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

*

)(
Preserve good old culture and take better new culture

DEDICATION

This graduating paper is whole heartedly dedicated to:

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

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

7. My beloved brother, sisters, best friends, thanks for your helps and supports.
8. All of teachers and students MTs SA Panacasila Salatiga, thanks for your
participation
9. 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. And the writer is pleased to accept
more suggestion and contribution from the reader for the improvement of the
graduating paper.

Salatiga, 10 August 2013

Writer

ABSTRACT

Hidayat, Mansur. 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.
English and Education Department State Islamic Studies Institute.
Supervisor: Maslihatul Umami, S.Pd.I, M.A.

Key Words: Implementation, Short video stories, Narrative Structure

English is becoming more and more important in Indonesia as it is

different purpose, such as teaching, culture and among other. Many students
confuse to understand reading texts, especially about genre. They dont
understand to analyze the genre in the texts. Many students feel boar and not
interesting with reading texts. They are lazy to read more text.
The purposes of this research are divided into two parts. 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. 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.
This research used classroom action research which consists of two cycles.
The researcher used tests, documents, and observation to collect the data. The data
were analyzed and calculated by using t-test formula. If to is same or greater than
tt, null hypothesis is received. T-table with n = 26 is 1, 25 and the result of to 12,
39. From the calculation showed that to is greater than tt. It means that there is
significant difference between pre-test and post-test. 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.

TABLE OF CONTENT

TITLE ...........................................................................................................

DECLARATION .........................................................................................

ii

ATTENTIVE CONSELOR NOTES............................................................ iii

STATEMENT OF CERTIFICATION ......................................................... iv
MOTTO .......................................................................................................

DEDICATION ............................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
ABSTRACT ................................................................................................. ix
LIST OF FIGURES

CHAPTER I

xi

INTRODUCTION
A. The Background of the Study....................................

B. The Statement of the Problem ...................................

C. The Objective of The Study ......................................

D. Limitation of the Study..............................................

E. Benefit of the Study...................................................

F. Definition of Key Term .............................................

G. Paper Organization . 10

CHAPTER II

LITERATURE REVIEW
A. General Concept of Video ......................................... 11
1. Definition of Video ............................................. 11
2. Kinds Of Videos 12
3. Videos as language learning technique ................ 14
4. The Advantages of using short video .................. 16
B. General concept of Narrative .................................... 17
1. Definition .............................................................. 17
2. Generic structure of narrative text ......................... 18
3. Analysis of Narrative text 23

CHAPTER III METHODOLOGY OF RESEARCH

A. General Description of MTs SA Pancasila ............... 25
B. The Situation of Educational Facilities .................... 26
C. The Situation Teacher and Staffs.............................. 27
D. The Profile of the Students ....................................... 28
E. The Subject of the Study .......................................... 28
F. Method of Research .................................................. 30
1. Kind of Research ............................................ 30
2. The Cycles of Research Methodology............ 30
3. The Characteristics of CAR .......................... 32

4. The Objectives of CAR ................................. 33

5. The Technique of Collecting data ................. 34
6. Technique of Data Analysis .. 35
CHAPTER IV THE IMPLEMENTATION OF STUDY
A. Field Note .................................................................. 39
B. The Achievement Test ................................................ 53
C. The Score of Pre-test and Post-test ............................. 54
D. Analysis between Cycle 1 and Cycle II ..................... 57
E. Discussion 59

CHAPTER V

CLOSURE
A. Conclusion ............................................................... 62
B. Suggestion ................................................................ 63

BIBLIOGRAPHY
APPENDIX

LIST OF FIGURES

FIGURE 1.1 THE EXAMPLE OF DECLARATIVE SENTENCES

FIGURE 1.2 THE EXAMPLE OF PAST TEST
FIGURE 1.3 THE EXAMPLE OF NEGATIVE SENTENCES
FIGURE 3.1 THE SITUATION OF EDUCATION FACILITIES OF MTs SA
PANCASILA SALATIGA IN THE ACADEMIC YEAR
2012/2013
FIGURE 3.2 THE SITUATION OF THE TEACHERS MTs SA PANCASILA
IN ACADEMIC YEAR 2012/2013
FIGURE 3.3 THE SITUATION OF STUDENTS OF MTs SA PANCASILA
SALATIGA IN THE 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 4.1 THE SCORE OF TEST ACHIEVEMENTS
FIGURE 4.2 THE MEAN OF ACHIEVEMENT TESTS
FIGURE 4.3 PRE-TEST AND POST-TEST SCORE
FIGURE 4.4 THE SCORE OF PRE-TEST AND POS-TEST

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

By understanding narrative story ability, we can carry out the main

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

lazy and tired to read a text. Therefore, interesting is very important in

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

Teaching English in Junior High school is learning through fun. To

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

bored, confused, and frustrated when the teacher shows the story.
Moreover, reasons for using short video in learning narrative structure are
teachers have problems such as lacking the skill for integrating stories into
foreign language, lacking experience or training in using technology, no
time, error instrument and space short videos in curriculum.
From the clarification above, the writer takes the using of short videos
as the topic of this research. 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.

B. The Statement of The Problems

It is necessary to formulate the scope of research, in order to
avoid misunderstanding of the writer about the subject matter discussed.
The problems are:
1. Can the use of short video stories improve the students attention or
participation in learning narrative structure?
2. Can the use of short video stories improve the students understanding in
learning narrative structure?
3. To what extent is the use of short video stories improving the students
understanding in learning narrative structure?

C. 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 objective of this research, especially
are to get information about:
1. Find out whether using of short video stories can improve the
students attention or participation in learning narrative structure.
2. 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.
D. Limitation of The Study
In order to avoid any misinterpretation of the problem, 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. Benefit of the Study

The Benefits of this research are:
1. Practically
a. For the writer
The findings of the research can be used as a starting point
in improving the writers teaching ability now and in the future.

b. 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.
c. 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, so they are able to
improve the quality of teaching learning process.
d. 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,
especially in the implementation of using short videos in learning
narrative structure in junior high school students.
e. For MTs Pancasila
The result of this research can contribute the institution to
fulfill the demand of English curriculum. Thus, students are able to
get satisfactory achievement.
2. Theoretically
The findings of the research will enrich:
a. The English teaching learning literatures dealing with teaching
English methodologies.

b. 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.

F. Definition of Key Terms

To avoid misunderstanding, the writer gives explanations of the
definitions of some key terms used in the study.
a. Short
Short is measuring or covering a small length or distance. (Oxford
learners pocket dictionary: 2008)
b. Video
For most people 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. (Margaret
Allan, 1985: 1)
In dramas or movies, 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. It
is the base of operations for the study of psychology and essential to
understanding the human mind. (George M. Gazda :1980: 1)

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

G. Outline of the Paper

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

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

Based on the definitions above, the writer concluded that short video
is a film or movie not long and simple, the duration about 40 minutes and has
a goal and massage to share information to other people.
1. Kinds of Video Stories
Commonly, according to Jane Sherman (2003: 12) there are some
kinds of videos, such as:
a. Video drama Stories
Video drama here means everything which tells a story about
fictional character. Of course, much film drama is set in a fantasy
world where the people are rich and white, the man are heroic and the
women beautiful, boy-meets-girl ends in true love, and criminals are
brought snarling to justice after elaborate car chases.
b. 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, with its ambiguous and
unpredictable events, complex social scenery and long unromantic
time spans. They are particularly useful in projects since they often
centre on a theme or issue and have vivid historical, social or
geographical setting.

Based on Jane Sherman (2003: 12) there are two main types

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). Most history films involve military or political
battles and a lot of moving around.
2) Biographical films
Films about relatively ordinary people invite comparison
with oneself in all possible ways (lifestyle, other peoples
shoes, turning points follow-up).
c. Short video Stories
Short is measuring or covering a small length or distance.
(Oxford learners pocket dictionary: 2008).
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. (Margaret Allan, 1985: 1)
In dramas or movies, video means everything which tells a
story about fictional character. (Jane Sherman 2003: 12)

From both definitions, the writer concludes that a short video

story is any film or video not long enough to be considered a feature

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

are more suitable to the todays material, situation of students, and

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

The Advantages of Using Short Videos in Teaching Learning

According to Jeremy Harmers (2001: 282) to some people

videotape is merely a glorified version of audiotape, and the use of video
in class is just listening with picture. But there are many reasons why
video can add a special, 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, they see it too. This
greatly aids comprehension, since for example; general meaning
and moods are often conveyed through expression, gesture, and
visual clues.
Cross cultural awareness: video unique allows students a look at
situations far beyond their classrooms. This is especially useful
if they want to see, for example, typical British body language
when inviting someone out, or how Americans speak to waiters.
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.
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, and when this
coupled with interesting tasks.
On the other hand, short video can be used to introduce new language,
practice already known items, or analyzes the language used in certain typical
exchanges and genres.

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

described as the structural framework that underlines the order and

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

however, be added to as need by narrative. (Emma Ermawati:

2012: 32)
b. Complication: Describing the rising crises which the participants
have to do with
c. Resolution: Showing the way of participant to solve the crises,
better or worse
3. Language Features of Narrative
a. Using

processes

verbs

(process,

physical

process

sustained

phenomenon or one marked by gradual changes through a series of states)

b. Using temporal conjunction
c. Using Simple Past Tense
Simple Past Tense
Basic form:
Subject + Verb (Past Form)

Examples:
a.

I was sleepy.

b.

He didn't learn any English when he was in London two year ago.

c.

I went to the cinema, bought popcorn and watched a movie.

We use the Past Simple to talk about actions that happened at a specific
time in the past. The actions can be short or long. There can be a few
actions happening one offer another.
Use 1: Past actions that are now finished

The first, we use the Past Simple to express actions that happened at a
specific time in the past. The actions can be short [1] or long [2].
a.

John cut his finger last week. [1]

b.

I went to college 3 years ago. [2]

c.

He ate the dinner 1 hour ago. [1]

d.

I slept well last night. [2]

Use 2: Situation in the past

Another use of this tense is talk about situations in the past.

I lived in New York for 10 years (I don't live there anymore).

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.
He entered a room, lit a cigarette and smiled at the guests.
Form
Forming a sentence in the Past Simple is easy. To form a declarative
sentence, all you need is the subject of the sentence (e.g. I, you, and he, a cat)
and the past form of your verb (e.g. was, talked, swam). Questions and negative
sentences are only a little more difficult, because they require an auxiliary verb.

Declarative Sentences
Subject

+ Verb + ED or an irregular verb

form

e.g. I/a cat

e.g. worked/went/made

I saw two colorful fishes in the lake yesterday (Use 1)

Table 1.1
The examples of Declarative Sentences
Examples

Use

1. He entered the room, lit a cigarette and smiled at the guests.

(Use 3)

2. Mary tried the chiken but it was too hot to eat.

(Use 1)

3. I lived in Java for 10 years (I don't live there anymore).

(Use 2)

4. They saw us playing football.

(Use 1)

5. He married a woman who lived in the same village.

(Use 3)

6. I ate the cake yesterday.

(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

e.g. I/a

did

e.g. work/go/make

cat

Table 1.2
The examples of Past Tense
Examples

Use

1.

How long did he work there?

(Use 1)

2.

Did the telephone ring?

(Use 1)

3.

Did you see that?

(Use 1)

Negative Sentences
Subject

e.g. I/a

+ Auxiliary verb +

+ Verb in the present

not

form

didn't

e.g. work/go/make

cat

Table 1.3
The examples of Negative sentences
Examples

Use

1.

(Use 1)

He didn't learn any Italian when he was in Italy two year ago.

4.

2.

I wasn't at my grandma's when you came.

(Use 1)

3.

He didn't get any good grades when he attended school.

(Use 3)

Analysis of Narative Text

A narrative is a basic and constant form of human expression
regardless of ethnic origin, primary language, and enculturation. (Lee
McGaan: 2009: 20). To analyze it, we need to examine the story focusing on
a particular literary device or character that we want to discuss. To do this
successfully, we need to have read the text and be able to discuss a certain
aspect of the text that interested us.
Based on Emi Ermawati (2010: 49), she said that if we want to
analyze a text, we need to have interacted with it. This can mean annotating
our reader responses in the margins, asking questions and making statements.
All this will help us to understand the text more thoroughly and will enable us
to do a better job analyzing it. Look at all the information we have written
down. 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. Write down some of our ideas. Make a list of three to five
ideas/reactions that we feel comfortable discussing. Identify which idea we
can best talk about and start developing another list based on that one idea.
Now what do we have to say about this narrowed down topic? This process
will enable us to identify our topic.

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.

Therefore, the teacher is important in teaching learning process. The

situation of teacher in MTs SA Pancasila Salatiga as follow;
Figure 3.2
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, S. PdI.
Sri Suwarni, S. Pd.
Erni Anitasari, S. HI.
Kafidzin, S.E
A. Muhaimin, S.Ag.
M. Toha Saputro, S.PdI
Sri Mulyani, S.PdI
M. Muntaha, A. Md.
Zulfa Fitria, S.PdI
Drs. Imam Santoso
Sri Sugiarti, S.Pd
Fatkurochim, S. PdI.
Laila Istiani, S. Si.
Anies Budiarti, S.Si
Eko Sulisanto, S.Pd
Zulfatun Nikmah, S.Pd
Mansur Hidayat

Position
Headmaster and Arabic teacher
Civic Education Teacher
Javanese Language Teacher
TIK Teacher
Fiqh Teacher
Hadist and Holy Quran 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; 2013

4. The Profile of the Students

Students in this school are children who want to get something
new; not only learn new knowledge, but also another aspects in life such
as; religion, social relation, moral, and culture. They learn in school at
certain time. Most of them stay at the boarding school. The condition of
students in MTs SA Pancasila Salatiga could be seen in the figure follow;
Figure 3.3
The Situation of the Students of MTs SA Pancasila Salatiga
in the Academic Year 2012/2013

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

27

31

58

Source: MTs SA Pancasila Salatiga; 2013

5.

The Subject of the Study

The subject of the study is the seventh year students of MTs SA
Pancasila Salatiga. It is a small class that consists of 26 students. There are
17 boys and 9 girls. 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. So,
the researcher able to gets more valid data. The following table shows the
name of subject of study.

Figure 3.4
The Name of the Subject of the Study of
MTs SA Pancasila Salatiga in the Academic Year 2012/2013
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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

12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Ermi Lestari
Estu Linangkung M
Fathun Niam
Irkham Afifudin
Jodi Falik Sidik
M. Bagus Darmawan
M. Imam Fauzi
Nila Milkhatuna
Nofia Ristiana
Nur Zaini
Raafi Ardhian P
Siti Alafiyah
Syamsul Huda
Yunus M. Fahmi
Ahmad Al Farizi

Source: MTs SA Pancasila Salatiga; 2013

B. Method of The Research

In this chapter, the writer will combine a classroom action
research. Almost ten years ago, this research is popular in classroom.
According to Suharsimi Arikunto (2007: 2), methodology of this research
comes from three words, classroom, action and research. So, there are
three terms that can be explained.
1. 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. Action
Action is point to an activity which is done to special purpose.

3. A Classroom
A classroom is not limited just one room of class, but in term that
it would be more specific. A classroom is a group of students which
already catch same materials from some teachers.
The second definition is according to Elliot (in Hopkins, 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. In action research
theories are not validated independently and then applied to practice.
They are validated through practice.
The third, classroom action research is basically a way of
reflecting on your teaching (or teacher-training, or management of an
English department). 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).
Action research deals with social practice. Education is a
social practice. In most cases, it involves the direct interaction of
teacher and groups of students. Classroom is complex areas, secondary
schools are lives of intrigue and conspiracy. Trying to reach
understanding of issues concerned with teaching and learning,
therefore, implies getting to grips with a work range of human issues
such as the attitude of students, the politics within departments and the
ethos an environment of the institution.
The aim of action research is to feed practical judgment in

concrete situation, 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. In
recent years, action research has been applied to problem involving
curriculum development, and in service education, particularly within
the field of self-evaluation (Arikunto: 2006: 57).

C.

The Characteristics of Classroom Action Research

Syamsuddin and Damaianti (2007:197) outline the following
characteristics of classroom action research:
1. It examines problem which are deemed problematic by researcher
in teaching learning process.
2. The researcher can give treatment which planed action to solve the
problems and improve the quality, so the subject can get the
implication.
3. The steps of research in the form of cycle.
4. Such reflective thinking from researcher both after and before
research.
5. Contextual situational, which related to diagnosing and solving the
problem.
6. Classroom action research used collaborative approach.
7. Participatory, which each team member accompany in the research.

8. Self-evaluative, which the researcher evaluate by self continually

to improve the performance.
9. The procedure of research is on-the-spot which designed to handle
the real problem in that area.
10. The result applied immediately, long-range in perspective,
measuring up to supple and adaptive.

D. The Objectives of Classroom Action Research

The objective of classroom action research is active of thing and
can be activity (Aqib, 2006: 27-29). That objects as follows:
1. Student element
Observable when the student was study in classroom, laboratory,
field, workshop, or in extracurricular.
2. Teacher element
Observable when the teacher was teaching in the classroom,
guiding his students when they tour, or when he visited to his
students home.
3. Lesson items element
Observable when the teacher was teaching or as materials which
assigned to the student.
4. Medium element
Observable when the teacher is teaching, that purpose is to improve
the quality of learning, which can perceived by teacher, student, or

both of them.
5. Element result of learning
Taken as target which must reach through learning, both
achievement level and formation.
6. Environmental element
The students environmental in class, school, or in the home.

7. Management element
The move of activity which easy to arranged, engineered in the
form of action.
E. The Techniques of Collecting Data
1. Test
The researcher will give some tests to the students to
knowing the students achievement. They are pre-test and post-test.
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. The students are also given achievement tests in
the finish of the teaching learning process.
2.

Document
Document means written materials. The documentation
which use in this research is the scores of English subject at 7th
year students in MTs SA Pancasila Salatiga.

3. Observation

Observation is action which is form interpretation and

values of theory. In addition, the researcher also will do observation
with classroom action research so researcher will join in class. In
this case the researcher as the teacher. The researcher will used
field note, field notes are used to observe and to know the situation
and activities during teaching-learning process. By using field note
the writer would like to know class situation and participation of
students.
F.

Technique of Data Analysis

The researcher would like to analyze the data by the action
research. The data was attained from teaching-learning process
and evaluation. The data will be analyzed in two ways;
1. Descriptive technique
Descriptive technique is used to know students
participation and their activities in classroom. In this case the
writer will use field note in which recorded all of teachinglearning process in classroom.
2. Statistical technique
This technique is used to know the result of students
pre-test and post-test. This technique is applying t-test analysis.
The steps as follows;
a. SD
The writer will calculate SD, with formula as follow;


D
D

SDD

N
N

Where,

S D = Standard deviation for one sample t-test

D

= Difference between pre test and post test

= Number of observations in sample

b. T-test
After calculate the SD, the writer will calculate ttest to know is there any significant differences between
pre test and post test with the formula as follow;

to

SD D

N 1

Where,

G.

to

= T test for the differences of pre test and post test

SD

= Standard deviation for one sample t-test

= difference between pre test and post test

= 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

Salatiga,

namely

Achievement

Minimum

Score

(Kriteria

Ketuntasan Minimal). A material could be successfully taught if

students had minimum score 6.5.

In this research, the researcher determined the criteria of

students achievement:

1. The percentage of mastery for each the component of science

process skills is successful is it reached the limit of minimum
passing score 6.5.
2. There is increasing percentage of the mastery of science process
skills during the learning in each cycle.

CHAPTER IV
THE IMPLEMENTATION OF THE STUDY
AND DATA ANALYSIS

In this research, the data consists of field notes, achievement tests, pre-test
and post-test. Field note will show the students behavior in teaching learning
process. The achievement tests are used to measure the improving of achievement
in each of the meeting. The data of pre test and post test will show the
improvement of the students achievement. The writer as observer and the English
teacher in MTs SA Salatiga has arranged two cycles. In each cycle, the steps are
planning, acting, observing, and reflecting.
1. Cycle 1
a. Action Planning
The activities in action planning are:
1) Preparing materials, making lesson plan, 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- learning process when the method or technique or
mode is applied)
5) Preparing the tests (to know whether students achievement
improve or not)

b. Implementation of the action

On Monday, the 22nd of April 2013, at 07.30 a.m., the teacher
(the writer) and observer entered the English class. The students sit on
their chair but some of them still walked around in the class. After all
of the students ready the teacher lead to pray. Then she began to teach
English lesson. The situation as follows:
Teacher

: Assalamualaikum Wr. Wb

Students

: Waalaikumsalam Wr. Wb

Teacher

: Good morning students

Students

: Good morning Sir

Teacher

: How are you today?

Students

: I am fine, and you?

Teacher

: I am very well, thank you. Ok guys, let me introduce

myself, my name is Mansur Hidayat. I am from STAIN
Salatiga. I want to participate in your class for about two
weeks. Saya berharap kita bisa belajar bareng ya? (I
hope we can study together).

Student

: Rumahnya di mana, Pak? (Where do you live, Sir?)

Teacher

: I live in Ungaran. Nanti kalau ke Ungaran mampir ya.

(If you go to Ungaran, please visit to my house)

Students

: OK, Sir!

Teacher

: Who is absent today?

Students

: Tidak ada, masuk semua, Pak. (Nothing, all of the

students are joining in the class.

Teacher

: Ok, thank you. Sebelum memulai pelajaran, saya akan

menjelaskan pendekatan pembelajaran yang akan kita
pakai

dalam

pembelajaran

kita.

Kita

akan

menggunakan Short Videos. 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.Is there any
question? (Before begin the lesson, I will describe the
instructional approach which will be used in our class. We
will use short videos media. 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).
Students

: No!

Teacher

: Sebelum masuk ke materi, saya akan memberikan kalian

pre-test terlebih dahulu. (Before we to go in material of
the lesson, I will give you pre-test firstly)

The teacher distributed the test to them. After all of the students
had received the test, they read the test carefully. Most of them asked
to the teacher difficult word. The situation of the class was not quiet.
Some of them asked to another. Some of girls did the tests quietly and

in first row some of boys doing seriously. But in the other hand, some
of boys in behind were not serious to do the test. Twenty minutes later
the teacher asked the students to submit their answer. Then he
continued the lesson.
Teacher

: Ok class, you have been done the test. Bagaimana

pendapat kalian tentang soalnya? (What is your opinion
about the test?

Students

: Tesnya sulit, Pak. (The test is difficult, Sir!)

Teacher

: I dont think so. It is very easy. I hope the next test will
be better.

Student

: Ya semoga saja, Pak ( I hope so)

Teacher

: Now we will discuss about Narrative. What is

Narrative?

Student

: Narrative is cerita dongeng pak. (All of the students

laughed when they were answering the question)

Teacher

: Dont laugh at him! It is true, Narrative is cerita

dongeng. What is your favorite story in our country?

Student

: saya senang cerita tentang terjadinya suatu tempat

pak.

Teacher

: ok, that is called by legend. (kita sebut itu legenda)

Student

: oh,,, yes sir. I know it. Legenda adalah cerita tentang

terjadinya suatu tempat

Teacher

: what legend do you like?

Students

: saya suka cerita terjadinya tangkuban prahu. (I like the

legend of Tangkuban Prahu)

Teacher

: Wow that is good. Ok, in this section we will read about

Legend in our country. Please read the story in your
paper!

After the students had read the text, they listened to the teacher.
The teacher read all the text loudly. Then, the teacher pointed the
students to read the text. Elina was appointed to read first paragraph.
Second paragraph was read by Anis and the last paragraph was read by
Putri. While the students were reading, the teacher listened carefully
and corrected the pronunciations of the students.
Then the teacher asked to the student to look for the difficult
words. They mentioned the difficult words and the teacher write on the
white board. Before the teacher gave the meaning of the words, he
asked to the students to mention the words one by one loudly. He gave
the meaning of the words and asked the students to understand the
content of the text. They read by themselves for about five minutes.
After that, the students were appointed to describe about the generic
structure of the text.
Finally, the teacher gave assignment to measure their
comprehensions. He gave 5 questions to be solved by them in 10
minutes. Because the time is up, the teacher continued the meeting in
the following day. After that, the teacher closed the meeting by saying
Wassalamualaikum

Wr.

Wb

and

the

students

answered

Waaaikumsalam Wr. Wb.

The second meeting in cycle I are conducted on Tuesday 24th
April 2013. At 08.40 a. m. the teacher entered the class.
The teaching and learning process runs as follows:
Teacher

: Assalamualaikum Wr.Wb

Students

: Waalaikum salam Wr. Wb

Teacher

: Good morning class?

Students

: Good morning Sir.

Teacher

: How are you today?

Students

: Im fine, and you?

Teacher

: Im fine too, thank you. Ok class today we meet again in

this class with me. I want to continue our material last day
about narrative text. Before we continue our subject, I will
ask about our material last day. Every one, what is narrative
text?

Putri

: cerita dongeng pak.

Teacher

: no, in English, please!

Putri

: Ok, sir. Narrative is the text tells us about story, legend,

and myth and so on.

Teacher

: good, excellent! Ok, do you know what the generic

structure of narrative text is?

Students

: No, I dont know sir.

Teacher

: Ok, this section we will discuss about generic structures of

narrative text. Read the text which I give to you!

The students read their text and read the story by their selves.

After the students had read the text, they listened to the teacher. The
teacher read the entire story loudly.
Then the teacher asked to the student to look for the difficult
words. They mentioned the difficult words and the teacher write on the
white board. Before the teacher gave the meaning of the words, he
asked to the students to mention the words one by one loudly. He gave
the meaning of the words and asked the students to understand the
content of the text. They read by themselves for about five minutes.
After that, the students were appointed to describe about the content of
the dialog.
Next the teacher used projector/ LCD to apply the story.
Teacher

: Ok, because my thesis about using short videos, I will

show you the story. May be you can know about the text
and generic structure.

Students : hore,,, ok sir.

The lesson was continued by the teacher. He shows about story
with using LCD. The story is Cinderella. And the students more
interesting and enthusiasms with the video.
At the end of the video, the teacher gave assignment to
measure their comprehensions. He gave 5 questions to be solved by
them in 10 minutes. After that, the teacher closed the meeting by
saying Wassalamualaikum Wr. Wb and the students answered
Waaaikumsalam Wr. Wb.
c. Observation

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

2. Cycle II
a.

Action Planning
The activities in action planning are:
1) Preparing materials, making lesson plan, 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- learning process when the method or
technique or mode is applied)
5) Preparing the tests (to know whether students achievement
improve or not)

b. Implementation of the action

On Monday, the 29th of April 2013, at 07.30 a.m., the teacher
(the writer) and observer entered the English class. The students sit on
their chair. After all of the students ready the teacher lead to pray. Then
He began to teach English lesson. The situation as follows:
Teacher

: Assalamualaikum Wr. Wb

Students

: Waalaikumsalam Wr. Wb

Teacher

: Good morning class

Students

: Good morning Sir

Teacher

: How are you today?

Students

: I am fine, and you?

Teacher

: I am very well, thank you.

Who is absent today?

Students

: Tidak ada, masuk semua, Pak. (Nothing, all of the

students are joining in the class, Mom)

Teacher

: Ok, thank you.

What is your favorite story, Bagus?

Student

: Malin Kundang.

Teacher

: Do you like it?

Student

: Yes, I like it Sir.

Teacher

: Where is the story of Malin Kundang come from?

Student

: Sumatra Sir.

Teacher

: Ok, good.This story tell us about the son who forgot his
mother after he has rich.

Student

: iya pak, Malin adalah anak yang durhaka, saya tidak

mau jadi anak durhaka.

Teacher

: ya, kita memang tidak boleh durhaka dengan orang tua

kita

Student

: Ok, sir.

Teacher

: Ok, today I will show you again the short video. And now
I will show you the story of Malin Kundang

Student

: Hore.. Hore..

Teacher

: OK, please silent. Listen and watch carefully because after

this I will give you some questions.

Student

: baik Pak

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

Wassalamualaikum

Wr.

Wb

and

the

students

answered

Waaaikumsalam Wr. Wb.

The second meeting in cycle II are conducted on Tuesday first
June 2013. At 08.40 a. m. the teacher entered the class. The teacher
greeted all students and take pray together.
The teaching and learning process runs as follows:
Teacher

: Assalamualaikum Wr. Wb

Students

: Waalaikumsalam Wr. Wb

Teacher

: Good morning students

Students

: Good morning Sir

Teacher

: How are you today?

Students

: I am fine, and you?

Teacher

: Ok class, this morning I want to continue our lesson.

Yesterday we discussed about Narrative text again. Do you
remember?

Students

: Yes, Sir.

Teacher

: What is the narrative text which have discussed

yesterday?

Students

: text tells us about the story, legend, myth and so on.

Teacher

: Right!
What is the generic structure of Narrative text?

Students

: Orientation, complication, and resolution.

Teacher

: Good!

You have understood about Narrative text.

I am sure that all of you have story about your place or
your village. It might be funny story or interesting story.
Could you tell me about your story about the legend of
your place?
Student

: (raises hand)

Teacher

: Ok, Jodi.

Student

: Saya tinggal dekat Rawa Pening Pak, jadi saya agak tau
cerita tentang Rawa pening.

Teacher

: Could you speak in English, please?

Students

: belum bisa Pak

Teacher

: Who can correct Jodis answer?

Student

: (raises hand)

Teacher

: Elina.

Student

: I live close to Rawa Pening, So, I little know about the

story of Rawa pening.

Teacher

: Great.

Teacher

: Ok, today I will show you again a story about the legend
of Surabaya. So, Listen and watch carefully.

Student

: It is interesting.

After the teacher had showed the video, he had divided the
class in to three groups. They discussed together about the video
above. Some of them asked to their friend and the teacher. The teacher
walked around the class and also asked about their difficulties. He
helped some students by giving questions so that they could write their

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

In the review of grammar, some of them were confused. Mostly

they could use past tense to tell their experience.
d. Reflection
By analyzing the result of cycle I, then teacher conclude that
the students can improve their achievement, since they can answer the
question better in cycle II than cycle I. It indicates that they know the
content well.
3.

The Achievement Test

Achievement tests were conducted in the last of the meeting. It is used

to knowing the improvement of the students achievement from first lesson

until last lesson.

No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

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 Niam
Irkham Afifudin
Jodi Falik Sidik
M. Bagus Darmawan
M. 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

Nila Milkhatuna
Nofia Ristiana
Nur Zaini
Raafi Ardhian P
Siti Alafiyah
Syamsul Huda
Yunus M. Fahmi
Ahmad Al Farizi
Total
Mean
Source: Author Data: 2013
19.
20.
21.
22.
23.
24.
25.
26.

60
60
55
60
65
55
60
50
1470
56,54

70
70
65
70
75
65
70
70
1760
67,69

80
80
75
80
80
75
80
75
2010
77,31

90
90
80
85
85
80
85
80
2165
83,27

From the table above we can see that most of the students have
increasing their achievement. Automatically, the mean of their class is also
increase from first test until fourth test. The increasing of the mean can be
seen as follow;
Figure 4.2
The Mean of Achievement Tests
NO
1
2
3
4

Tests
Test I
Test II
Test III
Test IV

Mean
56,54
67,69
77,31
83,27

Source: Author Data: 2013

4. Score of Pre-test and Post- test

No
1.
2.

Figure 4.3
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

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

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 Niam
Irkham Afifudin
Jodi Falik Sidik
M. Bagus Darmawan
M. Imam Fauzi
Nila Milkhatuna
Nofia Ristiana
Nur Zaini
Raafi Ardhian P
Siti Alafiyah
Syamsul Huda
Yunus 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.

Furthermore, the researcher will calculate the result of pre test and post
test above to know the students improvement in learning narrative structure,
the calculating is as follow:
C. Calculate to value
The steps are:

1) Prepare the table from the result of pre test and post test to get D and
D2

No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Figure 4.4
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 Niam
40
60
Irkham Afifudin
50
60
Jodi Falik Sidik
30
60
M. Bagus Darmawan
50
60
M. 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. Fahmi
50
65
Ahmad Al Farizi
40
60
Total
1335
1715

+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. Moreover, the steps are following.

2) Calculate standard deviation of difference between pre test and post

test.
ED 2 ED
SD

N
N

6450 380

26 26

248,08 14,61

248,08 213,45

34,63

= 5,89

3) Calculate to

to

ED

N
=
SD
N -1
380

26

=
5,89
26 1

14,62
5,89

25

14 ,62
5,89

5
14 ,62
1,18

= 12,39

D. Giving interpretation to
1) Calculate of df
df

=n1
= 26 1
= 25

2) Consult with t table value

With df = 25, the value of tt with level of signification 5% is 1,25

3) Comparing to with tt
to = 12,39 therefore to is greater than tt with level of signification 5%
4) Conclusion
If to same or greater than tt, so null hypothesis (Ho) is received.

Ho is there is significant difference between pre test and post test

mean. t table with n = 26 is 1,25. The result of to is 12,39 > 1,25. So to
is greater than t-table. Therefore, Ho is received; it means that there is
significant difference between pre test and post test.
From the statement above, the researcher can see that the mean
between pre test and post test has a significant difference, where post
test is greater than pre test. It shows that using short videos give
influence in improving students achievement, because the students
achievement has been increased after the students got materials
through short videos.
5. Discussion
From the result of analyzes in cycle I and cycle II, the writer
analyzes the students improvement from cycle I until cycle II. The
improvement as follows:
1. The mean of pre-test 51, 35 and increase 15% to be 65,96 in posttest.
2. T-table with n= 26 is 1,25
3. T-test calculation shows that there is significance contribution
between pre-test and post-test. T-table with n= 26 is 1,25. The
result of to is 12,39 > 1,25.
Ho is received if t-calculation is greater or same with t-table. Ho is
significant difference between mean of pre-test and post-test. The
result above shows that t-calculation is greater than t-table, so Ho
is received, it means that there is significant difference between

pre-test and post- test.

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. That can
be seen with the increase of the score of pre-test and post-test.
The implementation of using short videos can improve the
students understanding in learning narrative structure. The
improvement can be examined from the results of the students
answers tests in the pre-test and post-test. Before the strategy was
implemented, the students encountered many difficulties in
understanding of narrative structure and in organizing ideas for an
analytical narrative text. They could not tell the generic structure
of the text correctly and confused to determine the generic
structure of the text. Trained with using short videos helped the
students to understand and analytical narrative text that was
comprehensible.
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. Therefore,
the using of short videos in learning narrative structure is
appropriate with the situation and condition of MTs SA Pancasila
Salatiga.

From the finding research above, it can be seen that the

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

CHAPTER V
CLOSURE

A. Conclusion
The researcher has done the classroom action research for two cycles,
and he has analyzed the data. From the result of his analysis, he can conclude
that:
1. 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. It can be seen from the field note of
two cycles where students enjoying and interesting in learning
process. They can fine the generic structure of the narrative text;
they also can organize their ideas in composing analytical narrative
text.
2. 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
improvements as follow:
a. The mean of test I until test IV increase.
b. The mean of pre-test is 51,35 and increase 15 % to be 65,96 in

post-test.
c. T-test calculation shows that there is significance contribution
between pre test and post test. t table with n = 26 is 1,25. The
result of to is 12,39 > 1,25. So to is greater than t-table.
Therefore, Ho is received; it means that there is significant
difference between pre-test and post-test.
3. Learning Narrative text before using short video stories in
English teaching process can not attract by students, it caused
students score in English is less. A material could be
successfully taught if students had minimum score (KKM) 6.5.
But, after implementing short video stories in teaching
narrative text can improve the students scores. When it
compared between pre-test and post-test, they know that posttest is greater than pre-test. This indicates by students score
from the result mean of pre-test is 51, 35 and score of post-test
is 65,96. And almost of students can get score more than 6.5. It
means that the use of short video stories can improve the
students understanding in learning narrative structure.
B. Suggestions
Based on the research finding and conclusion above, the writer would
like to suggest as follows:
1. To the teachers

The teachers have great influence for students to be successful in

learning English. The teacher should improve their ability in teaching.
They can use kinds of methods and medium to support their teachinglearning process. The teachers also must motivate students to learn
English seriously.
2.

To the students
Students should always be active in teaching-learning process.
They also must study hard if they want to be successful in mastering
English.

3.

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, the result of the study can be used as additional reference for
further research with different sample and occasions.

References
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