests, which indicates that there is a significant difference

between the average score of the diagnostic test and the cycle I to cycle II results

as shown in the following table Show.

Table 4.2 the Students’ Improvement of Organization in Writing Narrative

Texts

Scoring

Aspects

Diagnostic

Test

Cycle I Cycle II Improvement (%)

DT-CI CI-CII DT-CII

Organization 55 61.35 78.96 11.55% 28.70% 43.56%

The data in the above table shows the students’ organizational writing skills,

which is a test of students’ writing skills by calculating the results of the diagnostic

test and using animated stories. The scores of the students in the diagnostic test are

compared with the cycle I and cycle II test. The mean score of the diagnostic test

was 55, compared with 61.35 for the cycle I of student testing and 78.96 for the

cycle II of student testing. The completion rate of cycle II is greater than cycle I

and diagnostic tests (78.96>61.35>55), which is classified as good. Then, the

improvement from D-test to cycle II is greater than the improvement from D-test

to cycle I (43.56%> 11.55%).

38

Based on the percentages above there are significant improvements of the

students by using Animated Stories. To see clearly the improvement of the

students’ organization based on explanation above:

Figure 4.2 the Chart of Indicators of Organization in Cycle I and Cycle II

Indicates that the score of diagnostic test was 55 and score of cycle I was

61.35. It means the students’ gained improvement event though was still classified

as fair. This means also that the target in cycle I had not been achieved. Hence, the

researcher decided to organization of cycle II (78.96). Therefore, there was a

significant improvement of the students’ organization that shown clearly in the

chart after taking an action in cycle using short animated stories.

3. The Improvement of Students’ Writing Ability

The application of Animated Stories as one of teaching Model of English

writing can assess the students’ progress of writing ability to the good writing with

the writing test as indicated by the significant difference between the mean score

5561.35

78.96

0

10

20

30

40

50

60

70

80

90

D - Test Cycle I Cycle II

39

of the diagnostic test and the result of the cycle I to cycle II as shown in the

following table.

Table 4.3. The students’ Improvement in Writing Ability

Indicator

Students’ Score Improvement

D. Test Cycle I Cycle II D.T C.I

(%)

C.I C.II

(%)

D.T C.II

(%)

Content 59.81 67.5 81.31 12.86 20.46 35.95

Organization 55 61.35 78.96 11.55 28.70 43.56

∑ X̅ 114.81 128.85 160.27 24.41 49.16 79.51

X̅ 57.41 64.43 80.14 12.21 24.58 39.76

The above table shows that from the D test to cycle I and cycle II, students’

writing skills have improved. In the D test, the students’ mean score is 57.41,

which is classified as poor. After cycle of assessment, the students' writing skills

(64.43%) were rated as quite good, and cycle II (80.14) was rated as very good.

From the D test to cycle I, the students' writing skills achievement was improved

(12.21%). From cycle I to cycle II (24.58%) and from the D test to cycle II

(39.76%), students’ writing skills have also improved significantly.

The above table proves that after taking actions in cycle I and cycle II, in the

case of higher grades in the cycle II, using animated stories in the teaching process

can improve students' writing skills (cycle II>first cycle I> Diagnostic-test).

According to the above description, to clearly understand the improvement of

students' writing skills.

40

Figure 4.3 the Improvement of the Students’ Writing Skills

The above chart shows that the content improvement rate of the students from

the diagnostic test to the cycle II is (35.95%), and the organization of the students

from the diagnostic test to the cycle II is improved to (43.56%). The improvement

from diagnostic test to cycle II the mean score of testing is (39.76%)

4. Implementation of Animated Stories during Cycle I and Cycle II.

The teacher plans before the action, where the teacher prepares the lesson plan

by implementing animated stories, teaching materials, and assessment of students.

The activity in the cycle I of the action phase is the implementation of the lesson

plan. This means that each step of the learning process using animated stories has

been arranged in the planning stage. First, the teacher briefly introduced the

mechanism of the animated story. Secondly, the teacher conveyed the ability that

students want to achieve. Thirdly, demonstrates knowledge and skill. Fourthly,

guiding training. Fifthly, checking understanding and provide feedback. Sixthly

provide the opportunity for further training. The teacher asks the students to collect

35.9543.56

39.76

0

5

10

15

20

25

30

35

40

45

50

Content Organization mean Score

41

their final product. Eighthly the teacher gives correctness. Finally, in the process of

the animated story, it is recommended that the teacher correct the student’s

mistakes. If the student does not answer correctly, and if the student’s score does

not reach the goal, the second II will be taken.

The activities in the second cycle are almost the same as in the first cycle.

Before taking action, the teacher must plan in advance and hint at the action stage.

The difficulty that researchers find in the cycle I that students still have difficulty

getting ideas and organizing their writing into good narrative texts.

It can be understood by considering the classroom situation in the teaching

process. Only a few of them showed interest in learning and following the teaching

process. Others look bored and are not in the mood during the learning process.

They are noisy and just play in the classroom. This shows that I have no interest in

their teaching process.

The revised plan to solve students' difficulty in getting ideas provides some

interesting topics for students' writing skills. In addition, to provide some

interesting topics, the researchers also reformed many aspects, such as being more

relaxed in teaching, giving students motivation before entering the main learning

materials, clearly explaining the learning materials, raising the voice and re-

correcting class management and time management. Researchers also give

students the opportunity to ask questions, clearly explain students’ mistakes in

writing, and guide students to write well.

42

In addition, their writing results are also influenced by their interest and

interest in the subject and the writing course. By considering these aspects, the

researchers tried to make them more enjoyable by giving them a game and a joke

before starting to study the material. She also found that students can learn more

about narrative texts. Finally, the average score of the student can reach the target

score. The researchers concluded that the average score of student writing is based

on the organization and content of achievable goals.

B. Discussion

1. Students’ improvement in writing narrative texts in term of content

The implementation of Animated Stories could improve the students’ ability

in writing narrative text. The table 4.1, after applying the animated story in the

cycle I (67.5), the content feature as an indicator of student writing is greater than

the diagnostic test (59.81). From the diagnostic test to the cycle I, the student’s

writing of this indicator has improved (12.86%), but still includes quite good

content. Therefore, the researchers decided to organize the next round after

analyzing the weaknesses of the cycle I, and then it was revised in the cycle II. The

result of cycle II (81.31) is greater than cycle I (81.31>67.5) and is included. This

shows that in terms of content indicators from CI to CII (20.46%) and diagnostic

test to cycle II (35.95%), students’ writing skills have improved. It can be

concluded from the above explanation that animated stories can improve the

content of students.

43

Animated stories are audio-visual visual media provided to students in the

teaching process. Animated stories (such as pictures, film, and movies) are also of

high value, they are rich in colors, and importantly, they are rich in information.

What is meant by animated stories is that it can be in the form of pictures, videos,

film, or movie in the form of fairy tales, legends, horror, romantic, etc. According

to Hornby in Nurul (2020:40) picture can help students to find ideas or visualize

what something is like. This supported by Ahola (2004) that the picture can help

them to remember the details about people, places, and event. Besides that, by

using pictures or video students’ can express their ideas creatively and rewrite

what they see using their own words.

2. Students’ improvement in writing narrative texts in term of organization

The implementation of Animated Stories could improve the students’ ability

in writing narrative text. The table 4.2 It shows that before the implementation of

Animated Stories, the students' writing organization diagnostic test is very poor

(55), but after the implementation of Animated Stories, the students' writing level

has been improved, and the result of the cycle I (61.35) is greater than the

diagnostic test (61.35>55)) . This means that from the diagnostic test to the cycle I,

the student’s writing organization has improved (11.55%), but it is still quite good,

so the researchers decided to organize the cycle II by conducting several modified

activities in the cycle II. The result of the cycle II (78.96) is greater than the cycle I

(78.96>61.35). It is listed as good. This means that from cycle I to cycle II

44

(28.70%), from the diagnostic test to cycle II (43.56%), the student’s writing

organization has improved. It can be concluded that the use of animated stories in

the learning process can improve students’ organizational skills.

During teaching and learning process, the researcher finds that the students’

were difficult to make a narrative text. To solve this problem, the researcher

conducted action in cycle I and implements animated stories. By this method, the

students’ have many ideas to write. The advantages using animated stories as

media in teaching are first, to motivate and attract students’ to learn. Picture or

video are interesting because of full of colors and easy under tended. Students’

were interest to learn when they use picture or video. Here the students’ were

challenged how to make a narrative text.

45

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter contains conclusion and suggestion based on the research

finding in previous chapter, the researcher puts forward the following conclusion

and suggestions.

C. Conclusion

Based on the data analysis, it can be concluded the use of animated stories can

improve the students’ writing narrative texts at the students’ of VIII.1 class of

UPTD SMP Negeri 35 Sinjai. It is proved in the D-Test; students’ score was

content 59.81 and organization 55. In cycle I, students’ score was content 67.5

and organization 61.35. In cycle II it improves to content 81.31 and organization

78.96. This means that by applying animated stories in learning activity gave

positive contribution to the students’ learning especially in writing narrative text.

D. Suggestion

Based on the findings above, the suggestions are stated as follows:

1. The teacher should demonstrate various skills in the teaching of writing to

make students more interested in writing skills, especially in narrative writing

2. It is suggested that English teachers use animated stories as a good alternative

to writing skills.

46

3. The students are expected to improve their intensity in learning writing using

animated stories.

4. For the next researchers, it is recomended that they apply this technique to

other writing components, such as: language use, vocabulary, and mechanics.

47

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51

52

APPENDIX A

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : UPTD SMP Negeri 35 Sinjai

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 1 & 2

Aspek/Skill : Writing

Materi Pokok : Narrative Text

Alokasi waktu : 2 x 40 Menit

A. Kompetensi Inti

1. Memahami pengetahuan (faktual, konseptual,dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

2. mencoba, mengola dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (

menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

53

B. Kompetensi Dasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi

sosial teks narratif dengan menyatakan dan menanyakan tentang deskripsi

orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan

konteks penggunaanya.

4.12 Menyusun teks narratif tulis, pendek dan sederhana, tentang orang, binatang,

benda, tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana.

2. Dapat membuat central image pada penulisan sebuah teks narratif.

3. Dapat menuliskan keyword untuk mengembangkan topik.

4. Fokus pada basic ordering ideas untuk mendapatkan informasi mengembangkan

topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topik yang telah

diberikan.

D. Tujuan Pembelajaran

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana

2. Siswa dapat membuat central image pada penulisan sebuah teks narratif

54

3. Siswa dapat menuliskan keyword untuk mengembangkan topik

4. Siswa fokus pada basic ordering ideas untuk mendapat informasi

mengembangkan topik

5. Siswa dapat menyusun paragraf narrative text pada topik yang telah diberikan.

E. Materi Pembelajaran

❖ Writing Narrative Text

1. Fungsi Sosial : Narrative Text is a story with complication or problem event s

and it tries to find the resolutions to solve the problem. An important part of

narrative text is the narrative mode, the set of methods used to communicate

the narrative through a process narration.

2. Tujuan : The purpose of narrative text is to aimed and entertain the reader with

a story.

3. Jenis-jenis narrative text : There are many kind of narrative text:

➢ Personal experience : example; when I was Vacation

➢ Legend : example; Malin Kundang, the legend of Tangkuban Perahu, and

the story of Toba Lake

➢ Fable : example; The smartes parrot anf The story of Monkey and

Crocodile

➢ Fairy Tale : example; Cinderella, Snow White, The story of Rapunzel and

Painting the Wall.

4. Generic Structure : A narrative text will consists of the following stucture:

55

➢ Orientation : introduce the participant and informing the time and place.

➢ Complication : describe the rising crises which the participants have to

do with.

➢ Resolution : show the way of participant to solve the crises, better or

worse or solution to the problem.

5. Language Features in Narrative : Narrative text usually uses the language

features as follows:

➢ Past Tense : killed, drunk, etc.

➢ Adverb of time : once upon a time, one day, etc.

➢ Time conjuction : when, then, suddenly, etc.

➢ Specific character : the character of the story is specific, not general

(cinderella, snow white, alibaba, etc)

➢ Action verb : A verb that shows an action (killed, dug, walked)

F. Model dan Metode Pembelajaran

➢ Ceramah

G. Media, Alat dan Sumber Belajar

➢ Media : animated stories

➢ Alat : papan tulis, spidol, paper, laptop, speaker

➢ Sumber Belajar : kurikulum 2013, buku teks wajib

H. Langkah-Langkah Pembelajaran

56

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan 1. Mengucapkan salam dan berdoa

2. Mengecek kehadiran siswa

3. Guru memberikan motivasi belajar

4. Memberikan brainstoming berupa pertanyaan

yang sesuai dengan materi yang akan

disampaikan

5. Mengajukan pertanyaan-pertanyaan yang

sudah didapat berkaitan dengan materi

6. Menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai

7. Menyampaikan cakupan materi dan penjelasan

uraian kegiatan sesuai silabus

10 menit

Inti 1. Guru menjelaskan materi tentang narrative

text

2. Guru menjelaskan langkah-langkah menyusun

narrative text

3. Guru meminta siswa mengembangkan topik

dalam bentuk narrative text

4. Guru meminta siswa untuk bertanya tentang

hal yang belum dipahami berkaitan materi

60 menit

Penutup 1. Guru meminta siswa untuk mengumpulkan

tulisan

2. Guru memberiikan umpan balik terhadap

proses dan hasil pembelajaran

3. Guru mengakhiri kegiatan proses belajar

mengajar dengan memberikan beberapa nasehat.

10 menit

57

I. Evaluasi Pembelajaran

Evaluasi : Writing Text

J. Penilaian Pembelajaran

➢ Bentuk Penilaian:

1. Teknik : performance Assessment

2. Bentuk : Tulisan (writing text)

58

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : UPTD SMP Negeri 35 Sinjai

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 3 & 4

Aspek/Skill : Writing

Materi Pokok : Narrative Text

Alokasi waktu : 2 x 40 Menit

A. Kompetensi Inti

1. Memahami pengetahuan (faktual, konseptual,dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

2. mencoba, mengola dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (

menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi

sosial teks narratif dengan menyatakan dan menanyakan tentang deskripsi

59

orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan

konteks penggunaanya.

4.12 Menyusun teks narratif tulis, pendek dan sederhana, tentang orang, binatang,

benda, tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana.

2. Dapat membuat central image pada penulisan sebuah teks narratif.

3. Dapat menuliskan keyword untuk mengembangkan topik.

4. Fokus pada basic ordering ideas untuk mendapatkan informasi mengembangkan

topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topik yang telah

diberikan.

D. Tujuan Pembelajaran

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana

2. Siswa dapat membuat central image pada penulisan sebuah teks narratif

3. Siswa dapat menuliskan keyword untuk mengembangkan topik

4. Siswa fokus pada basic ordering ideas untuk mendapat informasi

mengembangkan topik

60

5. Siswa dapat menyusun paragraf narrative text pada topik yang telah diberikan.

E. Materi Pembelajaran

❖ Writing Narrative Text

1. Fungsi Sosial : Narrative Text is a story with complication or problem event s

and it tries to find the resolutions to solve the problem. An important part of

narrative text is the narrative mode, the set of methods used to communicate

the narrative through a process narration.

2. Tujuan : The purpose of narrative text is to aimed and entertain the reader with

a story.

3. Jenis-jenis narrative text : There are many kind of narrative text:

➢ Personal experience : example; when I was Vacation

➢ Legend : example; Malin Kundang, the legend of Tangkuban Perahu, and

the story of Toba Lake

➢ Fable : example; The smartes parrot anf The story of Monkey and

Crocodile

➢ Fairy Tale : example; Cinderella, Snow White, The story of Rapunzel and

Painting the Wall.

4. Generic Structure : A narrative text will consists of the following stucture:

➢ Orientation : introduce the participant and informing the time and place.

➢ Complication : describe the rising crises which the participants have to

do with.

61

➢ Resolution : show the way of participant to solve the crises, better or

worse or solution to the problem.

5. Language Features in Narrative : Narrative text usually uses the language

features as follows:

➢ Past Tense : killed, drunk, etc.

➢ Adverb of time : once upon a time, one day, etc.

➢ Time conjuction : when, then, suddenly, etc.

➢ Specific character : the character of the story is specific, not general

(cinderella, snow white, alibaba, etc)

➢ Action verb : A verb that shows an action (killed, dug, walked)

6. Example of Narrative Text

The Fox and The Grapes

One afternoon there was a fox that was walking through the forest and

spotted a bunch of grapes hanging from over a lofty branch. “Just the thing to

quench mt thirst,” quotes the fox. Taking a few step backwad, the fox jumped

but unfortunately he missed the hanging grapes. Again the fox took a few paces

backward, ran, and tried to reach them but the still failed.

Finally, giving up, the fox turned up his nose and said, “They’re

probably sour anyway,” and proceded to walk away.

F. Model dan Metode Pembelajaran

➢ Ceramah

62

G. Media, Alat dan Sumber Belajar

➢ Media : animated stories

➢ Alat : papan tulis, spidol, paper, laptop, speaker

➢ Sumber Belajar : kurikulum 2013, buku teks wajib

H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan 1. Mengucapkan salam dan berdoa

2. Mengecek kehadiran siswa

3. Guru memberikan motivasi belajar

4. Memberikan brainstoming berupa pertanyaan

yang sesuai dengan materi yang akan

disampaikan

5. Mengajukan pertanyaan-pertanyaan yang

sudah didapat berkaitan dengan materi

6. Menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai

7. Menyampaikan cakupan materi dan penjelasan

uraian kegiatan sesuai silabus

10 menit

Inti 1. Guru menjelaskan materi tentang narrative

text

2. Guru menjelaskan langkah-langkah menyusun

narrative text

3. Guru meminta siswa mengembangkan topik

dalam bentuk narrative text

4. Guru meminta siswa untuk bertanya tentang

hal yang belum dipahami berkaitan materi

60 menit

63

Penutup 1. Guru meminta siswa untuk mengumpulkan

tulisan

2. Guru memberiikan umpan balik terhadap

proses dan hasil pembelajaran

3. Guru mengakhiri kegiatan proses belajar

mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran

Evaluasi : Writing Text

J. Penilaian Pembelajaran

➢ Bentuk Penilaian:

1. Teknik : performance Assessment

2. Bentuk : Tulisan (writing text)

64

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : UPTD SMP Negeri 35 Sinjai

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 5 & 6

Aspek/Skill : Writing

Materi Pokok : Narrative Text

Alokasi waktu : 2 x 40 Menit

A. Kompetensi Inti

1. Memahami pengetahuan (faktual, konseptual,dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

2. mencoba, mengola dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (

menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar

3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi

sosial teks narratif dengan menyatakan dan menanyakan tentang deskripsi

65

orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan

konteks penggunaanya.

4.12 Menyusun teks narratif tulis, pendek dan sederhana, tentang orang, binatang,

benda, tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan yang benar dan sesuai konteks.

C. Indikator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana.

2. Dapat membuat central image pada penulisan sebuah teks narratif.

3. Dapat menuliskan keyword untuk mengembangkan topik.

4. Fokus pada basic ordering ideas untuk mendapatkan informasi mengembangkan

topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topik yang telah

diberikan.

D. Tujuan Pembelajaran

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narratif

sederhana

2. Siswa dapat membuat central image pada penulisan sebuah teks narratif

3. Siswa dapat menuliskan keyword untuk mengembangkan topik

4. Siswa fokus pada basic ordering ideas untuk mendapat informasi

mengembangkan topik

66

5. Siswa dapat menyusun paragraf narrative text pada topik yang telah diberikan.

E. Materi Pembelajaran

❖ Writing Narrative Text

1. Fungsi Sosial : Narrative Text is a story with complication or problem event s

and it tries to find the resolutions to solve the problem. An important part of

narrative text is the narrative mode, the set of methods used to communicate

the narrative through a process narration.

2. Tujuan : The purpose of narrative text is to aimed and entertain the reader with

a story.

3. Jenis-jenis narrative text : There are many kind of narrative text:

➢ Personal experience : example; when I was Vacation

➢ Legend : example; Malin Kundang, the legend of Tangkuban Perahu, and

the story of Toba Lake

➢ Fable : example; The smartes parrot anf The story of Monkey and

Crocodile

➢ Fairy Tale : example; Cinderella, Snow White, The story of Rapunzel and

Painting the Wall.

4. Generic Structure : A narrative text will consists of the following stucture:

➢ Orientation : introduce the participant and informing the time and place.

➢ Complication : describe the rising crises which the participants have to

do with.

67

➢ Resolution : show the way of participant to solve the crises, better or

worse or solution to the problem.

5. Language Features in Narrative : Narrative text usually uses the language

features as follows:

➢ Past Tense : killed, drunk, etc.

➢ Adverb of time : once upon a time, one day, etc.

➢ Time conjuction : when, then, suddenly, etc.

➢ Specific character : the character of the story is specific, not general

(cinderella, snow white, alibaba, etc)

➢ Action verb : A verb that shows an action (killed, dug, walked)

6. Example of Narrative Text

The Origin of Surabaya City

Once upon a time, there were two animals, Sura and Baya. Sura was

the name of a shark and Baya was a crocodile. They dwelled in an ocean. Once

Sura and Baya were looking for some nourishment. Abruptly, Baya was a goat

“Yummy, this is my lunch,” said Baya

“No way! This is my midday meat. You are greedy” said Sura

Then the battle for the goat. After several hours, they were very exhausted.

Feeling exhausted of battling, they lived in the different palces. Sura

dwelled in the water and Baya dwelled in the land. The border was the sandy

shore, so they would never battle a fresh.

68

One day, Sura went to the land and looked for some nouroshment in

the stream. He was very furious when he knew that Sura broke tje pledge. They

fought afresh. They both hit each other, Sura bit Baya’s tail. Baya did the same

thing to Sura. He bit very hard until Sura eventually privide up and A went

back to the sea. Baya was happy.

F. Model dan Metode Pembelajaran

➢ Ceramah

G. Media, Alat dan Sumber Belajar

➢ Media : animated stories

➢ Alat : papan tulis, spidol, paper, laptop, speaker

➢ Sumber Belajar : kurikulum 2013, buku teks wajib

H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan 1. Mengucapkan salam dan berdoa

2. Mengecek kehadiran siswa

3. Guru memberikan motivasi belajar

4. Memberikan brainstoming berupa pertanyaan

yang sesuai dengan materi yang akan

disampaikan

5. Mengajukan pertanyaan-pertanyaan yang

sudah didapat berkaitan dengan materi

6. Menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai

7. Menyampaikan cakupan materi dan penjelasan

10 menit

69

uraian kegiatan sesuai silabus

Inti 1. Guru menjelaskan materi tentang narrative

text

2. Guru menjelaskan langkah-langkah menyusun

narrative text

3. Guru meminta siswa mengembangkan topik

dalam bentuk narrative text

4. Guru meminta siswa untuk bertanya tentang

hal yang belum dipahami berkaitan materi

60 menit

Penutup 1. Guru meminta siswa untuk mengumpulkan

tulisan

2. Guru memberiikan umpan balik terhadap

proses dan hasil pembelajaran

3. Guru mengakhiri kegiatan proses belajar

mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran

Evaluasi : Writing Text

J. Penilaian Pembelajaran

➢ Bentuk Penilaian:

1. Teknik : performance Assessment

2. Bentuk : Tulisan (writing text)

70

APPENDIX B

LIST OF STUDENTS’ ATTENDENCE

No Students Name Pre

Test

Cycle I Cycle II

1 2 test 1 2 test

1 Afifurahim

2 Ahmad Fauzan

3 Andi Muh. Ali

4 Andi Nabil Pratama

5 Andi Naila Salsabila

6 Andi Rizky Aditya

7 Andi Tenri Pratiwi

8 Andi Tiara Firdasari

9 Dwi Nayla Ramadani

10 Faathir Muhammad

11 Fadel Muh. Amin

12 Fauzan Syawal

13 Ferdiansyah

14 Hikmawati

15 Husnul Hatimah

16 Irwan Khairul

17 Muh. Aidil Saputra

18 Muh. Fajri

19 Muh. Rashdan

20 Muharramal Al Akbar

21 Nurul Aisyah

22 Rifaldi A

23 Riswaldy

24 Siti Nur Aisyah

25 Syaiful Ramadhan B

26 Zaskia Kasrin

71

APPENDIX C

D-TEST

Name :

Class :

Instruction

Write down whatever you know about narrative texts!

APPENDIX D

TEST CYCLE I

Name :

Class :

Instruction

Choose one the topic bellow and then rewrite it using your own words using these

pictures as guidance

1. Fairy Stories : Cinderella, Snow White

2. Fable : The Fox and the Grapes, The Greedy Crocodile, The Lion and The

Mouse, Rabbit and Snail

3. Legend : Maling Kundang, Tangkuban Perahu, Sangkuriang

72

73

APPENDIX E

TEST CYCLE II

Name :

Class :

Instruction

Rewrite the story individually using your own words using these pictures as

guidance.

74

APPENDIX F

TABLE STUDENTS’ SCORE D – TEST

NO Students’ Name Writing Ability

Content Organization

1 Afifurahim 60 50

2 Ahmad Fauzan 65 50

3 Andi Muh. Ali 50 50

4 Andi Nabil Pratama 65 55

5 Andi Naila Salsabila 55 50

6 Andi Rizky Aditya 50 50

7 Andi Tenri Pratiwi 60 60

8 Andi Tiara Firdasari 65 65

9 Dwi Nayla Ramadani 50 60

10 Faathir Muhammad 65 50

11 Fadel Muh. Amin 60 50

12 Fauzan Syawal 60 55

13 Ferdiansyah 65 55

14 Hikmawati 70 65

15 Husnul Hatimah 60 55

16 Irwan Khairul 55 50

17 Muh. Aidil Saputra 50 50

18 Muh. Fajri 60 55

19 Muh. Rashdan 55 50

20 Muharramal Al Akbar 65 60

21 Nurul Aisyah 75 70

22 Rifaldi A 60 60

23 Riswaldy 60 55

24 Siti Nur Aisyah 60 55

25 Syaiful Ramadhan B 65 60

26 Zaskia Kasrin 50 50

Total 1555 1430

Mean Score 59.81 55

75

APPENDIX G

TABLE STUDENTSL SCORE THE CYCLE I

NO Students’ Name Writing Ability

Content Organization

1 Afifurahim 75 60

2 Ahmad Fauzan 60 55

3 Andi Muh. Ali 70 65

4 Andi Nabil Pratama 75 60

5 Andi Naila Salsabila 75 60

6 Andi Rizky Aditya 70 60

7 Andi Tenri Pratiwi 50 55

8 Andi Tiara Firdasari 80 70

9 Dwi Nayla Ramadani 75 60

10 Faathir Muhammad 70 55

11 Fadel Muh. Amin 70 65

12 Fauzan Syawal 75 60

13 Ferdiansyah 65 60

14 Hikmawati 80 70

15 Husnul Hatimah 60 55

16 Irwan Khairul 65 60

17 Muh. Aidil Saputra 55 60

18 Muh. Fajri 60 55

19 Muh. Rashdan 65 55

20 Muharramal Al Akbar 70 65

21 Nurul Aisyah 80 70

22 Rifaldi A 60 65

23 Riswaldy 60 60

24 Siti Nur Aisyah 60 65

25 Syaiful Ramadhan B 70 65

26 Zaskia Kasrin 60 65

Total 1755 1595

Mean Score 67.5 61.35

76

APPENDIX H

TABLE STUDENTS’ SCORE THE CYCLE II

NO Students’ Name Writing Ability

Content Organization

1 Afifurahim 80 80

2 Ahmad Fauzan 85 85

3 Andi Muh. Ali 85 85

4 Andi Nabil Pratama 80 80

5 Andi Naila Salsabila 85 80

6 Andi Rizky Aditya 85 80

7 Andi Tenri Pratiwi 85 75

8 Andi Tiara Firdasari 85 80

9 Dwi Nayla Ramadani 80 75

10 Faathir Muhammad 82 80

11 Fadel Muh. Amin 85 80

12 Fauzan Syawal 85 78

13 Ferdiansyah 80 75

14 Hikmawati 88 80

15 Husnul Hatimah 78 80

16 Irwan Khairul 85 80

17 Muh. Aidil Saputra 75 75

18 Muh. Fajri 80 75

19 Muh. Rashdan 75 75

20 Muharramal Al Akbar 78 80

21 Nurul Aisyah 88 85

22 Rifaldi A 75 75

23 Riswaldy 75 75

24 Siti Nur Aisyah 80 75

25 Syaiful Ramadhan B 80 85

26 Zaskia Kasrin 75 80

Total 2114 2053

Mean Score 81.31 78.96

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APPENDIX I

CALCULATION THE STUDENTS MEAN SCORE IN EACH INDICATORS

1. Diagnostic Test

a. Content

�̅� = ∑ 𝐗

𝐍=

𝟏𝟓𝟓𝟓

𝟐𝟔 = 59.81

b. Organization

�̅� = ∑ 𝐗

𝐍=

𝟏𝟒𝟑𝟎

𝟐𝟔 = 55

2. The Cycle I

a. Content

�̅� = ∑ 𝐗

𝐍=

𝟏𝟕𝟓𝟓

𝟐𝟔 = 67.5

b. Organization

�̅� = ∑ 𝐗

𝐍=

𝟏𝟓𝟗𝟓

𝟐𝟔 = 61.35

3. The Cycle II

a. Content

�̅� = ∑ 𝐗

𝐍=

𝟐𝟏𝟏𝟒

𝟐𝟔 = 81.31

b. Organization

�̅� = ∑ 𝐗

𝐍=

𝟐𝟎𝟓𝟑

𝟐𝟔 = 78.96

78

APPENDIX J

THE STUDENTS’ IMPROVEMENT CONTENT

Diagnostic Test Score is 59.81

Cycle I Score is 67.5

Cycle II Score is 81.31

1. Improvement from D-Test to Cycle I

P =CI − DT

DTx100

P =67.5 − 59.81

59.81x100

P =7.69 x 100

59.81

P =769

59.81= 12.86

The students’ improvement from D-test to Cycle I is 12.86

2. Improvement from Cycle 1 to Cycle II

P =CII − CI

CIx100

P =81.31 − 67.5

67.5x100

P =13.81 x 100

67.5

P =1381

67.5= 20.46

The students’ improvement from Cycle I to Cycle II is 20.46

79

APPENDIX K

THE STUDENTS’ IMPROVEMENT THE ORGANIZATION

Diagnostic Test Score is 55

Cycle I Score is 61.35

Cycle II Score is 78.96

1. Improvement from Diagnostic Test to Cycle I

P =CI − DT

DTx100

P =61.35 − 55

55x100

P =6.35 x 100

55

P =635

55= 11.55

The students’ improvement from diagnostic test to cycle I is 11.55

2. Improvement from Cycle I to Cycle II

P =CII − CI

CIx100

P =78.96 − 61.35

61.35x100

P =17.61 x 100

61.35

P =1761

61.35= 28.70

The students’ improvement from cycle I to cycle II is 28.70

80

APPENDIX L

THE STUDENTS’ IMPROVEMENT OF WRITING ABILITY

1. Diagnostic Test

�̅� = 𝑂𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑡𝑖𝑜𝑛+𝐶𝑜𝑛𝑡𝑒𝑛𝑡

2

= 55+59.81

2

= 114.81

2

= 57.41

2. Cycle I

�̅� = 𝑂𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑡𝑖𝑜𝑛+𝐶𝑜𝑛𝑡𝑒𝑛𝑡

2

= (61.35+67.5

2

= 128.85

2

= 64.43

3. Cycle II

�̅� = 𝑂𝑟𝑔𝑎𝑛𝑖𝑧𝑎𝑡𝑖𝑜𝑛+𝐶𝑜𝑛𝑡𝑒𝑛𝑡

2

= (78.96+81.31)

2

= 160.27

2

= 80.14

81

4. The students’ improvement from cycle I to cycle II

P =20.46%+28.70%

2

P = 49.16%

2

P = 24.58%

5. The Students’ improvement from Diagnostic test to cycle II

P = 35.96%+43.56%

2

P = 79.51%

2

P = 39.76%

82

APPENDIX M

STUDENTS’ TEST

83

84

85

APPENDIX N

DOCUMENTATION

86

87

88

89

CURRICULUM VITAE

Evi Aulia is the first child of the couple Alias and

Nurung. She was born on January 4, 1997. She has three

brothers named Hajar Azwad, Rifaldi Ramadhan and

Aldevaro Rashdan Asshiddiq. She lived in Petta

Ponggawae Street, Sinjai. She registered her education at

SD 105 Bonto in 2003 and graduated in 2009. She registered at SMP Negeri

3 Sinjai Utara but now become SMP Negeri 5 Sinjai in 2009 and graduated

in 2012, and she registed at SMA Negeri 1 Sinjai in 2012 and graduated in

2015. Then, be registered as one of the students of Muhammadiyah

University of Makassar in English Education Department. And the end of

her study, she could finish her thesis by the title “Improving Students’

Ability in Writing Narrative Texts Using Short Animated Stories at Class

VIII of UPTD SMP Negeri 35 Sinjai”