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THE IMPLEMENTATION OF USING SHORT VIDEO

STORIES TO INCREASE STUDENTS’ UNDERSTANDING IN
LEARNING NARRATIVE STRUCTURE OF SEVENTH
GRADE STUDENTS OF MTs PANCASILA SALATIGA
ACADEMIC YEAR 2012/2013

THESIS
Submitted to the Board of Examiners as a Partial Fulfillment
Of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
In English and Education Department

Written By:

MANSUR HIDAYAT
113 090 10
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2013

DECLARATION
In the name of Allah, the most gracious, the most merciful
Hereby the writer fully declares that this graduating paper is composed by
the writer herself, and it does not contain materials written or having been
published by other people, and those from other references.
The writer is capable of accounting for this graduating paper, if in the
future this is proved of containing others’ idea, or in fact, the writer imitates the
others’ graduating paper.
This declaration is made by the writer to be understood.

Salatiga, 12 Agustus 2013
Writer

Mansur Hidayat

.

MOTTO * ‫احملافظة على قدمي صاحل‬ ‫واألخذ جبديد أصلح‬ )‫(شيخ حممد هاشم أشعري‬ “Preserve good old culture and take better new culture” .

smile and soon……I will never forget it……. Choiriyatik for your support and praying 4. All of my friends who helped in finishing this graduating paper 8.DEDICATION This graduating paper is whole heartedly dedicated to: 1. kindness and togetherness 3. thanks all for your support. 6. Andre Ferdiyanto thanks for your love. (especially Zaenul Wafa) thanks for your advice. My beloved brother. Someone who will be my couple in the future . My friends in STAIN Salatiga ’09 7. and joke I miss you so much…. encouragement . togetherness. 5. Sunoto and my beloved mother Mrs. praying and I love you so much 2. love. K. trust. finance. brotherhood. All of my best friends in the Pancasila Boarding school thanks for your kindness. My beloved father Mr. Thank for Mr. Muhlasin and Ny. Sri Sayekti. My friends in TBI A.

PdI. and I somehow realize that an appropriate moment for me to deepest gratitude for: 1. the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Department of Education faculty of State Islamic Studies Institute (STAIN) Salatiga in 2013. the lord of universe. 3. All of the staff who have helped the writer in processing of graduating paper administration. Dr. All of the lecturers in English department 5. My beloved father and mother. the most gracious.Pd. advice. Imam Sutomo. supported. MA. suggestion. 6. Suwardi. M. guidance. 2.ACKNOWLEDGEMENT In the name of Allah. peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness. 4. Secondly.Pd as the chief of Education Faculty. this success would not be achieved without those supports. Ag. S. However. the most merciful. and a recommendation for this graduating paper from beginning until the end. S. . trust. finance. the Head of State Islamic Studies Institute (STAIN) Salatiga. as the chief of English Department Of Education Faculty and the consultant who has educated. Maslihatul Umami. thanks all support. help and encouragement from individual and institution. because of Him. directed and given the writer advice. encouragement. M.

sisters. best friends. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper. 8. thanks for your helps and supports. 10 August 2013 Writer . My beloved brother.7. Salatiga. All of my friends who have helped me to finish this graduating paper Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. All of teachers and students MTs SA Panacasila Salatiga. thanks for your participation 9.

Short video stories. The researcher concluded that using short videos stories improves the students understanding in learning narrative structure and there is a significant contribution of using short video stories to the students understanding in learning narrative structure of the 7th Year Students of MTs SA Pancasila Salatiga in The Academic Year of 2012/2013.I. The Implementation Of Using Short Video Stories To Increase Students Understanding In learning Narrative Structure In Seventh Grade Of MTs SA Pancasila Salatiga Academic Years Of 2012/2013.Pd. The second purpose is to find out how far is the significant contribution of using short video stories to the students understanding in learning narrative structure of the 7th year students of MTs SA Pancasila Salatiga in the academic year of 2012/2013. The first purpose of this research is to find out whether using short video stories improve the student achievement of the 7th year students of MTs SA Pancasila Salatiga in the academic year of 2012/2013. Many students confuse to understand reading texts. especially about genre. M. 39. Many students feel boar and not interesting with reading texts. English and Education Department State Islamic Studies Institute. Narrative Structure English is becoming more and more important in Indonesia as it is different purpose. 25 and the result of to 12. Key Words: Implementation. and observation to collect the data. documents. S.A. This research used classroom action research which consists of two cycles. The purposes of this research are divided into two parts. Supervisor: Maslihatul Umami. From the calculation showed that to is greater than tt. T-table with n = 26 is 1. The researcher used tests. culture and among other. . such as teaching.ABSTRACT Hidayat. They are lazy to read more text. null hypothesis is received. If to is same or greater than tt. They don’t understand to analyze the genre in the texts. It means that there is significant difference between pre-test and post-test. Mansur. The data were analyzed and calculated by using t-test formula.

............................................... Benefit of the Study..................................................................................... v DEDICATION .................................................................. iv MOTTO ................ 6 D. Limitation of the Study.......................................................... Definition of Key Term ...........................................................................TABLE OF CONTENT TITLE ..... vii ABSTRACT .......................................... ii ATTENTIVE CONSELOR NOTES............. iii STATEMENT OF CERTIFICATION ....................................................................... 6 E.................................................................... i DECLARATION .................................................................. Paper Organization …………………………………...................... 1 B.... The Background of the Study. 10 ..... 6 F......................................................................... The Objective of The Study ............. 5 C................................................................................... ix LIST OF FIGURES CHAPTER I ……………………………………………………… xi INTRODUCTION A.................... The Statement of the Problem ............. vi ACKNOWLEDGEMENT ........................................................... 8 G...................................

................... 30 2....... Kinds Of Videos ………………………… …… 12 3................. 11 1..... 17 2.. 32 ............. Definition .................. General Concept of Video ......... 14 4.. The Characteristics of CAR ... Generic structure of narrative text ................ 26 C............. General Description of MTs SA Pancasila ........ General concept of Narrative ......... Definition of Video ...................... 27 D......................... Videos as language learning technique ................ 28 F....... 18 3...................... Kind of Research ...... 30 1................. Method of Research ........ The Situation of Educational Facilities .......... 25 B..................................... 28 E............. 16 B........................... 11 2............................. The Profile of the Students .... The Situation Teacher and Staffs.CHAPTER II LITERATURE REVIEW A.......................... 30 3........................ 17 1............................................................ The Subject of the Study ....... The Advantages of using short video .. The Cycles of Research Methodology. Analysis of Narrative text ……………………… 23 CHAPTER III METHODOLOGY OF RESEARCH A...................................

.................. Field Note .......... The Score of Pre-test and Post-test .............................. The Achievement Test .................... 33 5.... Technique of Data Analysis ………………... The Technique of Collecting data ...... Conclusion .............. 62 B.................................................... 54 D................................ 35 CHAPTER IV THE IMPLEMENTATION OF STUDY A.............................................. 57 E.... 63 BIBLIOGRAPHY APPENDIX ............... Analysis between Cycle 1 and Cycle II ........................... 34 6.. Suggestion ........................ Discussion ………………………………………… 59 CHAPTER V CLOSURE A... 39 B. The Objectives of CAR .................4..................... 53 C.....

3 THE SITUATION OF STUDENTS OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2012/2013 FIGURE 3.3 THE EXAMPLE OF NEGATIVE SENTENCES FIGURE 3.2 THE MEAN OF ACHIEVEMENT TESTS FIGURE 4.3 PRE-TEST AND POST-TEST SCORE FIGURE 4.1 THE EXAMPLE OF DECLARATIVE SENTENCES FIGURE 1.1 THE SITUATION OF EDUCATION FACILITIES OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2012/2013 FIGURE 3.1 THE SCORE OF TEST ACHIEVEMENTS FIGURE 4.2 THE EXAMPLE OF PAST TEST FIGURE 1.4 THE SCORE OF PRE-TEST AND POS-TEST .2 THE SITUATION OF THE TEACHERS MTs SA PANCASILA IN ACADEMIC YEAR 2012/2013 FIGURE 3.4 THE NAME OF SUBJECT OF THE STUDY OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2012/2013 FIGURE 4.LIST OF FIGURES FIGURE 1.

Background of The Study English is becoming more and more important in Indonesia as it is different purposes. and reading.” Here. many students still difficult to understand reading texts. report. especially about genre. Here. speaking. for example narrative. we know many genres based on the text. Rivers (1981:259) said “reading is the most important activity in any language class. Reading as well as other language skills. descriptive.CHAPTER I INTRODUCTION A. The main aim of teaching English is to develop four language skills. but also as means of consolidating and extending one’s knowledge of the language. which should be developed in teaching English. In English. recount.e. cultural and among others. such as teaching. not only as a source of information and pleasurable activity. is placed as one of the important skills for students to be mastered. writing. Here. listening. and senior high school. etc. . i. teaching of reading is essential for preparing students with basic reading skill to be able to gain information and knowledge from any teaching text. the writer focuses in narrative story text. junior high school. In Indonesia. They don’t understand to analyze the genre in the text. English is as one of foreign language which is taught in elementary school. Reading is one of the four language skills.

give ideas. and comprehension. and processing information.By understanding narrative story ability. 96 1997 said that English is a compulsory subject as the first foreign language which has been taught in Junior High Schools. how to make students success in processing of constructing meaning. they feel . However. generic structure. In KTSP curriculum. they are not interested to read a text and feel boring with a text. Sometimes. The components of reading class are genre. how to find the structure of the text. listening. we can carry out the main and aim of the text what tell about. According to PP. either in written or oral form which covers writing. receiving. Understanding genre and structure in the text ability is needed by the students. so we are easy to know information or news from the story. the fact has shown that the students are hard to understand their reading ability. the students have limited time to practice their reading skill. how to encourage the main idea clearly and correctly. Based on the important role of understanding about English text. vocabulary. the students should be taught how to read. and share information from the story. in reading class. They are difficult to find the generic structure in the narrative text. reading and speaking. it is clearly stated that one of the objectives of the English subject in Junior High School is developing the ability to communicate in English. grammar. No. Ideally. how to understand the text. It is also evidence that in class. However.

it relates to the condition of the students who are lack of vocabulary. The methods do not recommend a lot to learn traditionally or just reading a lot of text. Therefore. First. Teaching English in Islamic Junior High School is less focus on reading especially in genre. they refuse it. .lazy and tired to read a text. To achieve this aim. they don’t interest to read texts in English language. Another problem related to the students is that they are not interested in the material given to them. when the teacher asks them to read a text. There are many problems in teaching reading. So far. The methods do nothing to the improvement of students' understanding in narrative structure. Second. there are still many English teachers who stand to use classical methods. Appropriate strategy which provides interesting activities will encourage students to be active and realize the demand that they are supposed to have. Those problems are faced by the students of MTs Pancasila Salatiga at the first year. Third. interesting is very important in reading subject. For instance. but only improve reading skills in foreign language. the students get used to read their Indonesian language. The teacher sometimes cannot control the class and this situation makes them impossible to continue the learning process. the teachers need to devise learning and teaching activities that are suitable with students need and interest. Teaching reading is not an easy job.

etc.Teaching English in Junior High school is learning through fun. teacher gets difficulties in integrating short video into classrooms. It is rare. Stories include ideas. One of the interesting methods in teaching narrative structure is applying short videos. they try to guess what the passage of story is. Usually. To set students’ motivation can use many ways. in which it can influence the grown up student’s personality. Teaching English by using short videos has the good result.” However. Teacher can apply interesting methods and medium or playing kinds of games. Using short videos to children can helps them to play their imagination based on the words and pictures. objective. and teachers frequently enliven their classes with off-air material or tapes produced for language learning. language. Moreover. Some of students who do not like English will feel sleepy. When students watch the story video which played by the teacher the students will get point from the story. it is improve student’s motivation and their understanding in learning narrative structure. so they can understand about generic structure of the narrative story. imagination. It makes them enjoyable and fun in learning foreign language. almost all children like story. short video should be suitable for children and improve their motivation in learning narrative structure. It is appropriate with Jeremy Harmer (2001: 282): “The use of videotapes has been a common feature in language teaching for many years. . Short videos also helps students be active in the classroom. for a publisher to produce a major course book without a video component added in. these days.

and frustrated when the teacher shows the story. To what extent is the use of short video stories improving the students understanding in learning narrative structure? . Can the use of short video stories improve the students understanding in learning narrative structure? 3.bored. in order to avoid misunderstanding of the writer about the subject matter discussed. the writer takes the using of short videos as the topic of this research. From the clarification above. Moreover. The problems are: 1. confused. lacking experience or training in using technology. error instrument and space short videos in curriculum. Can the use of short video stories improve the students’ attention or participation in learning narrative structure? 2.” B. The Statement of The Problems It is necessary to formulate the scope of research. reasons for using short video in learning narrative structure are teachers have problems such as lacking the skill for integrating stories into foreign language. no time. That is the reason why the writer chooses the title for this paper ’’THE IMPLEMENTATION OF USING SHORT VIDEO STORIES TO INCREASE THE STUDENTS’ UNDERSTANDING IN LEARNING NARRATIVE STRUCTURE OF SEVENTH GRADE STUDENTS OF MTs PANCASILA SALATIGA ACADEMIC YEAR OF 2012/2013.

. Practically a. For the writer The findings of the research can be used as a starting point in improving the writer’s teaching ability now and in the future. To know the using short video stories can improve students’ understanding in Learning narrative structure 3. To describe how far the use of short video stories improving the students understanding in learning narrative structure. Find out whether using of short video stories can improve the students’ attention or participation in learning narrative structure. D. especially are to get information about: 1. The Objective of The Study Generally the objective of this research is to improve the students’ understanding in learning narrative structure for seventh grade junior high school students in MTs Pancasila. the writer limits the study on the using of short videos which is used in this study the performance of using short video stories done by the teacher at the seventh grades student of MTs Pancasila Salatiga in the academic year 2012/2013 E. Limitation of The Study In order to avoid any misinterpretation of the problem. The objective of this research. Benefit of the Study The Benefits of this research are: 1.C. 2.

For the others researches The results of this research can be used as one of the references in contributing a research on English language teaching. For the students The result of the research can improve students understanding in learning narrative structure and make student more interesting in learning narrative structure. students are able to get satisfactory achievement. The English teaching learning literatures dealing with teaching English methodologies. e. 2. Theoretically The findings of the research will enrich: a. . so they are able to improve the quality of teaching learning process.b. d. Thus. especially in the implementation of using short videos in learning narrative structure in junior high school students. For the English teacher This research can give additional contribution to English teachers to develop language teaching methods theoretically and practically. and this study can contribute to the teachers’ improvement in their English performance. c. For MTs Pancasila The result of this research can contribute the institution to fulfill the demand of English curriculum.

(Oxford learners pocket dictionary: 2008) b. 1985: 1) In dramas or movies. (George M. F. Short Short is measuring or covering a small length or distance. Gazda :1980: 1) . The English teaching learning methodology by using short videos to improve the students understanding in learning narrative structure for other researchers to conduct further researches.b. Definition of Key Terms To avoid misunderstanding. video means everything which tells a story about fictional character. (Jane Sherman 2003: 12) c. Learning Learning is basic to human existence and fundamental to education. Video in management training most probably means a video camera which plugs into a video recorder and records onto videotape. (Margaret Allan. a. the writer gives explanations of the definitions of some key terms used in the study. It is the base of operations for the study of psychology and essential to understanding the human mind. Video For most people Video is a machine which can be linked to the television set to record TV programs they are broadcast.

tangible or intangible notion referring to the recognition. (Oxford learners pocket dictionary: 2008) Here structure means generic structure of the text. The other definition of narratives is event selection and event sequencing is two crucial functional elements of narrative construction. listener. Narrative structure is generally described as the structural framework that underlines the order and manner in which a narrative is presented to a reader. (Lee Mc Gaan: 2005: 20).d. (Emy Ermawati: 2010: 24) e. primary language. consist of title. observation. f. Two common ways to describe these two parts of narrative structure are story and plot. Structure Structure in the general meaning is a fundamental. nature and permanence of patterns and relationships of entities. or viewer. orientation. and they are reciprocally related to the subjective experience of time described in the narrative. Narrative Structure Narrative structure is about two things: the content of a story and the form used to tell the story. Narrative A narrative is a basic and constant form of human expression regardless of ethnic origin. and enculturation. complication and resolution. (Emy Ermawati: 2010: 25) .

purpose of the research. This chapter explains about field note in cycle 1 and cycle 2. statements of the problem. review of previous research. The last chapter is closures which consist of conclusion and suggestion. technique of analyzing data. Outline of the Paper The final project consists of five chapters. The first chapter is introduction. narrative structure. definition of key terms. The third chapter is presents the methodology of the research which consists of the methods of research. procedure of the research. place and time of research. the score of achievement tests. . The fourth chapter is the implementation of the study and data analysis. and paper organization. and general description of MTs Pancasila. The second chapter is concerns with the theoretical review which consist of general concept of short video. technique of collecting data. benefit of research.G. which consists of background of the study. the scores of pre-test and post-test and the analysis. subject of the study. and general concept of using short videos in learning narrative structure.

wikipedia. This is called recording off-air. Long video is a film or video has duration about an hour or more.CHAPTER II REVIEW OF RELATED LITERATURE A. And short video is any film or video not long enough to be considered a feature film. the Academy of motion picture arts and sciences defines a short video as an original motion picture that has a running time of 40 minutes or less. From the word. This recording can then be played back through a TV set in the same way as a recorded TV program. Definition of video stories The word video can mean different things to different people. we can know about the different from both words. The term feature originally applied to a film longer than a short subject. Many visual media shows it in many types. (Margaret Allan: 1985: 1). No consensus exists as to where that boundary is drawn. For many people the first statement would mean a video recorder. . There are long video and short video. including all credits. but shorter than standard feature film (http://en.org/wiki/short_films). video means film or movie. That is a machine which can be linked to the television set to record TV programs as they are broadcast. Video in management training most probably means a video camera which plugs into a video recorder and records onto videotapes. General Concept of Video Stories I. In other definition.

boy-meets-girl ends in true love. the duration about 40 minutes and has a goal and massage to share information to other people. much film drama is set in a fantasy world where the people are rich and white. and criminals are brought snarling to justice after elaborate car chases. social or geographical setting. They are particularly useful in projects since they often centre on a theme or issue and have vivid historical.Based on the definitions above. the writer concluded that short video is a film or movie not long and simple. Kinds of Video Stories Commonly. Video drama Stories Video drama here means everything which tells a story about fictional character. True stories There is no clear divining line between fact and fiction in feature films but some films do claim to be about real-life event and try to reflect the awkwardness of reality. Based on Jane Sherman (2003: 12) there are two main types . b. according to Jane Sherman (2003: 12) there are some kinds of videos. Of course. with its ambiguous and unpredictable events. complex social scenery and long unromantic time spans. the man are heroic and the women beautiful. 1. such as: a.

(Margaret Allan. 2) Biographical films Films about relatively ordinary people invite comparison with oneself in all possible ways (lifestyle. Short video Stories Short is measuring or covering a small length or distance. the writer concludes that a short video story is any film or video not long enough to be considered a feature . other people’s shoes. (Oxford learners pocket dictionary: 2008). c. Video is a machine which can be linked to the television set to record TV programs they are broadcast. Video in management training most probably means a video camera which plugs into a video recorder and records onto videotape. turning points follow-up). 1985: 1) In dramas or movies.of true stories: 1) History films These in particular have to establish a complex background very rapidly at the beginning (remember those historical parchment summaries scrolling up at the beginning of old history films). video means everything which tells a story about fictional character. (Jane Sherman 2003: 12) From both definitions. Most history films involve military or political battles and a lot of moving around.

organizations. animated short video. Videos as language Learning Technique Learning refers to concerted activity that increases the capacity and willingness of individuals. to grow and mature to adapt successfully to changes and challenges (Fadhilah: 2009: 24). groups. The language teachers should prepare nearly about the material in the classroom next other needs in teaching learning. action movie and so on. language is intimately tied to man’s feeling and activity.wikipedia. animated short video likes Naruto and narrative short video likes Cinderella.film. Snow white and so on. Besides that. There are many kinds of short video like cartoon short video. and communities to acquire and productively apply new knowledge and skills.wikipedia. One needs special preparation is teaching techniques. It’s like box office movie.org/Video_short/2013/01/30) d.org/wiki/shor_film) II. (http://en. narrative short video and another. Cartoon short video likes Tom and Jerry. It is bound up with nationality. Long Video Stories Long video story is film or video has duration about an hour or more. religion. Hollywood. According to Robert Lado (1964: 7) language is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other persons. (http://en. They must prepare which techniques . and the feeling of self (Lado: 1964: 11).

III. she or he brings new and different something. and purposes of the teaching learning can be reached. The Advantages of Using Short Videos in Teaching Learning . There are as many right ways as there are effective uses of video to assist the learning of a language. The use of videotapes has been a common feature in language teaching for many years. situation of students. It becomes unnecessary to be there with the study of actual speech in social interaction. the teacher should get way how to change students perception that new and different something are interesting and easy to be learned. So. It is rare. When a second language teacher gets in the classroom. Complex media like video have an aura of mystery about them. Language is defined as a set of grammatical ruler exiting in the mind of everyone. Teaching foreign language often makes students frustration or boring.are more suitable to the today’s material. Videos also help the students in building a good understanding in learning English and can effective strategies in improving the students understanding in the classroom activities. Based on Margaret Allan (1985: 66) said that no one right way to use video in the classroom. Teaching a foreign language is not easy job. and teacher frequently enliven their classes with off-air material or tapes produced for language learning. for a publisher to produce a major course book without a video component added in. these days.

they see it too.According to Jeremy Harmer’s (2001: 282) to some people videotape is merely a glorified version of audiotape. But there are many reasons why video can add a special. since for example. for example. This is especially useful if they want to see. or how Americans speak to waiters. and when this coupled with interesting tasks. typical British body language when inviting someone out. short video can be used to introduce new language.  Cross cultural awareness: video unique allows students a look at situations far beyond their classrooms. gesture.  Motivation: for all of the reasons so far mentioned. most students show an increased level of interest when they have a chance to see language in use as well as hear it. general meaning and moods are often conveyed through expression. or analyzes the language used in certain typical exchanges and genres. extra dimension to the learning experience:  Seeing language in use: one of the main advantages of video is that students do not just hear language. On the other hand. This greatly aids comprehension. and visual clues. Video is also of great value in giving students a chance to see such things as what kinds of food people eat in other counties and what they wear. practice already known items. . and the use of video in class is just listening with picture.

hortatory exposition. for example. texts are divided into several types. speaking and writing. such as understanding the topic. report. In this chapter of this paper will focus on Narative text. Among these four basic skills of language. grammatical pattern. discussion. spoof. Two common ways to describe these two parts of narrative structure are story and plot. They are narrative. review. procedure. reading is important skill. Narrative structure is generally . reading. These variations are known as GENRES. idea. recount. General Concept of Narrative Structure 1. we usually need to make it an active process. wide vocabularies. But we might show/ play a music video at the end of a long lesson or show quick bit of video film about place or person as a bridge between. a noisy activity and a quiet one. The Definition of Narrative Structure In language teaching learning. explanation. and news item. Based on generic structure and language feature dominantly used. analytical exposition. descriptive. anecdote.Video can occasionally be used for relaxation. but this use must not be overdone since. genre and so on. B. such as: listening. we often talk about four basic language skills. because it needs many elements or factors to mastery it. Based on Emy Ermawati (2010: 25) said that narrative structure is about two things: the content of a story and the form used to tell the story. as we have said.

listener. temporal and physical setting. It sets a distance between the narrator and the narrative. and enculturation. Western cultures consider that a good story is story that has a good narrative structure. soap operas and television dramas that are used to raise topical issues. and when thing take place. Narrative is a basic and constant form of human expression regardless of ethnic origin.g. Orientation in a narrative introduces character. primary language. In the Western culture children meet the expectation of what is a good story when they tell their listeners who and what is involved. and conclude with the resolution. or viewer. They also must build a series of events up to high point. However narratives can also be written to teach or inform. (Emma Ermawati: 2010: 26) The basic purpose of narrative is to entertain.described as the structural framework that underlines the order and manner in which a narrative is presented to a reader. It may. 2. . (Lee Mc Gaan: 2005: 20). Orientation: Introducing the participants and informing the time and the place. Orientation generally placed first and sets the whole mood for the story to come. to change attitudes/ social opinions e. to gain and hold a readers interest. and situation. Generic Structure of Narrative A narrative text will consists of the following structure: a.

be added to as need by narrative. Using Simple Past Tense Simple Past Tense Basic form: Subject + Verb (Past Form) Examples: a. There can be a few actions happening one offer another. Resolution: Showing the way of participant to solve the crises. I went to the cinema. c. He didn't learn any English when he was in London two year ago. The actions can be short or long. b. Complication: Describing the rising crises which the participants have to do with c. Use 1: Past actions that are now finished . We use the Past Simple to talk about actions that happened at a specific time in the past. Using temporal conjunction c. Language Features of Narrative a. bought popcorn and watched a movie. (Emma Ermawati: 2012: 32) b. physical process a sustained phenomenon or one marked by gradual changes through a series of states) b. I was sleepy.however. better or worse 3. Using processes verbs (process.

[1] d. we use the Past Simple to express actions that happened at a specific time in the past. and he.g. a cat) and the past form of your verb (e.g. To form a declarative sentence. was. I. talked. lit a cigarette and smiled at the guests. Questions and negative sentences are only a little more difficult. He entered a room. Form Forming a sentence in the Past Simple is easy. I went to college 3 years ago. Use 3: A series of actions in the past The Past Simple can also be used with a few actions in the past happening one after another. because they require an auxiliary verb.g. John cut his finger last week. [2] Use 2: Situation in the past Another use of this tense is talk about situations in the past. Declarative Sentences Subject + Verb + ED or an irregular verb form e. a. I/a cat e. [2] c. all you need is the subject of the sentence (e. He ate the dinner 1 hour ago. you.g. The actions can be short [1] or long [2]. [1] b. I slept well last night.  I lived in New York for 10 years (I don't live there anymore). worked/went/made .The first. swam).

I saw two colorful fishes in the lake yesterday (Use 1) Table 1. I ate the cake yesterday. He married a woman who lived in the same village. (Use 2) 4. (Use 3) 6. (Use 1) 3. They saw us playing football. lit a cigarette and smiled at the guests. (Use 1) 5.1 The examples of Declarative Sentences Examples Use 1. Mary tried the chiken but it was too hot to eat. He entered the room. (Use 1) Time Expressions Common time expressions (time adverbials) in the Past Simple are:  yesterday  the other day  just now  the day before yesterday Questions Auxiliary verb + Subject + Verb in the present form . (Use 3) 2. I lived in Java for 10 years (I don't live there anymore).

Did the telephone ring? (Use 1) 3. How long did he work there? (Use 1) 2. I/a did e.2 The examples of Past Tense Examples Use 1. work/go/make cat Table 1.g. Did you see that? (Use 1) Negative Sentences Subject e. work/go/make cat Table 1. I/a + Auxiliary verb + + Verb in the present not form didn't e.e. .3 The examples of Negative sentences Examples Use 1.g.g. (Use 1) He didn't learn any Italian when he was in Italy two year ago.g.

we need to have interacted with it.4. (Lee McGaan: 2009: 20). All this will help us to understand the text more thoroughly and will enable us to do a better job analyzing it. (Use 1) 3. and enculturation. 2. Based on Emi Ermawati (2010: 49). Make a list of three to five ideas/reactions that we feel comfortable discussing. Answer some basic questions: What does all this information mean to me? How does this relate to my text? What conclusions can I draw from this? Examine the text from a specific point of view based on our questions and our responses. primary language. Write down some of our ideas. Identify which idea we can best talk about and start developing another list based on that one idea. we need to examine the story focusing on a particular literary device or character that we want to discuss. To do this successfully. asking questions and making statements. He didn't get any good grades when he attended school. Now what do we have to say about this narrowed down topic? This process will enable us to identify our topic. (Use 3) Analysis of Narative Text A narrative is a basic and constant form of human expression regardless of ethnic origin. I wasn't at my grandma's when you came. we need to have read the text and be able to discuss a certain aspect of the text that interested us. Look at all the information we have written down. To analyze it. This can mean annotating our reader responses in the margins. she said that if we want to analyze a text. .

Make connections and draw conclusions. Avoid summarizing the text
because that is not analyzing. We need to now respond to the topic we have
identified earlier. Write down what we have to say about our subject. Draw
conclusions about our text and see if we can make connections to other parts
on the text or to other readings, if relevant. (Emi Ermawati: 2010: 20)

CHAPTER III
METHODOLOGY OF RESEARCH
A. Place and Time of Research
1. The General Situation of MTs SA Pancasila Salatiga
MTs SA Pancasila Salatiga is an educational organization
under Yayasan Darul Muhlasin. The school was built in 2008. The
location is at Jl. Fatmawati No. 11, Kelurahan Blotongan, Kecamatan
Sidorejo, Kota Salatiga, Propinsi Jawa Tengah. This location is
strategic because this is easy to reach from any direction. It is also
conducive for teaching learning process.
The name of the school is Madrasah Tsanawiyah Satu Atap
(MTs SA) Pancasila Salatiga. The school is on Pancasila boarding
school so it is called Satu Atap. The headmaster of this school is Nur
Fadhilah, S.PdI. She is helped by 3 vice headmasters. They are Sri
Sugiarti, S.Pd., Emi Anitasari, S.HI., and Kafidzin, SE. They help in
curriculum, students, and the last one as the administrator.
MTs SA Pancasila Salatiga is a private school which has
relationship with Australia. The students of MTs SA Pancasila Salatiga
in academic year of 2012/ 2013 are 58 students. They consist of 26
students of the seventh year, 21 students of eighth year and the
students of ninth years are 10 students. MTs SA Pancasila Salatiga has
3 classrooms for teaching learning process.

2. The Situation of Educational Facilities
Educational facilities are all of building, equipment which
needed by teachers, students, and other educators in which provide by
school to support teaching-learning process in school environment.
Good educational facilities can be the factors to be successful in
teaching-learning process because all of students’ need can be
provided. The educational facilities can be seen in the figure bellow;
Figure 3.1
The Situation of Educational Facilities
Of MTs SA Pancasila Salatiga in the Academic Year 2012/2013
NO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

Facilities
Classroom
Headmaster room
Teacher room
Administration room
Library
Counseling room
UKS room
Committee room
Meeting room
Canteen
Storeroom
Kitchen
Footsal court
Volley court
Parking area
Toilet

Total
3
1
1
1
1
1
1
1
1
2
1
1
1
1
1
4

Condition
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine
Fine

Source: MTs SA Pancasila Salatiga; 2013

3.

The Situation of the Teachers and Staffs
Teacher is someone who learns knowledge for the students.
Teachers teach materials and skills during the learning teaching process.
They facilitate the students to get their talent. They have challenge to bring
students in positive side not only in knowledge but also in moral values.

2013 4. moral. Erni Anitasari. S.PdI M.3 The Situation of the Students of MTs SA Pancasila Salatiga in the Academic Year 2012/2013 .Ag. Imam Santoso Sri Sugiarti. M. S. PdI.Si Eko Sulisanto. S. Figure 3.Therefore. They learn in school at certain time. social relation. A. and culture.PdI Drs. S. S. The Profile of the Students Students in this school are children who want to get something new. S. HI. Figure 3.Pd Zulfatun Nikmah. Md. The situation of teacher in MTs SA Pancasila Salatiga as follow. The condition of students in MTs SA Pancasila Salatiga could be seen in the figure follow. Pd. Muntaha. Si. S. Muhaimin. Kafidzin. Toha Saputro. S. S. Sri Suwarni. the teacher is important in teaching learning process.PdI Sri Mulyani.Pd Fatkurochim.Pd Mansur Hidayat Position Headmaster and Arabic teacher Civic Education Teacher Javanese Language Teacher TIK Teacher Fiqh Teacher Hadist and Holy Qur’an Teacher Indonesian Language Teacher Art ant Culture Teacher English Teacher History Teacher Mathematics Teacher Arabic Teacher Science Teacher Science teacher Sport Teacher Indonesian Language Teacher English teacher Source: MTs SA Pancasila Salatiga. Anies Budiarti. but also another aspects in life such as. S. S. Zulfa Fitria. not only learn new knowledge. PdI. Laila Istiani. S. S. S.2 The Situation of the Teachers MTs SA Pancasila Salatiga in the Academic Year 2012/2013 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Name Nur Fadhilah. Most of them stay at the boarding school.E A. religion.

No 1 2 3 Class VII VIII IX Number of class 1 1 1 Male 17 9 9 Female 9 13 1 Total 26 22 10 Total 3 27 31 58 Source: MTs SA Pancasila Salatiga. The researcher chooses the seventh year students as subject of the study because the students have high motivation to master English but them difficult to encourage and improve their knowledge. Figure 3. 7. 5. 2. 6. the researcher able to gets more valid data. So. 11. 3. There are 17 boys and 9 girls. 10. The Subject of the Study The subject of the study is the seventh year students of MTs SA Pancasila Salatiga. The following table shows the name of subject of study. 4. 8. 9. 2013 5. The Name of The Students Ahmad Agus Budiono Ahmad Maulana S Anis Mustofa Nur A Anisak Lailatul S Azkia Sabrina Putri Bagus Edy Saputro Dedy Mustofa Dewi Latifatul Haniah Dimas Yudha A Danastri Rizki A Elina Wachidati .4 The Name of the Subject of the Study of MTs SA Pancasila Salatiga in the Academic Year 2012/2013 No 1. It is a small class that consists of 26 students.

Method of The Research In this chapter. Ermi Lestari Estu Linangkung M Fathun Ni’am Irkham Afifudin Jodi Falik Sidik M. . 17. action and research. 21. Imam Fauzi Nila Milkhatuna Nofia Ristiana Nur Zaini Raafi Ardhian P Siti Alafiyah Syamsul Huda Yunus M. 18. this research is popular in classroom. 13. 25. 15. Action Action is point to an activity which is done to special purpose. 14. methodology of this research comes from three words. 22. classroom. Fahmi Ahmad Al Farizi Source: MTs SA Pancasila Salatiga.12. So. 1. Bagus Darmawan M. 24. 20. 23. 19. 26. Research Research is activities to observe object of research that use a way and methodology together information or data to increase quality of thing which is very interesting and important for researcher. 2. the writer will combine a classroom action research. there are three terms that can be explained. Almost ten years ago. According to Suharsimi Arikunto (2007: 2). 16. 2013 B.

They are validated through practice. Classroom is complex areas. The second definition is according to Elliot (in Hopkins. Action research deals with social practice. The third. The aim of action research is to feed practical judgment in . or management of an English department). 1993: 45) action research might be defined as the study of a social situation with a view to improve the quality of action within it. the politics within departments and the ethos an environment of the institution. classroom action research is basically a way of reflecting on your teaching (or teacher-training. A Classroom A classroom is not limited just one room of class.3. Education is a social practice. In most cases. it involves the direct interaction of teacher and groups of students. secondary schools are lives of intrigue and conspiracy. In action research theories are not validated independently and then applied to practice. implies getting to grips with a work range of human issues such as the attitude of students. therefore. It is done by systematically collecting data on your everyday practice and analyzing it in order to come to some decisions about what your future practice should be (Wallace: 1999: 4). but in term that it would be more specific. A classroom is a group of students which already catch same materials from some teachers. Trying to reach understanding of issues concerned with teaching and learning.

so the subject can get the implication. 7. Contextual situational. and in service education. 2. . action research has been applied to problem involving curriculum development. and the validity of the theories or hypothesis it is not generate depends so much on scientific test of truth as an their usefulness in helping people to act more intelligently and skillfully. 3. 6. The steps of research in the form of cycle. C. which related to diagnosing and solving the problem. 5. particularly within the field of self-evaluation (Arikunto: 2006: 57). 4. Classroom action research used collaborative approach. The Characteristics of Classroom Action Research Syamsuddin and Damaianti (2007:197) outline the following characteristics of classroom action research: 1. Participatory. In recent years. Such reflective thinking from researcher both after and before research. The researcher can give treatment which planed action to solve the problems and improve the quality. which each team member accompany in the research.concrete situation. It examines problem which are deemed problematic by researcher in teaching learning process.

Self-evaluative. or in extracurricular. 2. 9.8. Medium element Observable when the teacher is teaching. long-range in perspective. student. The result applied immediately. measuring up to supple and adaptive. which can perceived by teacher. Lesson items element Observable when the teacher was teaching or as materials which assigned to the student. That objects as follows: 1. The procedure of research is on-the-spot which designed to handle the real problem in that area. 10. 3. or . Teacher element Observable when the teacher was teaching in the classroom. Student element Observable when the student was study in classroom. guiding his students when they tour. 2006: 27-29). laboratory. or when he visited to his students’ home. workshop. field. which the researcher evaluate by self continually to improve the performance. 4. that purpose is to improve the quality of learning. D. The Objectives of Classroom Action Research The objective of classroom action research is active of thing and can be activity (Aqib.

or in the home. The Techniques of Collecting Data 1. Document Document means written materials. 7. They are pre-test and post-test. both achievement level and formation. Management element The move of activity which easy to arranged. The documentation which use in this research is the scores of English subject at 7th year students in MTs SA Pancasila Salatiga. 5. 2.both of them. Observation . Element result of learning Taken as target which must reach through learning. E. The students are also given achievement tests in the finish of the teaching learning process. 6. engineered in the form of action. school. Test The researcher will give some tests to the students to knowing the students’ achievement. Environmental element The student’s environmental in class. 3. Pre-test and post-test are used to knowing the improving of students’ achievement by using the same test material and same level of difficulty.

1. The steps as follows. In addition. a. The data will be analyzed in two ways. The data was attained from teaching-learning process and evaluation. By using field note the writer would like to know class situation and participation of students. In this case the writer will use field note in which recorded all of teachinglearning process in classroom. The researcher will used field note. F. field notes are used to observe and to know the situation and activities during teaching-learning process. Statistical technique This technique is used to know the result of students pre-test and post-test. with formula as follow. the researcher also will do observation with classroom action research so researcher will join in class. 2. In this case the researcher as the teacher.Observation is action which is form interpretation and values of theory. SD The writer will calculate SD. . This technique is applying t-test analysis. Technique of Data Analysis The researcher would like to analyze the data by the action research. Descriptive technique Descriptive technique is used to know students participation and their activities in classroom.

G. T-test After calculate the SD. D  D      2 SDD 2  N   N Where. S D = Standard deviation for one sample t-test D = Difference between pre test and post test N = Number of observations in sample b. to = T test for the differences of pre test and post test SD = Standard deviation for one sample t-test D = difference between pre test and post test N = number of observations in sample Achievement Indicator The students’ success and failure in doing the activities assessed by referring criterion issued by MTs SA Pancasila . to D   N     SD D     N 1  Where. the writer will calculate ttest to know is there any significant differences between pre test and post test with the formula as follow.

. In this research. The percentage of mastery for each the component of science process skills is successful is it reached the limit of minimum passing score 6. A material could be successfully taught if students had minimum score 6. 2.5.Salatiga. There is increasing percentage of the mastery of science process skills during the learning in each cycle. the researcher determined the criteria of students’ achievement: 1. namely Achievement Minimum Score (Kriteria Ketuntasan Minimal).5.

Action Planning The activities in action planning are: 1) Preparing materials. Cycle 1 a. and reflecting. Field note will show the students’ behavior in teaching learning process. In each cycle. 1. the data consists of field notes. The writer as observer and the English teacher in MTs SA Salatiga has arranged two cycles. acting. achievement tests. The achievement tests are used to measure the improving of achievement in each of the meeting. and designing the steps in doing the action 2) Preparing list of students’ name and scoring 3) Preparing teaching-aids 4) Preparing sheets for classroom observation (to know the situation of teaching. pre-test and post-test. making lesson plan.CHAPTER IV THE IMPLEMENTATION OF THE STUDY AND DATA ANALYSIS In this research. the steps are planning. The data of pre test and post test will show the improvement of the students’ achievement. observing.learning process when the method or technique or mode is applied) 5) Preparing the tests (to know whether students’ achievement improve or not) .

please visit to my house) Students : “OK. Saya berharap kita bisa belajar bareng ya? ” (I hope we can study together). After all of the students ready the teacher lead to pray. Pak?” (Where do you live. all of the .m. Nanti kalau ke Ungaran mampir ya. Wb” Students : “Waalaikumsalam Wr.” (If you go to Ungaran. Wb” Teacher : “Good morning students” Students : “Good morning Sir” Teacher : “How are you today?” Students : “I am fine. the 22nd of April 2013. my name is Mansur Hidayat. and you?” Teacher : “I am very well. Sir!” Teacher : “Who is absent today?” Students : “Tidak ada. Then she began to teach English lesson. the teacher (the writer) and observer entered the English class. The situation as follows: Teacher : “Assalamualaikum Wr.” (Nothing.. The students sit on their chair but some of them still walked around in the class. Pak. let me introduce myself. I am from STAIN Salatiga. Implementation of the action On Monday. I want to participate in your class for about two weeks.b. Student : “Rumahnya di mana. at 07. Sir?) Teacher : “I live in Ungaran. thank you. masuk semua. Ok guys.30 a.

saya akan memberikan kalian pre-test terlebih dahulu. Teacher : “Ok. Some of them asked to another. Short Video is any film or video not long enough to be considered a feature film that has a running time of 40 minutes or less. including all credits). thank you”. I will describe the instructional approach which will be used in our class.” (Before we to go in material of the lesson. I will give you pre-test firstly) The teacher distributed the test to them. they read the test carefully.students are joining in the class. We will use short videos media.”Is there any question?” (Before begin the lesson. saya akan menjelaskan pendekatan pembelajaran yang akan kita pakai dalam pembelajaran kita”. Short Videos adalah pendekatan pembelajaran dengan menggunakan media vidio. “Tujuannya adalah untuk lebih memahami apa yang kalian pelajari sehingga dapat meningkatkan prestasi dalam pelajaran bahasa English”. “Sebelum memulai pelajaran. The situation of the class was not quiet. After all of the students had received the test. Most of them asked to the teacher difficult word. Some of girls did the tests quietly and . “Kita akan menggunakan Short Videos”. Students : “No!” Teacher : “Sebelum masuk ke materi.

But in the other hand. It is very easy. (All of the students laughed when they were answering the question) Teacher : “Don’t laugh at him! It is true. you have been done the test”.. “Legenda adalah cerita tentang terjadinya suatu tempat” Teacher : what legend do you like? .” (The test is difficult. some of boys in behind were not serious to do the test.in first row some of boys doing seriously. (kita sebut itu legenda) Student : oh. Teacher : “ok. I know it. Pak” ( I hope so) Teacher : “Now we will discuss about Narrative. Narrative is cerita dongeng. Teacher : “Ok class. yes sir. Pak. Student : “Ya semoga saja.. Sir!) Teacher : “I don’t think so”. Then he continued the lesson. What is your favorite story in our country? Student : “saya senang cerita tentang terjadinya suatu tempat pak”. I hope the next test will be better”. that is called by legend. Twenty minutes later the teacher asked the students to submit their answer. What is Narrative?” Student : “Narrative is cerita dongeng pak”. “Bagaimana pendapat kalian tentang soalnya?” (What is your opinion about the test?” Students : “Tesnya sulit.

He gave 5 questions to be solved by them in 10 minutes. They read by themselves for about five minutes. Then. Before the teacher gave the meaning of the words.Students : “saya suka cerita terjadinya tangkuban prahu. the teacher pointed the students to read the text. they listened to the teacher. After that. the students were appointed to describe about the generic structure of the text. he asked to the students to mention the words one by one loudly. While the students were reading. the teacher listened carefully and corrected the pronunciations of the students. After that. in this section we will read about Legend in our country. He gave the meaning of the words and asked the students to understand the content of the text. Second paragraph was read by Anis and the last paragraph was read by Putri. Then the teacher asked to the student to look for the difficult words. the teacher gave assignment to measure their comprehensions. Finally.” (I like the legend of Tangkuban Prahu) Teacher : “Wow that is good. The teacher read all the text loudly. They mentioned the difficult words and the teacher write on the white board. Ok. Please read the story in your paper!” After the students had read the text. the teacher closed the meeting by saying “Wassalamualaikum Wr. Elina was appointed to read first paragraph. Wb” and the students answered . Because the time is up. the teacher continued the meeting in the following day.

The teaching and learning process runs as follows: Teacher : “Assalamu’alaikum Wr. Teacher : Ok.“Waaaikumsalam Wr. I will ask about our material last day. do you know what the generic structure of narrative text is? Students : No. thank you. I want to continue our material last day about narrative text. Teacher : good. and you? Teacher : I’m fine too. Ok class today we meet again in this class with me. At 08. what is narrative text? Putri : cerita dongeng pak. The second meeting in cycle I are conducted on Tuesday 24th April 2013. Teacher : no. Teacher : How are you today? Students : I’m fine. legend. Wb”. Read the text which I give to you! The students read their text and read the story by their selves. and myth and so on. . this section we will discuss about generic structures of narrative text. Wb” Teacher : Good morning class? Students : Good morning Sir. m.40 a. in English. the teacher entered the class. Every one. Narrative is the text tells us about story.Wb” Students : “Wa’alaikum salam Wr. excellent! Ok. please! Putri : Ok. sir. Before we continue our subject. I don’t know sir.

he asked to the students to mention the words one by one loudly. Teacher : Ok. He shows about story with using LCD. c. And the students more interesting and enthusiasms with the video. They read by themselves for about five minutes. The lesson was continued by the teacher. Wb” and the students answered “Waaaikumsalam Wr. Next the teacher used projector/ LCD to apply the story. the teacher closed the meeting by saying “Wassalamualaikum Wr. Wb”. The teacher read the entire story loudly. Before the teacher gave the meaning of the words. They mentioned the difficult words and the teacher write on the white board. Then the teacher asked to the student to look for the difficult words.. ok sir. After that. because my thesis about using short videos.. Observation . At the end of the video. they listened to the teacher.After the students had read the text. I will show you the story. The story is Cinderella. He gave 5 questions to be solved by them in 10 minutes. the students were appointed to describe about the content of the dialog. After that. Students : hore. the teacher gave assignment to measure their comprehensions. He gave the meaning of the words and asked the students to understand the content of the text. May be you can know about the text and generic structure.

the researcher will more motivate the students in order to get better score. d. But. Beside that the students’ vocabulary is still poor. Students were difficult in understanding the text. give the motivation so the student seriously and they have more enthusiasm in teaching learning process. By monitoring the student’s activity in this action. some of them were rather sleep when the teacher plays the video. the researcher got the field note from his partner. He is also going to give vocabulary which related to the text firstly in order to help the students in understanding the materials of the lesson. It shows that the students have less vocabulary and don’t understand about the text. The students looked enthusiastic when the teacher shows them short videos with using LCD to make them more understand and interest. Therefore in the next cycle. The researcher also could see that the students still difficult to understand the generic structure and the goal of text. The teacher must pay attention to the students’ pronunciation.In the first cycle. we could see that the students were not ready yet. They asked to the teacher about the meaning most of words in the text. . Some of them still walked around when the teacher entering the class. the teacher and the collaborator can conclude that it is very important for the teacher to control of the class. Reflection After analyzing the result of the cycle I.

Wb” Teacher : “Good morning class” Students : “Good morning Sir” Teacher : “How are you today?” Students : “I am fine. the teacher (the writer) and observer entered the English class. Implementation of the action On Monday. Then He began to teach English lesson.30 a.m. After all of the students ready the teacher lead to pray. Wb” Students : “Waalaikumsalam Wr. Action Planning The activities in action planning are: 1) Preparing materials. and designing the steps in doing the action 2) Preparing list of students’ name and scoring 3) Preparing teaching-aids 4) Preparing sheets for classroom observation (to know the situation of teaching. at 07.. the 29th of April 2013.2. Cycle II a. The situation as follows: Teacher : “Assalamualaikum Wr. The students sit on their chair. and you?” .learning process when the method or technique or mode is applied) 5) Preparing the tests (to know whether students’ achievement improve or not) b. making lesson plan.

kita memang tidak boleh durhaka dengan orang tua kita” Student : Ok. Listen and watch carefully because after this I will give you some questions. thank you”. saya tidak mau jadi anak durhaka. What is your favorite story. “Who is absent today?” Students : “Tidak ada. I like it Sir. good. Teacher : Ok. And now I will show you the story of Malin Kundang Student : Hore…. . Malin adalah anak yang durhaka. sir.. Bagus? Student : “Malin Kundang.” Teacher : “Where is the story of Malin Kundang come from?” Student : “Sumatra Sir.” Teacher : “Do you like it?” Student : “Yes. please silent..This story tell us about the son who forgot his mother after he has rich.” Teacher : “Ok. masuk semua.” (Nothing.” Student : “iya pak. thank you”. Hore…. Pak. today I will show you again the short video.” Teacher : “ya. all of the students are joining in the class. Mom) Teacher : “Ok. Teacher : OK.Teacher : “I am very well.

the teacher gave assignment to measure their comprehensions. the teacher continued the meeting in the following day. the teacher pointed the students to read the text. Then the teacher asked to the student to look for the other difficult words. the students were mentioned the generic structure of the text. the teacher listened carefully and corrected the pronunciations of the students. He gave the meaning of the words and asked the students to understand the content of the text. After that. Second paragraph was read by Anis and the last paragraph was read by Elina. Because the time is up. Dimas was appointed to read first paragraph. They read by themselves for about five minutes. After they had watched the video. They mentioned the difficult words and the teacher write on the white board. While the students were reading. She gave 5 questions to be solved by them in 10 minutes. Each of the students has to mention the generic structure of the text. the teacher closed the meeting by saying . Finally. The students are quite until the end of video. Then. the teacher gives the text about the story above. After that. the teacher read all the text loudly. Before the teacher gave the meaning of the words.Student : “baik Pak” The teacher plays the video and the students watch the video enthusiasm. Next. He asked to the students to mention the words one by one loudly.

The teaching and learning process runs as follows: Teacher : “Assalamualaikum Wr. Wb”. At 08. Sir. Do you remember?” Students : “Yes. Teacher : “Right!” “What is the generic structure of Narrative text?” Students : “Orientation. complication. this morning I want to continue our lesson.“Wassalamualaikum Wr. myth and so on”. The second meeting in cycle II are conducted on Tuesday first June 2013. legend. and resolution. Wb” Teacher : “Good morning students” Students : “Good morning Sir” Teacher : “How are you today?” Students : “I am fine. The teacher greeted all students and take pray together. the teacher entered the class. and you?” Teacher : “Ok class. Yesterday we discussed about Narrative text again. Wb” and the students answered “Waaaikumsalam Wr.” Teacher : “What is the narrative text which have discussed yesterday?” Students : “text tells us about the story. m. Wb” Students : “Waalaikumsalam Wr.40 a.” Teacher : “Good!” .

He helped some students by giving questions so that they could write their . Listen and watch carefully. Jodi. After the teacher had showed the video. So.” Teacher : “Ok. So. The teacher walked around the class and also asked about their difficulties. Teacher : “Great. It might be funny story or interesting story. please?” Students : “belum bisa Pak” Teacher : “Who can correct Jodi’s answer? Student : (raises hand) Teacher : “Elina.” Teacher : “Could you speak in English.” Student : “I live close to Rawa Pening.” Student : “Saya tinggal dekat Rawa Pening Pak. “I am sure that all of you have story about your place or your village. today I will show you again a story about the legend of Surabaya”. Student : “It is interesting. jadi saya agak tau cerita tentang Rawa pening. Could you tell me about your story about the legend of your place? Student : (raises hand) Teacher : “Ok. I little know about the story of Rawa pening”. Some of them asked to their friend and the teacher. he had divided the class in to three groups. They discussed together about the video above.“You have understood about Narrative text”.

the teacher heard carefully and corrected his pronunciations. c. . Next. She came in front of the class and answers the second question. the teacher gave post-test to measure their achievement. They did the test for about 15 minutes. the teacher appointed a boy in the left side. Wb”. Wb” and the students answered “Waaaikumsalam Wr. the researcher get field note from the partner which has been written in above. Then the teacher commended students to collect the answer sheet. She looked nervous when answers. For about 25 minutes they write about the answer. Then he ordered students to tell their answer in front of class but no one wanted.answer easier. He appointed a boy on the corner to tell his answer. Some students spoke to their friends while the teacher was explaining about the question. Observation In the second cycle. When he was reading the answer. The teacher closed the meeting by saying “Wassalamualaikum Wr. the teacher appointed a girl who sits in the first row. the teacher can see that the students could understand the text. After she had finished. it show with some of students have no difficulty in understanding the text that has been learned. By monitoring the student’s activity in the action. Some of the students murmured to their friends while he was reading the answer. In the last of the meeting. such as in the first cycle.

12. Mostly they could use past tense to tell their experience. 3. 17. Imam Fauzi 55 60 60 60 60 55 55 60 55 55 60 60 50 50 50 50 50 60 60 65 65 70 70 65 65 70 65 65 80 75 65 65 65 65 60 70 Score III Score IV 75 75 75 80 80 75 75 80 75 75 90 80 75 75 75 70 75 80 80 85 80 85 85 80 80 85 80 80 100 85 80 80 80 80 80 85 . 2. 4. It indicates that they know the content well. 16. some of them were confused. 9. 5. 6. Reflection By analyzing the result of cycle I.In the review of grammar. 14. Bagus Darmawan M. It is used to knowing the improvement of the students’ achievement from first lesson until last lesson. 13. since they can answer the question better in cycle II than cycle I. 3. then teacher conclude that the students can improve their achievement. 11. The Achievement Test Achievement tests were conducted in the last of the meeting. 10. Figure 4.1 The Score of Test Achievements The Name of The Students Score I Score II Ahmad Agus Budiono Ahmad Maulana S Anis Mustofa Nur A Anisak Lailatul S Azkia Sabrina Putri Bagus Edy Saputro Dedy Mustofa Dewi Latifatul Haniah Dimas Yudha A Danastri Rizki A Elina Wachidati Ermi Lestari Estu Linangkung M Fathun Ni’am Irkham Afifudin Jodi Falik Sidik M. 15. No 1. 7. 18. d. 8.

Figure 4. Fahmi Ahmad Al Farizi Total Mean Source: Author Data: 2013 19.27 From the table above we can see that most of the students have increasing their achievement.27 Source: Author Data: 2013 4. 24. 2.2 The Mean of Achievement Tests NO 1 2 3 4 Tests Test I Test II Test III Test IV Mean 56.3 Pre-test and Post-test score The Name of The Students Ahmad Agus Budiono Ahmad Maulana S Pre-test Post-test 50 55 60 65 . 26. Score of Pre-test and Post.69 77. 21.31 90 90 80 85 85 80 85 80 2165 83.31 83. 22. 23. Automatically.69 80 80 75 80 80 75 80 75 2010 77. 60 60 55 60 65 55 60 50 1470 56.test No 1. The increasing of the mean can be seen as follow. 25.Nila Milkhatuna Nofia Ristiana Nur Zaini Raafi Ardhian P Siti Alafiyah Syamsul Huda Yunus M. Figure 4. 20.54 67.54 70 70 65 70 75 65 70 70 1760 67. the mean of their class is also increase from first test until fourth test.

25. Calculate to value The steps are: . Imam Fauzi Nila Milkhatuna Nofia Ristiana Nur Zaini Raafi Ardhian P Siti Alafiyah Syamsul Huda Yunus M. 10. 16. 9. 24. 15. 6. 17. 19. Anis Mustofa Nur A Anisak Lailatul S Azkia Sabrina Putri Bagus Edy Saputro Dedy Mustofa Dewi Latifatul Haniah Dimas Yudha A Danastri Rizki A Elina Wachidati Ermi Lestari Estu Linangkung M Fathun Ni’am Irkham Afifudin Jodi Falik Sidik M. Fahmi Ahmad Al Farizi 60 60 60 50 50 60 50 55 60 60 40 40 50 50 50 60 60 60 50 55 55 50 50 40 65 70 70 65 65 70 65 65 80 75 60 60 60 60 60 70 70 70 60 60 70 65 65 60 Source: Author Data: 2013 The figure above shows that the score of pre-test and post-test increase to all of the students. 18. 21. 12. Bagus Darmawan M. 14. 23. 22. 7. 11.3. 20. 26. the researcher will calculate the result of pre test and post test above to know the students’ improvement in learning narrative structure. Furthermore. 5. 4. the calculating is as follow: C. 8. 13.

Fahmi 50 65 Ahmad Al Farizi 40 60 Total 1335 1715 D D² +20 +10 +10 +10 +10 +25 +15 +10 +15 +10 +20 +15 +15 +20 +10 +30 +10 +10 +10 +10 +20 +10 +25 +10 +10 +20 380 400 100 100 100 100 625 225 100 225 100 400 225 225 400 100 900 100 100 100 100 400 100 625 100 100 400 6450 Source: Author Data: 2013 The researcher will calculate t-test by using the data above to know whether using of short video approach give a significant difference between pre test and post test. 17. 9. the steps are following. 11. 12. 5. 8. Imam Fauzi 60 70 Nila Milkhatuna 60 70 Nofia Ristiana 60 70 Nur Zaini 40 60 Raafi Ardhian P 55 65 Siti Alafiyah 55 70 Syamsul Huda 50 65 Yunus M. Figure 4. . Bagus Darmawan 50 60 M. 18. 21. 2.4 The Score of Pre-test and Post-test The Name of The Pre-test Post-test Students Ahmad Agus Budiono 40 60 Ahmad Maulana S 55 65 Anis Mustofa Nur A 60 70 Anisak Lailatul S 60 70 Azkia Sabrina Putri 60 70 Bagus Edy Saputro 40 65 Dedy Mustofa 50 65 Dewi Latifatul Haniah 60 70 Dimas Yudha A 50 65 Danastri Rizki A 55 65 Elina Wachidati 60 80 Ermi Lestari 60 75 Estu Linangkung M 45 60 Fathun Ni’am 40 60 Irkham Afifudin 50 60 Jodi Falik Sidik 30 60 M. 16. 6.1) Prepare the table from the result of pre test and post test to get ∑D and ∑ D2 No 1. 4. 23. 19. 22. 20. 13. Moreover. 7. 3. 15. 10. 14. 26. 24. 25.

63 = 5.08  14. ED 2  ED  SD    N  N  2 = 6450  380    26  26  = 248.61 ² = 248.89 3) Calculate to to 2  ED    N  =  SD N -1  380    26   = 5.45 = 34.2) Calculate standard deviation of difference between pre test and post test.89 26  1 .08  213.

62  5.25 3) Comparing to with tt to = 12.62  5. so null hypothesis (Ho) is received. Giving interpretation to 1) Calculate of df df =n–1 = 26 – 1 = 25 2) Consult with t table value With df = 25.39 D.89     25  14 .62 1.39 therefore to is greater than tt with level of signification 5% 4) Conclusion If to same or greater than tt.89     5  14 . . the value of tt with level of signification 5% is 1.18 = 12.= = = 14.

25 3. T-test calculation shows that there is significance contribution between pre-test and post-test. T-table with n= 26 is 1. 35 and increase 15% to be 65. It shows that using short videos give influence in improving student’s achievement. the researcher can see that the mean between pre test and post test has a significant difference. The mean of pre-test 51. 5. Ho is received if t-calculation is greater or same with t-table.25. Therefore. so Ho is received. T-table with n= 26 is 1. The result of to is 12. Ho is significant difference between mean of pre-test and post-test. it means that there is significant difference between . From the statement above. the writer analyzes the students improvement from cycle I until cycle II. because the student’s achievement has been increased after the students got materials through short videos. Ho is received. t table with n = 26 is 1.25.25. The result above shows that t-calculation is greater than t-table.96 in posttest. Discussion From the result of analyzes in cycle I and cycle II. 2.39 > 1.25. it means that there is significant difference between pre test and post test.Ho is there is significant difference between pre test and post test mean. The improvement as follows: 1. where post test is greater than pre test. The result of to is 12.39 > 1. So to is greater than t-table.

. The writer concluded that the using of short videos give influence in improving the students attention or participation in learning narrative structure because they are more interesting and enthusiasm when the teacher shows the narrative videos. The improvement can be examined from the results of the students answers tests in the pre-test and post-test. Therefore. That can be seen with the increase of the score of pre-test and post-test. They could not tell the generic structure of the text correctly and confused to determine the generic structure of the text. the using of short videos in learning narrative structure is appropriate with the situation and condition of MTs SA Pancasila Salatiga. The implementation of using short videos can improve the students understanding in learning narrative structure.pre-test and post. The score of pre-test and post-test which greater than pretest means that the students understanding had been increased after the using of short videos in learning narrative structure. the students encountered many difficulties in understanding of narrative structure and in organizing ideas for an analytical narrative text. Trained with using short videos helped the students to understand and analytical narrative text that was comprehensible.test. Before the strategy was implemented.

it can be seen that the using of short videos can improve the students understanding in learning narrative structure. so the students were helped in learning narrative structure. . By the other word. Because the function of short videos itself is to give a certain illustration in the whole and details.From the finding research above. this research proves that the students understanding can be improved through using short videos strategy in learning.

35 and increase 15 % to be 65.96 in .CHAPTER V CLOSURE A. 2. From the result of his analysis. b. Conclusion The researcher has done the classroom action research for two cycles. They can fine the generic structure of the narrative text. and he has analyzed the data. The improvements as follow: a. they also can organize their ideas in composing analytical narrative text. It can be seen from the field note of two cycles where students enjoying and interesting in learning process. he can conclude that: 1. The mean of pre-test is 51. The result of the study shows that the implementation of using short video stories can improves the students’ understanding in learning narrative structure of the 7th Year Students of MTs SA Pancasila Salatiga in the Academic Year 2012/2013. The implementation of using short video stories of the seventh grade of MTs SA Pancasila Salatiga in the academic year of 2012/2013 can improve the students’ attention and participation in learning narrative structure. The mean of test I until test IV increase.

A material could be successfully taught if students had minimum score (KKM) 6.25. 35 and score of post-test is 65. 3. Suggestions Based on the research finding and conclusion above. Therefore. it caused students score in English is less. This indicates by students’ score from the result mean of pre-test is 51.post-test. Ho is received.5. it means that there is significant difference between pre-test and post-test. And almost of students can get score more than 6. c. Learning Narrative text before using short video stories in English teaching process can not attract by students. the writer would like to suggest as follows: 1.39 > 1. To the teachers . It means that the use of short video stories can improve the students’ understanding in learning narrative structure. t table with n = 26 is 1. So to is greater than t-table. But. The result of to is 12. T-test calculation shows that there is significance contribution between pre test and post test.96. after implementing short video stories in teaching narrative text can improve the students’ scores. they know that posttest is greater than pre-test. B.5. When it compared between pre-test and post-test.25.

the result of the study can be used as additional reference for further research with different sample and occasions. The teacher should improve their ability in teaching. 2. To the students Students should always be active in teaching-learning process. To other researcher It has been known from the finding of the research by applying short videos can improve the students understanding in narrative structure. Based on the explanation above the writer would like suggest to other researcher. They also must study hard if they want to be successful in mastering English.The teachers have great influence for students to be successful in learning English. 3. . The teachers also must motivate students to learn English seriously. They can use kinds of methods and medium to support their teachinglearning process.

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