Tesis

Implementing guiding questions combined with animation film to improve ninth graders\' narrative writing skill at SMPN 1 Terbanggi Besar / Siswanjaya

Abstrak
ABSTRACT Siswanjaya 2017. Implementing Guiding Questions Combined with Animation Film to Improve Ninth Graders Narrative Writing Skill at SMPN I Terbanggi Besar. Thesis. Graduate Program in English Language Teaching. Universitas Negeri Malang. Advisors (I) Prof. H. Ali Saukah M.A Ph.D. (II) Francisca Maria Ivone S.Pd M.A Ph.D. Keywords guiding questions animation film narrative text writing skill This study was aimed to improve the narrative writing skill of the students of Class IXE in SMPN I Terbanggi Besar by implementing guiding questions combined with animation film. The students ability was in poor level since they had problems in generating ideas organizing ideas and drafting narrative text. The researcher decided to implement guiding questions combined with animation film as a strategy for teaching narrative writing. Thus the researcher formulated the research question as How can guiding questions combined with animation film be implemented to improve ninth graders ability in writing narrative text in SMPN I Terbanggi Besar This study employed Classroom Action Research which adapted Kemmis and Mc Taggart s Model as the research design. This study was done collaboratively with the English teacher. The researcher collaborated with the english teacher during this study. The subjects of the study were 34 students of class IXE in SMPN I Terbanggi Besar in the academic year of 2016/2017. This study was conducted in three cycles. The first cycle was conducted in two meetings the second cycle was conducted in three meetings and the third cycle was conducted in three meetings. The data were in the forms of the students writing scores and the quality of the students writing descriptions The result of Cycle I showed that the students had not achieved all criteria of success. The students mean score was 68.2. There were only 16 students (47.1%) students who scored 70 or more. The students who got sored under the minimum passing grade in the preliminary study could only gain 11.6 points of improvement in average. The weaknesses of Cycle I were the teacher didn t sufficiently explain simple past tesne time connectives the outline of narrative text give the students enough time to watch the animation film and recheck their writing especially in mechanics aspect. The researcher revised the plan and continued to the Cycle II. In Cycle II the teacher gave the students enough time to watch the animation film explained about past tense and time connectives in more details explained and gave the example of outline and provided time to recheck the mechanics aspect of their writing. There were improvements in all aspects of students writing in Cycle II but it was not too satisfied. The result of the students writing in Cycle II had met the first and second criteria of success but not for the third criteria of success. The students mean score was 72.1. There were 22 students (64.7%) students who scored 70 or more. The students who scored under the minimum passing grade in the preliminary study could gain 18.8 points of improvement in average. The researcher found some weaknesses of Cycle II i.e the students had enough time to watch the animation film but they didn t have enough time to understand it well the students misunderstood the use of simple past tense and the time for selfchecking was not effective. Then the researcher revised the plan. In Cycle III the teacher played and paused the animation film so the students had enough time to understand the animation film well explained simple past tense by giving an example of using it in narrative text and provided time to have pair feedback. There were improvements in all aspects of students writing in Cycle III. The result of Cycle III had achieved all criteria of success. The students mean score was 78.1. There were 28 students (82.5%) scored 70 or more and the students who scored under the minimum passing grade in the preliminary study could gain 22 points of improvement in average. The qualitative data showed that the students had better ability in writing narrative text. They had more ideas and knowledge to write their information in writing was pertinent to the topic they could write the story in chronological order they put the ideas into paragraphs based on the text type their vocabularies were enough and appropriate with the topic they used simple past tense well and they were good enough in the mechanics aspects. Those data were taken by analyzing the students writing. The result of this study showed that the implementation of guiding questions combined with animation film can improve ninth graders narrative writing skill. The researcher also concluded that the improvement was supported by supplementary actions done during the teaching learning activity such as providing explanation of the text structure and language features providing explanation of grammatical pattern discussing the words from the animation film and giving pair feedback. Referring to the result of this study researcher suggested teachers who face similar issues to implement this strategy. For future researchers it is suggested to explore deeper the potential of this strategy for different levels of students types of text or language skills.

Informasi Detail

DDC

Rt 808.042 SIS i

Prodi

Universitas Negeri Malang. Program Studi Pendidkan Bahasa Inggris, 2017.

Deskripsi Fisik

xii, 180 lembar, il. : tab.; 30 cm

Bahasa

No Reg

01637/KI/17

Edisi

Tesis (Pasca Sarjana)-- Universitas Negeri Malang. 2017

Subjek

1. BAHASA INGGRIS - MENULIS
2. ENGLISH LANGUAGE - WRITING

Pembimbing

1. Ali Saukah; 2. Fransisca Maria Ivone

Lampiran Berkas