Improving Students' Writing Narrative Text Through

IMPROVING STUDENTS’ WRITING NARRATIVE TEXT THROUGH SILENT MOVIE “LARVA” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020)

A Skripsi

Presented to the faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S1) in English Education

By: Ayu Fitri Anjani 11150140000062

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2020 APPROVAL SHEET

IMPROVING STUDENTS’ WRITING NARRATIVE TEXT THROUGH SILENT MOVIE “LARVA (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020)

A Skripsi

Presented to the faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S1) in English Education

By: Ayu Fitri Anjani 11150140000062

Approved by

ENDORSEMENT SHEET

STATEMENT OF AUTHENTICITY

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ABSTRACT Ayu Fitri Anjani (11150140000062). Improving Students’ Writing Narrative Text through Silent Movie “Larva” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020). A Skripsi of Department of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2020.

Advisor I : Drs. Syauki, M.Pd. Advisor II : Yenny Rahmawati, M.Ed.

Keywords : Silent Movie, Larva Cartoon, Narrative Text, Writing Ability

The objective of the research was to know the implementation of silent movie “Larva” in improving students’ writing narrative text. The subject of this research was X MIA students of MA Daarul Hikmah consisted of 21 students. In conducting this research, the writer used classroom action research design by Kurt Lewin and was implemented in two cycles where the phases in every cycle consisted of; planning, acting, observing, and reflecting. The data were gotten through qualitative methods that was supported by the students’ writing tests results. To collect the qualitative data, the instruments used were interview guidelines and the observation checklist. The interview was addressed to the students and the English teacher, meanwhile the observation was done by the English teacher using the observation checklist. As the observer, she observed the class condition, students’ responses, and the teacher’s performance in the teaching learning process. Besides that, it had been also conducted three tests, which was pre- test, post-test 1, and post-test 2 to support the qualitative data. After analysing and evaluating the data gotten, the results were; the interview results showed the positive response and their excitement on the silent movie “Larva” as the media of teaching and learning writing narrative text. Besides, the result of observation checklist showed that there was improvement on students’ teaching learning process where the students had participated and communicated well in the individual learning or even group work. Besides, they were also more excited on the learning. The data gotten from the interview guidelines and the observation checklist were supported by the result of students’ writing tests. The KKM of the English lesson was 74. Here, the result of pre- test showed that students who had reached the KKM were 23.80% or 5 students with the mean score was 65.90. On the post-test 1, the number of students who had reached the KKM was increased becoming 42.85% or 9 students with the mean score was 72.09. Meanwhile on the post-test 2, the number of students who had reached the KKM was 76.19% or 16 students with the mean score was 76.28. In short, it could be concluded that students’ writing ability of narrative text could improve through silent movie “Larva”.

ABSTRAK Ayu Fitri Anjani (11150140000062). Improving Students’ Writing Narrative Text through Silent Movie “Larva” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020). A Skripsi of Department of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2020.

Dosen Pembimbing I : Drs. Syauki, M.Pd. Dosen Pembimbing II : Yenny Rahmawati, M.Ed.

Kata Kunci: Film Bisu, Kartun Larva, Teks Naratif, Kemampuan Menulis Siswa

Tujuan dari penelitian ini adalah untuk mengetahui pengimplementasian film bisu “Larva” dalam meningkatkan kemampuan menulis teks naratif siswa. Subjek penelitian ini adalah kelas X MIA MA Daarul Hikmah yang terdiri dari 21 siswa. Dalam melaksanakan penelitian ini, penulis menggunakan Penelitian Tindakan Kelas dari desain Kurt Lewin dan mengimplementasikannya ke dalam dua siklus dengan langkah-langkahnya yang terdiri dari; perencanaan, pelaksanaan, pengamatan, dan refleksi. Pengambilan data diperoleh melalui metode kualitatif yang didukung dengan hasil tes menulis siswa. Untuk mengumpulkan data kualitatif, instrumen yang digunakan adalah dengan menggunakan panduan wawancara dan lembar pengamatan. Wawancara ditujukan kepada siswa dan guru Bahasa Inggris, sementara pengamatan telah dilakukan oleh guru Bahasa Inggris dengan menggunakan lembar observasi. Sebagai pengamat, guru Bahasa Inggris mengamati kondisi kelas, respon siswa, dan proses pengajaran yang dilakukan oleh peneliti. Di samping itu juga telah dilakukan tes sebanyak tiga kali, yakni pre-test, post-test 1, dan post-test 2 untuk mendukung data kualitatif. Setelah menganalisa dan mengevaluasi data yang diperoleh, hasilnya antara lain; wawancara guru dan siswa menunjukkan bahwa adanya respon positif dan ketertarikan pada film bisu “Larva” sebagai media pembelajaran teks naratif. Di samping itu, hasil dari lembar observasi menunjukkan bahwa siswa mengalami peningkatan dalam proses pembelajaran, di mana siswa sudah berpartisipasi dan berinteraksi dengan baik di dalam pembelajaran individu maupun kelompok. Siswa juga lebih antusias terhadap proses pembelajaran. Data yang diperoleh dari wawancara dan lembar pengamatan didukung oleh hasil test menulis siswa. Standar KKM untuk pelajaran Bahasa Inggris adalah 74. Berikut, hasil dari pre-test menunjukkan bahwa siswa yang dapat mencapai KKM adalah sebanyak 23.80% atau 5 siswa dengan rata- rata skor, yakni 65.90. Pada post-test 1, jumlah siswa yang mencapai standar KKM meningkat menjadi 42.85% atau 9 siswa dengan rata-rata skor, yakni 72.09. Sementara itu, pada post-test 2, siswa yang mencapai standar KKM adalah sebanyak 76.19% atau 16 siswa dengan rata-rata skor, yakni 76.28. Singkatnya, dapat disimpulkan bahwa kemampuan menulis teks naratif siswa dapat meningkat melalui film bisu “Larva”.

ACKNOWLEDGEMENT

اَ ٌع ْوذُ بِاهللِ ِم َن ا َّش ْي َطا ِن ال َّر ِج ْي ِم

بِ ْس ِم ََّّللاِ ال َّر ْح م ِن ال َّر ِح ْي ِم I seek refuge in Allah from the accursed Satan’s temptation In the name of Allah, the Entirely Merciful, the Especially Merciful

In the name of Allah, the Most Beneficent, the Most Merciful. All praises be to Allah, the Lord of the World who has given His Mercy and Blessing upon the writer in completing this Skripsi entitled “Improving Students’ Writing Narrative Text through Silent Movie “Larva”” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020). Peace and salutation always be upon the Prophet Muhammad, peace be upon him, his family, his companions, and his faithful followers. First and foremost, the writer would thank to her parents, Ayah and Mama for their love and support throughout the life. Thank for giving the writer strength and endless praying to reach this stage of life. In this life’s journey, the writer realized that Ayah and Mama’s words were right all long. Thank for hearing the pain when everyone else ignored it. Here, the writer would not forget to express her deepest gratitude and the greatest honour to her research supervisors, Drs. Syauki, M.Pd., and Yenny Rahmawati, M.Ed. for the compassion, patience, time and advice in guiding the writer to complete her research during this crisis period in facing COVID-19 pandemic. With honour, your kindness will never be forgotten. Besides, the writer would sincerely appreciate and give many thanks to: 1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences. 2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English Education. 4. Drs. Nasifuddin Jalil, M.Ag., as the Advisor of the B class in academic year 2015/2016. 5. All the lecturers in the Department of English Education for the knowledge, help, and support for the writer since 2015. 6. Azis Muslim, S.Ag, M.M., as the Head of MA Daarul Hikmah for permitting and welcoming the writer warmly to conduct this research. 7. R. Eva Ismawati, S.Pd., as the English teacher at the students of tenth grade of MA Daarul Hikmah for her generosity and advice to the writer in conducting this action research. 8. All the teachers and staffs of MA Daarul Hikmah for being kind and super warm in accepting the writer to conduct this research. 9. Zaky Habibillah Amson, S.Pd., for coming as a great blessing to the writer during this long journey.

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TABLE OF CONTENT APPROVAL SHEET ...... i ENDORSEMENT SHEET ...... ii STATEMENT OF AUTHENTICITY ...... iii ABSTRACT ...... iv ABSTRAK ...... v ACKNOWLEDGEMENT ...... vi TABLE OF CONTENT ...... viii LIST OF TABLES ...... xi LIST OF FIGURES ...... xii LIST OF APPENDICES ...... xiii CHAPTER I ...... 1 INTRODUCTION ...... 1 A. The Background of the Study ...... 1 B. Problem Identification ...... 4 C. Limitation of the Problems ...... 5 D. The Formulation of the Problem ...... 5 E. Objective of the Study ...... 5 F. Significance of the Study ...... 5 CHAPTER II ...... 6 THEORETICAL FRAMEWORK ...... 6 A. Writing ...... 6 1. Definition of Writing ...... 6 2. Purposes of Writing ...... 7 3. Process of Writing ...... 8 B. Narrative Text ...... 10 1. Definition of Narrative Text ...... 10 2. The Function of Writing Narrative Text ...... 11 3. Generic Structure of Narrative Text ...... 11

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4. Language Feature of Narrative Text...... 13 C. Movie ...... 14 1. Definitions of Movie ...... 14 2. Using Movie in Language Learning ...... 15 3. Silent Movie ...... 16 4. The Advantages of Using Silent Movie in Teaching Writing ...... 19 D. Larva ...... 20 1. About Larva ...... 20 2. The Steps of Teaching Writing by Using Silent Movie “Larva” ...... 22 E. Thinking Framework ...... 23 F. Previous Study ...... 24 G. Action Research Hypothesis ...... 25 CHAPTER III ...... 26 RESEARCH METHODOLOGY ...... 26 A. Place and Time of The Research ...... 26 B. The Method and Design of the Research ...... 27 C. The Subject of the Research ...... 30 D. The Writer’s Role in the Research ...... 30 E. The Classroom Action Research Procedure ...... 30 F. The Instrument and Technique of Data Collection ...... 32 G. The Technique of Data Analysis ...... 36 H. The Trustworthiness ...... 39 I. Criteria of the Action Success ...... 39 CHAPTER IV ...... 40 RESEARCH FINDING AND DISCUSSION ...... 40 A. Research Finding ...... 40 1. Finding of the Preliminary Study ...... 40 2. The Implementation of Classroom Action Research ...... 46 B. Research Discussion after CAR Implementation ...... 66

CHAPTER V ...... 69 CONCLUSION AND SUGGESTION ...... 69 A. Conclusion ...... 69 B. Suggestion ...... 70 REFERENCES ...... 72

LIST OF TABLES Table 3. 1 The Schedule of Classroom Action Research………………….…………26 Table 3. 2 The Example of Pre-Test, Post-Test 1, and Post-Test 2………………...... 34 Table 3. 3 Writing Score Rubric of Sara Cushing Adapted from Jacobs et.al…….…35 Table 4. 1 The Students' Result in Pre-Test…………………………………...... 44 Table 4. 2 The Students' Result in Post-Test 1……………………………………....53 Table 4. 3 The Students' Result in Post-Test 2………………………………….…...63

LIST OF FIGURES Figure 2. 1 Red ……………………………………………………………………...21 Figure 2. 2 Yellow…………………………………………………………………...21 Figure 2. 3 The Process of Teaching Writing ……………………………………….22 Figure 3. 1 Kurt Lewin’s Classroom Action Research Design ……………………..28 Figure 3. 2 Modified Kurt Lewin’s Design by the Writer …………………………..29 Figure 4. 1 The Percentage of Students' Score in Pre-Test ………………………....45 Figure 4. 2 The Percentage of Students' Score in Post-Test 1 ……………………....54 Figure 4. 3 The Percentage of Students' Score in Post-Test 2 ……………………....64 Figure 4. 4 The Percentage Comparison of Students' Score in Pre-Test, Post-Test 1, and Post-Test 2 ………...... 65

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LIST OF APPENDICES APPENDIX 1 Teaching and Learning Observation Checklist in Cycle 1 ...... 76 APPENDIX 2 Teaching and Learning Observation Checklist in Cycle 2 ...... 85 APPENDIX 3 The Interview Guidelines for the English Teacher before CAR Implementation ...... 94 APPENDIX 4 The Interview Guidelines for the English Teacher after CAR Implementation ...... 98 APPENDIX 5 The Interview Guidelines for the Students before CAR Implementation ...... 101 APPENDIX 6 The Interview Guidelines for the Students after CAR Implementation ...... 105 APPENDIX 7 Lesson Plan in the Cycle 1 ...... 109 APPENDIX 8 Lesson Plan in the Cycle 2 ...... 145 APPENDIX 9 The Students Writing Narrative Text Results ...... 183 APPENDIX 10 The Example of Students’ Pre-Test...... 184 *Student with the lowest score of Pre-test ...... 184 *Student with the highest score of Pre-test ...... 185 APPENDIX 11 The Example of Students’ Post-Test 1 ...... 186 *Student with the lowest score of post-test 1 ...... 186 *Student with the highest score of post-test 1 ...... 187 APPENDIX 12 The Example of Students’ Post-Test 2 ...... 188 *Student with the lowest score of post-test 2 ...... 188 *Student with the highest score of post-test 2 ...... 189 APPENDIX 13 Surat Pengesahan Proposal Skripsi ...... 190 APPENDIX 14 Surat Bimbingan Skripsi ...... 191 APPENDIX 15 Surat Permohonan Izin Penelitian ...... 193 APPENDIX 16 Surat Keterangan Penelitian ...... 194

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APPENDIX 17References Examination Paper ...... 195 APPENDIX 18 The Documentation during Research Activities ...... 202

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CHAPTER I INTRODUCTION

A. The Background of the Study One of the students’ difficulties in learning an English language is writing. Writing is known as the most difficult skill to be mastered because of its complexity. It is usually caused by writing processes that take longer time to think and present ideas. It is proved by Oshima and Hogue in their book Writing Academic English that writing is a process not a product (Oshima & Hogue, 1999). This process requires deep understanding to the material and several sources that need to support the topic. The students are not only expected to write, but also have to associate their ideas with their minds into a good paragraph, and this is a difficult task to write. Writing is used when an oral message cannot be performed in a particular condition. Writing transfers ideas to be caught by readers. Therefore, in order to get other’s understanding, students must deliver their ideas in a good concept and structure. It contains a mixture of grammar, diction, vocabulary, and the students’ imagination to create good writing. There are problems caused by writing, they are psychological problems, linguistic problems, and cognitive problems (Byrne, 1988). Means, writing is an assignment that is often obliged on us, it is possibly by situations. This not only has a psychological effect; it can also cause problems in terms of content—what to say. Losing ideas is an experience that is familiar to most of us when we are required to write. Further, several points of writing should be concerned, they are spelling, capitalization, selection word, grammar, and the coherent in written discourse. Students need to master most of the aspects mentioned before producing good writing. There are three reasons that are important to second language learner in learning writing. First, writing well is an important skill for academic or work success.

Second, an effective tool for developing academic language ability because learners are more easily discover advanced lexical or syntactic expressions in the written. The last is cross-curriculum writing can be very valuable for mastering a variety of topic matter because written expressions allow students to increase their consciousness of knowledge gaps (Warschauer, 2010). Thus, it can be said that writing is the main base which the work and study will be considered in school or university, in the office, and in the public. Although some students are always happy to write in English, others can be less interested. This aversion can come from the anxiety they have about their handwriting, spelling, or ability to build sentences and paragraphs. If this insecurity is strengthened because they cannot complete the writing assignment successfully, then the attitude of students to write tends to become increasingly negative (Harmer, How to Teach English, 1998). Ikrima in her research The Problems of Writing Faced by Senior High School Students described that there were two problems that students faced in learning writing; they were grammatical and vocabulary. The main reason they did not like writing English because it was difficult to be learned (Ikrima, 2015). In addition, Irawati discussed that students got difficult in writing narrative text, especially in finding ideas to write, using accurate grammar, and vocabulary, which lead to less practiced writing (Irawati, 2014). There are six types of writing that is usually used, they are; recount, procedure, report, explanation, argument, and narrative text (Rakhmi, 2012). Every type of text has different purpose in its writing and can be inserted more than one type in a single text (Jeffrey, 2016). It usually makes students feel confused how to write properly according to the step for each type of text. It is because so many steps in every type of text. Besides, the time of learning writing in the class is limited and students do not have much time to explore the ideas and look for the suitable words for what students want to write. The problem is not about needing much time to learn writing, but also in utilizing the appropriate media that teachers use in

teaching writing. Many English teachers only use course book and lesson plan provided by the government. Meanwhile, the classroom has been provided by technology, but it has not been functioned well. Narrative text is chosen as the type of text that will be researched since it is so close to children’s world, which also can attract students to write because narrative tells a story in its writing. Besides, narration or stories can entertain, teach, explain, and persuade. Also, narrations show the reader how the world and people work, and how events unfold. Clouse said that “… a history text book tells the story of our past so we can better understand our present. We tell our children stories with morals to help them learn important lessons. Narration can even have a therapeutic value. Psychologists often have patients write about events to understand and survive with (Clouse, The Student Writer: Editor and Critic, 2006).” According to Barthes and Duisit, “Narrative is showed in myth, legend, fable, tale, short stories, epics, history, tragedy, drama, comedy, pantomime, paintings, stained-glass windows, movies, local news, and conversation (Barthes & Lionel, 2006).” Those things will attract students to write and probably will improve their ability in writing, especially in narrative text. The writer believes that the students would love to learn writing narrative text because narrative itself is telling about something that is fun. Based on the characteristic of narrative text, the writer tries to dig and looks from other sources what kind of media that is appropriate in teaching writing narrative text. It has mentioned before that narrative is showed by visualization. The media that can help students in improving their desire to write is also must be something that can be seen or told by showing the visualization. One of the teaching media that is appropriate to solve the problems above is movie. Besides, movies have been scientifically proved to be used in the process of EFL educational activity. In the perspective of EFL teaching in Indonesia high schools, some research findings ensured that better accomplishment had been increased by teaching with using movies, for example; the better writing task of the

students after having silent animated movie (Utami, Mukhaiyar, & Rozimela, 2012). Silent short movie nowadays is becoming famous to utilize in EFL teaching since it can cause the learners to be more independent in learning, this happens because the silent short movie can send a meaning through visual, for the consequences it is not immediate for the learners to get the meaning of the story. Kasper and Singer’s found that silent animated movie can grab students’ attention so that it makes students improved their writing score (Kasper & Singer, 2018). Larva cartoon is the part of silent movie. This cartoon is broadcasted on television and YouTube. It is very easy to reach that Larva cartoon. Larva cartoon itself is intended for all ages so everyone can enjoy it. Therefore, the writer is sure that Larva cartoon has impact on English language teaching, especially that of related to writing. Based on the background above, the writer wants to do a study entitled “Improving Students’ Writing Narrative Text through Silent Movie “Larva” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah)”.

B. Problem Identification Regarding to the background of the study above, the writer identifies the problems as follow: 1. The students are lack of spirit to write due to their poor ideas. 2. The students are still confused how to write narrative text properly based on the generic structure of narrative text. 3. The class has been provided by technology, but it has not been functioned well.

C. Limitation of the Problems Based on the problem above, it is impossible for the writer to identify all aspects that affects students’ writing. The study is limited to discover whether silent movie “Larva” can be an interesting media and improve students’ writing narrative text.

D. The Formulation of the Problem Based on the background above, the writer formulates the problem in this paper as follow; how is the implementation of silent movie “Larva” in improving writing narrative text at tenth grade of MA Daarul Hikmah?

E. Objective of the Study Based on the formulation of the problem, here are the objectives of the study; to know the implementation of silent movie “Larva” in improving writing narrative text at MA Daarul Hikmah.

F. Significance of the Study By conducting this study, the writer hopes that this study will be useful for teachers and students. 1. For teachers, this study is expected to be an input in using interesting media in teaching writing narrative text. 2. For students, this study is expected to be an interesting media in stimulating their ideas, so they can improve their ability in writing narrative text.

CHAPTER II THEORETICAL FRAMEWORK

A. Writing 1. Definition of Writing Writing is one of language skill that needs to be given more attention because of its struggle to master it. Then, what is the meaning of writing itself that so difficult to be learned in English language? In general, writing is a medium to communicate and share what people have in their mind in written forms. Many experts describe the definition of writing in different perception. Harmer in his book states that writing can be outlined as an activity that stimulates students’ concentrate on target correct language use, and triggers language development because the students fix the issues that has been written in their minds (Harmer, How to Teach Writing, 2004). It points out that writing needs more aspects to be focused on, such as an appropriate language usage, the consideration of accurate words, and coherency of writing. For that reason, students need more time to pour their ideas into writing. Also, writing is practically portrayed as a process; something which indicates non-stop alteration that should be evolved and skilled persistently (McDonald & McDonald, 2002). Means, writing is a skill that always needs to be practiced to get the best result of it. Perry said, “… writing is like playing tennis. You must practice that forehand return off a back board many times before you can go up against an opponent and play competitively (Caywood & Overing, 1987).” It means, writing is a process requiring a number of steps and training, and it will be difficult to write without practice. Similar to Perry, Tangpermpoon has described that writing as the most complicated language learning skill to master because they have to know more about the L2 context of rhetorical organizations, the proper use of language or a specific lexicon to be delivered to their readers (Tangpermpoon, 2008).

Based on the several definition of writing above, it can be concluded that writing is a way to communicate in written forms that has so many steps to be done. Writing is assumed to be difficult to learn due to many phases to be completed well. The writer needs to obey the procedures of writing to acquire the good writing. It includes correct words choice, accurate grammar usage, right spelling and punctuation guidelines, and many others to make its writing readable. 2. Purposes of Writing Writing is expected to be an activity to convey the writer’s own ideas that will attract audience to read it. Also, the writer is able to pick the issue to be carried on based on the writing purposes. Besides, the goal of academic writing itself is not to brag the whole issue that writer knows, but somewhat to show that the writer understands and able to think critically about the issue that is written. There are most common purposes in writing, they are: persuading, analysing/synthesizing, and informing (Whitaker, 2009). a. Persuasive Purpose The purpose in persuasive writing is to make the readers accepting the writer’s answer to the issue in the discussion. In the persuasive writing, the writer will pick one answer to the issue that is discussed. The writer needs to complete the answer with the reason and evidence, then the readers able to accept the writer’s point of view about the issue. Persuasive writing assignments contain argumentative and position papers. b. Analytical Purpose In analytical writing, the purpose is to enlighten and evaluate the potential answers to the writer’s question, picking the best answers based on the writer’s standard. Analytical writing often investigates the causes, examines the effects, evaluates the effectiveness, evaluates ways to solve problems, develops connections between different ideas, or analyses the arguments of others. The examples of analytical assignments are including analysis papers and critical analyses.

c. Informative Purpose The purpose in informative writing is to give the readers new information about the issue talked. Informative writing is different from analytical writing that force the readers to agree with the writer’s point of view. In this informative purpose, the writer goes to broaden the readers’ understanding. 3. Process of Writing As a productive skill, writing needs process to make it. There are some processes of writing that the writer should follow: (Bullock, Goggin, & Weinberg, 2016) a. Generating Ideas and Text The important process that the writer should prepare is making the idea. This process takes a main part in the writing process because it will determine the writing purpose whether to talk something over, bring a story, or describe an object. Besides, the writer should think about what are going to write even writing scholarly journal, an application letter, a poem, or a paper. Every good writing is determined by the ideas. Writing desires time and energy to get the ideas. Some writers can discover a topic, organize the thoughts, make the arguments more complete; but the other writers need to write the detailed ideas, develop the ideas, extract the ideas difficulty, and have a look at the ideas from distance and from various point of views. There are some tactics can help the writer to make the ideas and the text. To help the writer exploring the topic, the writer can do freewriting, looping, listing, and clustering. Also, considering a new topic in many new ways can use cubing and questioning activities. Meanwhile, to generate a text, the writer can create informal outline to list the ideas, send a letter writing to the relatives, keep to write a journal, and write first draft. b. Drafting After generating idea, the writer should make a draft. At the beginning, the writer has made free writing, some notes, lists, outlines or other type of informal

writing. This step will be parameter for the writer to lose the data which are not the part of the issue written. There are some suggestions that can be followed by writer to write a draft. The writer can make timetable with its target that wants to be written. After creating the schedule, do not forget to find the comfy place to write. The writer may start to write and deal with every obstacle that will be found in the writing process. On the contrary, Harmer in his book said that drafting process is the first step in producing a piece of writing (Harmer, How to Teach Writing, 2004, p. 5). c. Assessing the Draft of Writing After writing the draft, the writer needs to assess what has been written. It is used to know whether the writing is proper with the issue discussed or not. The writer need to see its writing with the critical sense. The great way to assess draft of writing is by knowing the goal of writing, the target of reader, the type of writing, the thought of the writer is in line with the topic and the reader, and the design of writing suit the writer and reader goal. Also, the writer needs to study what has been written. Trying to focus and study the purpose and proof of writing. Besides, the writer needs to pay attention to the construction of the material, so the reader can follow the message of its writing. Moreover, it is important to ensure that the writing is understandable and easy to be read by the reader. d. Getting Response and Revising Sometimes it is difficult to see the problems and errors in own writing. It needs other responses to find out the minus and plus from its writing. The writer may ask the reader response about its writing. The reader should read and observe from the beginning till the end of the writing deliberately. After getting the responses from the reader, the writer does the revision. The revision needs to start from the global side to the particular side because it is more effective and could handle the bigger issues discussed. In addition, ensure that the

first paragraph presents the issue, deliver any required discourse information, and give a sustaining conclusion at the last paragraph. e. Editing Editing is the process where the writer works on the detailed paragraphs, sentences, words, and punctuation to create the writing as understandable, accurate, correct, and actual as possible. Editing also makes the writer observing the error and mistakes in grammar, punctuation, usage, and spelling. f. Proofreading The last process before delivering the writing is proofreading. It is used to make certain that the point of the writing is delivered and related to the issue discussed. In this process, the writer needs to read deliberately to check every word and punctuation mark. There are some tips to do proofreading. The writer may use a computer to check the grammar and the spelling. Furthermore, the writer may read the text out loud, then everyone may hear the problems and errors that the writer doesn’t realize.

B. Narrative Text 1. Definition of Narrative Text A text has its essential role in mastering English. The aim of text is to convey the information based on the purpose of text and its context. There are several types of text, such as: expository, descriptive, persuasive, procedure, and narrative text. Every text has different its function whether describing an object, explaining the procedures, telling the imaginative stories to the readers, and many other functions based on the type of the text (Jeffrey, 2016). In connection with this study, narrative text is a type of text that will be discussed. Narrative text itself is a type of text which aimed to tell the readers a story. Also, narrative text shows a view of the world that used to amuse and entertain the readers (Dirgeyasa, 2016). In addition, narrative text can be either fictitious or real story form that contains a series of events in which the story is told

and the way the context is given as features of the story building (Barwick, Targeting Text, 2006). Narrative itself, practically focuses on studying a person by collecting the data through the stories collection of the main character, delivering the stories, and learning the meaning of those stories for the readers (Creswell, 2012). Narrative text is not always about entertainment thing, but as it has stated by Clouse before, writing tells the stories with the moral value delivered to the readers (Clouse, The Student Writer: Editor and Critic, 2006, p. 186). The readers can grasp the lesson in the stories whether to be good to each other, family, and others. Thus, the readers will absorb and learn from what are conveyed in the story. From the definition that has been mentioned above, it can be concluded that narrative text is a text in which tells a story and the norms that aims to entertain its reader. 2. The Function of Writing Narrative Text One of narrative text function is as a medium to reconstruct the past events or even the experiences (Rakhmi, 2012, p. 8). The story in the narrative text is usually telling the past issue and using the past tense. Furthermore, in the reality, narrative existence has influenced in every human life. Narrative has taken part in the children learning sources before they are abe to read and this experience continues into the adulthood through other many media, such as books and magazines. Besides, narrative also becomes the source of creativeness of many other great movies that everyone watches (Wagner & Baskerville, 2000). In addition, Wagner and Baskerville stated that narrative purposes also to connect the human experience with their perspectives about the society, control its reader emotionally, persuade the reader in accepting the author point of view, and to inform their reader (Wagner & Baskerville, 2000). 3. Generic Structure of Narrative Text As Aristotle legendarily observed, every narration is structured in a correct structure which has a beginning, middle, and end (Whitmarsh, 2011). The narration contains of character introduction, setting, and plot description, conflict, action, and

resolution. The writer can produce the story with these structures imaginatively and creatively. In other word, narrative structure are contained in the orientation, complication, and the sequence of events, resolution, reorientation or coda (Wagner & Baskerville, 2000, pp. 8-9). The structures bring their own purposes. An organized structure of narrative text ease people to understand a text or story in it. Here are five generic structures of narrative text (Barwick, Targeting Text, 2006, pp. 4-6): a. Orientation Orientation is the first structure of narrative text. This part presents the necessary information associated with the story, such as; presents the scene, setting, atmosphere, and the period of the story. In other words, the writer tells the readers about the character of the story, when and where the story is happening, and what it is happening. This part is told clearly and concisely. For that reason, this part is told to build the understanding of the context. This phase is also to ease the reader’s understanding about the background of the story. b. Complication After telling the orientation, it is time to tell the complexity or the conflicts of the story. This part tells how the problems make the characters live is complicated. Also, the complication as the cause and developer of the story. The series of events will have an impact to one or more of the characters. These events can reach the climax problems where the main characters have to perform like a hero to save everything or other problems will ruin the universe of that story. c. Sequence of the Events In this part, the writer tells the expected or unexpected actions that characters act as the response on that complication. It embraces the characters’ emotional and what the characters are doing. The events can be told in sequential order (sequence of the events) or coming as flashbacks. Also, the reader is told the writer’s point of view.

d. Resolution After telling the sequence of the events, the writer tells about the solution of the problems occurred. The characters have to act to solve the situation in a satisfying way to stop the tragedy happened. It signify that the complication or the problem is solved either by sad or happy ending. e. Coda The last generic structure of narrative text is coda where the writer puts the moral value or lesson that can be absorbed and learned by the reader. The writer does not always put the coda explicitly (it is optional). It is clearly enough that generic structure of narrative text has an opening paragraph to introduce the character of the story, following by the problems as the story builder, and the last placing final conclusion as the end of the story. 4. Language Feature of Narrative Text Narrative text has some language features, they are: (Wagner & Baskerville, 2000, pp. 8-9) a. Past tense and present tense can be used in the narrative text, but it also needs to maintain the consistency. b. The sentence length is various. c. Use simple, compound, and complex sentence d. Use a variety of sentence openings. e. Topic sentences are not essentially used. f. Use paragraphs that are not the same length. One sentence may can be paragraph in a narration to have a dramatic impact. g. Use vocabulary connected to the subject material of the narrative and to the author’s style: emotional or neutral, personal or detached. Jargon, slang and everyday language can all be used to reach the sanity, but overuse will make a space between the reader and the writing. h. Use language that is consistent and consistent with the world of the narration: for example, genuine language and dialogue in an historic novel.

i. Use specific nouns than general nouns, mainly for main character/s: ‘Jon’ as a substitute of ‘the boy’. j. Use personal pronouns to avoid overuse of proper nouns when talking about the characters. k. Use action verbs regularly in the complication and perhaps the resolution. They may also be used in an opening paragraph if the author has dropped the reader directly into the action. l. Use connecting verbs to connect the features, especially when telling characters of the setting. m. Usually, the active voice is favoured over the passive, as it gives more excitement: ‘the man broke the vase’ rather than ‘the vase was broken by the man’. n. Use thinking verbs to deliver what the characters are thinking. o. Use specific descriptive adjectives and adverbs. p. Using prepositions to tell where, when, and how. q. Using conjunction of time, for instance; after, since. r. Using regular punctuation.

C. Movie 1. Definitions of Movie According to Barsam and Monahan in the book Looking at Movies, movie or film originates from the celluloid strip that is shot, cut, and projected to show the motion pictures on the television. In addition, movie is a popular amusement and a product creation that is produced through a massive commercial workspace. No matter about the issue, the movie is pretty to have a look at— every picture is perfectly practised through the skilled artists and technicians (Barsam & Monahan, 2010). Further, movies are the ways of telling the story in this present-day. Movies have energy to attain its viewer, means everything told in the movies have

significance to the society. The appropriate movies are also a tool for societies, especially for young people, to understand and connect to the world in practical ways. Means, movies can show everything that everyone might otherwise not recognize (The F.I.L.M Project). Based on the definition of film or movie about, it can be concluded that film is a work combining a story, scenes, history, incident, and also music, it is recorded on film shown as a motion picture in a cinema, TV, etc. 2. Using Movie in Language Learning Teachers is a key in the success and failure of any movies used in the language classroom. The teachers select the movie that will be watched, relates the movie students’ needs, encourages active viewing and integrates the movie with other part of curriculum. In using movie in the class of English language teaching, there are three phases of activity that the teachers should do: (Richard & Renandya, 2002) a. Previewing Activities This phase organises the students to watch the movie by connecting their background knowledge to the theme used in the movie, stimulating the students’ interest in the topic, and decreasing their fear of unfamiliar vocabulary by preparing the vocabulary that is being used in the movie. For the example, students are told by their teacher that they will see a scene showing a man buying a plane ticket at an airport and are asked to write down five items under each of two headings: Sights (things they expect to see) and Words (words they expect to hear). b. Viewing Activities This is the principally stage because it involves playing and replaying the whole sequences or related parts and requiring the students to focus on the important aspect such as a factual information, plot development, and the language used in the certain situation. For the example, the students are asked to focus on watching the drama for the subject of the day and the teacher might ask the

students to watch and look for the answer to questions, such as: “where are these people?”, why are they there?, what is their relationship?, what is going on?” After this more inclusive viewing activity, the teacher would then have students do a series of tasks that require them to think on specific details, such as the sequence of events or the particular expressions used. c. Post-Viewing Activities This is the last stage in the class watching activity where the students need to react to the movie they have watched and practice some specific language point. The variety of post-viewing activities enormous and it contains discussion, role- play, debate, writing activities and related reading in discussing and learning more about the subject given by the teacher that day. 3. Silent Movie This history of silent movie transition to sound movies is began in 1877 when Thomas Edison created the phonograph for the very first time ever, so that people could record the sound, save it, then listen to it later at different time and place. To make a recording, someone spoke or sang into an enormous horn. This horn collected the sound energy and sent it to a needle, which swayed wiggled up and down as if it were being tickled by the sound. Because of the needle wiggled, it cut an extended wavy groove into a record made from soft wax, which was rotated during a circle under the needle. After the recording was made, it could be played the record back by placing the needle back at the start of the groove and spinning the record in circles again. At this time, the needle rode the wavy groove like a roller coaster. As it moved up and down, it recreated the sounds that had been recorded earlier, and it sent them out of the horn for human beings to listen again. It regarded nearly magical to listen to a human’s voice coming, not from their own mouth, but from the horn of a mechanism that remembered exactly what people said and that voiced just like they did. As time passed by, Edison started to create the moving picures or movies in the 1980s. A long pieces of small photographs was captured on film by a special

camera, so that each picture was only slightly different from the ones before and after it. Later, the strip of film was run through another machine that was a projector that would merge together the different pictures to create the illusion of motion and project the movie onto the big screen in a theater. Edison believed that, if he could unite the sound of phonograph he created with his moving pictures, he could create the illusion of life itself—a picture of a human that could move and speak, acted as if it were alive. Unluckily, Edison could not unite these two of his creations because it did not want to work together as Edison wanted. It was very difficult to synchronize the different machines—to make them work simultaneously and precisely—so that the recorded sounds of a human’s voice would match the movements of their lips as seen in the moving pictures. Also, the sound recordings were not too loud, so it was difficult for more than just a few people at a time to hear them. However, each of Edison invention became successful on its own. People were now able to go the store and buy recorded music to bring home and play on their phonographs. They were no longer had to sing or play their own musical instrument, but they could instead just choose a record and let the machine make the music for them. They also began going out to new movie theaters, where dramatic stories were told through the silent moving pictures that became very popular. Since there was no recorded sound to go together with the movies, the words that the actors spoke would appear on the screen, in special pictures called "titles" that the theatre audiences read like in a book. Still, most of the time, yet, the actors delivered their thoughts and moods through their facial expressions and their actions, without saying a word. Charlie Chaplin was one of the most famous movie actors at that time. Chaplin always played a character called The Little Tramp, a poor but stylish man who often got into trouble even though he had a good heart. The Little Tramp never spoke, but audiences could find out what he was thinking and feeling just by looking at

his face and the ways Chaplin body’s movement, and people all over the world loved his movies. Since the moving pictures were silent, the theaters rented musicians to play music so that people would have something to hear during the movies. The musicians sat in a hole under the screen and played music that matched the situation and condition of what was happening in the movie; sad music when the baby got sick, scary music when the monster approached, and happy music when the couples got married. For those who could hear it, the music made the movie more fun and enjoyable. Besides, people who could not hear the music, they were still able to keep an eye on the story in the screen by watching the actors and by reading the titles. In the 1920s, many people—hearing and deaf—went to the theatres many times a week to watch and enjoy the movie. At this time, a group of other creators who worked for the telephone company tried to complete what Thomas Edison was not able to do—bringing together movies and recorded sound. Now, they had a new device; they could use electrical energy to make and play their sounds, as the telephone and radio did. They used small microphones as a substitute of big horns to collect the sounds, and they had devices called amplifiers that could make those sounds louder. By using electricity, they could make recordings were loud enough for audiences in a large movie theater to hear. Electricity also made it easier to synchronize the sound with the image. They brought their creation to Hollywood—the place where most movies were made—but none of the movie men there wanted to use it. "Who needs sound?" they argued. "Everyone loves silent movies." However, in a few years, things got better and in 1930 sound movies were as action movies as the silent films had been. The new quiet cameras destined that cameramen could get out of those hot boxes and move their cameras around again, and microphones were adjusted to make it easier for the actors to move around while they talked. A new type of movie was created where the sound recording was printed directly onto the movie itself, rather than on a separate phonograph record.

The sound was recorded as a straight design of light and dark, and it flowed right next to the pictures on the movie. Audiences could not see the "soundtrack" on the screen, but now it was easier for the projectors keeping the sound and image synchronized. Even though sound movies became much better, a famous actor still chose to never speak in his movies. Little Tramp on Charlie Chaplin’s body remained silent and delivered his feelings not through his voice, but through his eyes, face, body, and movement. For this reason, Chaplin’s stories were continuous to speak to the entire world, together with people who were unable to hear, as Chaplin spoke in a language that everyone could understand (Thompson, 2019). After talking about the silent movie history, Jade in the book Charlie Chaplin defined that “Silent movie is a movie without dialogue, no sound effects or no sound at all. Body gestures, pantomime, and title cards are used to replace the role of dialogue or narration. Silent movie itself was popular until 1920s” (Jade, 2012). It is also stated in the Kamus Istilah Film Populer that silent movie is a movie made without using the sound of recording, especially in the dialogue (Lubis, 2009). It means, the audience is “forced” to understand the story of the movie through the gesture of the artist and the writing that appears between the motion pictures like it is reading a comic that contains some dialogue. In addition, the silent movie medium required a greater focus on highlighting the body language and facial expression, so that the audience could better understand what an actor was feeling and portraying on screen (Silent Film, 2019). 4. The Advantages of Using Silent Movie in Teaching Writing Silent movie will bring the students to have hypothesis before writing, then the students can improve their writing narrative text freely so they would not get lost in the story of the movie since the aim of this silent movie is to inspire students to use their imagination, experiences, and their understanding to come up with a good writing. Also, the students can see and investigate the idea organization and the content. The important is using silent movie will help students to concentrate more

on the topic which is showed in the movie and less in the dialogues. It is an interesting and exciting media that will encourage the students in trying to use as many new vocabularies that is not inserted in the movie. Furthermore, this is interesting and motivating media that can be a beneficial source and not only reflected as interesting and fun activity, but also as a visual learning support to help students to have some thinking in their mind and a motivational teaching media for both practicing and inspiring them in the writing activity (Marashi & Adiban, 2017). Also, silent movie depends on the colourful mechanism, collaborative images, and to signify personal battles, interpersonal communications, and societal issues that can attract students’ interest in the learning writing. In the end, silent movie can create the communication between students to students or students to their teacher in a good discussion or working group (Rinda Kartika, Susilo, & Natsir, 2017).

D. Larva 1. About Larva TUBAn is one of the most powerful animation studios in Korea. TUBAn is known for its expert techniques in 3D CGI making and originality of it. TUBAn is established on 2003 with many cartoon products they created; Larva, Larva Kids, Dino Core, Cafe Wingcle, Rotary Park, Vicky and Johnny, and Oscar’s Oasis. In this time, Larva cartoon is chosen as the silent animated movie for the medium in the teaching writing narrative text. Larva cartoon is selected because the show is targeted for all ages that might suits to everyone who watch it. Larva is a computer-animated television series made by TUBA entertainment in Seoul, South Korea. This cartoon illustrates two larvae as its central characters. Red and Yellow are two odd Larvae who live underneath a storm drainage system or underground pipes that carry storm water, and face many surprises which fall from the outside world to their underground universe. For these two wriggly friends, everything is a good thing and that is their reason for doing fun.

There are many characters in Larva silent cartoon movie, but these are the main characters in it: a. Red

Figure 2. 1 Red He is full of arrogance and easily angry. Don’t try to mess with him. He is always pulling nasty jokes on Yellow, but somehow he eventually finds himself in trouble b. Yellow

Figure 2. 2 Yellow He seems like an obedient because he usually lets Red do whatever he wants to do, but when it comes to food, he is a warrior (TUBAn, 2019).

2. The Steps of Teaching Writing by Using Silent Movie “Larva” According to Keir, writing is a process that needs many steps of collecting and organizing the ideas or information, then making it into a draft and later will be edited and revised. When teacher plans students’ writing sessions, teacher needs to pay attention to the students’learning styles. Some students are visual learners and need to see a graphic as an aid in their learning. However, other students are auditory learners who are able to take the spoken explanation gladly. Auditory learners are divided into two kinds; those who are able to listen to others voice and those who needs to vocalize the message in the lesson by their voice, then discuss it with their mates. Also, there are kinaesthetic students who learn the lesson based on their experiences. They need to touch and practice it by themselves. The classrooms that provide their students to learn based on their learning styles will be the best source to the students’ needs. Here are the process of teaching writing that mentioned in this book; (Keir, 2009) The Process of Teaching Writing

Teacher & Students Teach er Teacher Teacher and students Teacher guided writing Students write writing together independently  Teacher reads a variety  Teacher & students of texts in genre  Students plan, write, discuss the writing  Teacher models writing and edit process  Students and teacher construct text together

Figure 2. 3 The Process of Teaching Writing

Based on the process of teaching writing above, the writer creates her steps in the teaching writing by using silent movie “Larva”. Here are, the steps; a. The teacher explains the students about the material of narrative text b. The teacher introduces the Larva cartoon as the media c. The teacher asks the students to take a note and write some necessary things that happened in the movie, like characteristics, settings, the problems, and also the solutions of it d. The teacher shows one of Larva silent movie e. The teacher asks the students to write a narrative text based on the movie for three paragraphs, including orientation, complication, and resolution f. The students submit their work and the teacher checks it

E. Thinking Framework At schools, students are taught four skills, they are listening, speaking, reading, and writing. Among those skills, writing is the most difficult skill for students because the brain is forced to think more in creating a good writing. Based on the Standard of Competence and the Basic Competence of English Senior High School, in writing, students are able to express meanings in the form of written texts using written language accurately, fluently, and acceptably. To fulfil these requirements, especially in expressing a narrative text, it is very difficult for students. It is because a narrative text needs imagination and feeling to create a story. Therefore, students need a medium that can stimulate their imagination to improve their ability in writing narrative text. The teacher should have an appropriate teaching media. One media which can be used is using silent movie. Silent movie contain stories which have no dialogue and can be enjoyed by seeing the movement of the graphic and listening the audio or music inside. Students will be attracted with the story and this can lead them in creating a narrative text by rewriting what they have watched. By watching silent movie, the students will concentrate more on the topic which is

showed in the movie and less in the dialogues. It will encourage them in trying to use as many new vocabularies.

F. Previous Study Kartika, et al in the study entitled The Effect of Silent Short Movie on EFL Writing Achievment of Vocational High School Students proved that the vocational high school tenth grade students who were taught by silent short movie got significantly different achievement in EFL writing than did the vocational high school tenth grade students who were not taught by silent short movie. This result recommends that the writing aspects which the students significantly outperformed were text organization, sentence formation, grammar, vocabulary, mechanics, and tidiness (Rinda Kartika, Susilo, & Natsir, 2017). Marashi and Adiban in the study entitled “The Effect of Using Short Silent Animations on EFL Learner’s Writing” showed that silent short animations could help to produce writing outperformed than animations with dialogue (Marashi & Adiban, 2017). Kumalawati in her research entitled “The Writing Ability in Narrative Text of the Tenth Grade Students of Senior High School Taught by Using Silent Film”, showed that silent film can improve the writing ability of the tenth grade students of SMA Islam Agung 2 Kalinyamatan, Jepara in academic year 2013/2014. It is proved that silent film media can improve the students’ achievement in writing narrative text. This silent film media also can help the students to be more active in the writing class. It also be an interesting media for the students to produce a text because of the silent film visualization (Kumalawati, 2014). So, from the previous study above can be concluded that watching silent movie as a medium in teaching writing narrative text could improve students’ writing skill. Students are more interested in learning writing. Students feel enjoy to put all their ideas when writing narrative text. They also can create their imagination by watching silent movie before starting to write narrative text.

G. Action Research Hypothesis Due to this classroom action research implementation, the formula of action research hypothesis was: improving students’ writing narrative text through silent movie “Larva” at the tenth grade of MA Daarul Hikmah in academic year 2019/2020.

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of The Research This research was held at MA Daarul Hikmah which located at Jalan Surya Kencana no. 24, Pamulang Barat, Tangerang Selatan. This research was held from November 1st 2019 until December 10th 2019.

Table 3. 1 The Schedule of Classroom Action Research Activities Meeting Date Theme

Preliminary 1 November, 1st 2019 Fable study

Cycle 1 2 November, 4th 2019 Larva “Yellow’s Revenge”

3 November, 15th 2019 Larva “Mayfly”

4 November, 18th 2019 Larva “Cocoon”

Post-test 1 5 November, 22nd 2019 Larva “Chick”

6 November, 25th 2019 Larva “Insect Killer”

Cycle 2 7 November, 29th 2019 Larva “Detective Series

8 December, 9th 2019 Larva “Sushi”

Post-test 2 9 December, 10th 2019 Larva “Bubble Gum”

B. The Method and Design of the Research 1. The Method of the Research The writer used Classroom Action Research (CAR) to conduct this study. This research used qualitative method to collect the data and was supported by the tests result. Qualitative research, related to collect and analyse the data in the various forms, especially non-numeric forms. It tends to focus on exploring the process as much detail as possible (Blaxter, Hughes, & Tight, 2006). In addition, the qualitative research is to show the experiences, feelings, spirits, or judgments of the individuals that is involved in the observation of the research (Verma & Mallick, 2005). On the other hand, “quantitative research is empirical research where the data are in the form of numbers” (Punch, 2014). Furthermore, quantitative research is aimed to collect the data that can be counted or measured in the numerical forms (Verma & Mallick, 2005). Also, quantitative research is built by the observations that are converted into separate units that can be compared to other units using the statistical techniques (Maykut & Morehouse, 1994). 2. The Design of the Research In this research, Classroom Action Research (CAR) was used as the research design. According to Sagor, “the action research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the actor in improving or refining his or her actions” (Sagor , 2005). It means that action research is the process of investigation carried out by the person or the people who take the action. The main reason is for engaging and improving their upcoming actions. In addition, classroom action research is the name that is given to a sequences of procedures that can be done by teachers, either because they want to improve the aspects of their teaching or because they want to evaluate the success and suitability of certain activities and procedures (Harmer, The Practice of English Language Teaching, 2003) In short, classroom action

research is carried out by one or more individuals or groups for the purpose of problem solving or obtaining the information (Fraenkel, Wallen, & Hyun, 2012). In conducting the research, the writer used Kurt Lewin’s model design. It consists of two cycle and each cycle contains of four phases, those are: planning, acting, observing, and reflecting (Mu'alimin & Cahyadi, 2014).

Cycle 1 Cycle 2

Planning Planning

Acting Acting

Observing Observing

Reflecting Reflecting

Figure 3. 1 Kurt Lewin’s Classroom Action Research Design

Based on Kurt Lewin’s classroom action research design, the writer elaborated and explained the steps from the beginning to end this research through the model of CAR on figure 3.2 below:

CYCLE 1 CYCLE 2

Planning Planning

 Designing and creating the lesson  Designing and modifying the lesson plan plan

 Setting the criteria of success  Preparing the narrative text material  Preparing the narrative text material  Preparing the equipment or the tool  Preparing the equipment or the tool  Preparing the observation checklist,  Preparing the observation checklist, interview guidelines, and post-test 2 interview guidelines, and post-test 1 Acting Acting  Implementing the lesson plan  Implementing the lesson plan  Teaching writing narrative text  Teaching writing narrative text  Watching silent movie “Larva”  Watching silent movie “Larva”

Observing Observing

 Being observed the teaching learning  Being observed the teaching learning process by the observer (English process by the observer (English teacher) using the observation teacher) using the observation checklist checklist  Conducting post-test 1  Conducting post-test 2

Reflecting Reflecting

 Collecting all the instruments to  Collecting all the instruments to evaluate the students’ progress evaluate the students’ progress  Analyzing pre-test and post-test 1  Calculating post-test 2  Preparing next cycle  Analyzing post-test 1 and post-test 2

Figure 3. 2 Modified Kurt Lewin’s Design by the Writer

C. The Subject of the Research The writer chose class X MIA class in academic year 2019/2020 as the subject of this research because that was the only class of tenth grade senior high school. Moreover, X MIA students had different ability one and another. There were only 3-4 students who were smart and interested with the English lesson and the other were still less and even had no interest with the English lesson. For that reason, it needed the interesting and appropriate media to attract and help the students in learning English, especially in learning writing narrative text.

D. The Writer’s Role in the Research In this research, the writer did the research collaboratively with the English teacher. Before implementing the classroom action research, the writer made the lesson plan by getting help from the English teacher. Not only that, the writer also made the tests to know the students’ ability before and after implementing the classroom action research, they were: pre-test, pot-test 1, and post-test 2. After preparing all the instruments that used in the action research process, the writer began to teach writing narrative text through silent movie “Larva” and also be observed the teaching learning process by the English teacher. On the other hand, the English teacher also involved herself to be an interviewee or source that would be taken the data. All the data that gotten from each instrument would be collected and reported in the findings and discussion.

E. The Classroom Action Research Procedure The Classroom Action Research (CAR) procedure by Kurt Lewin was used in this study. According to Kurt Lewin’s procedure, there are four phases in one cycle. Those are: planning, acting, observing, and reflecting (Tampubolon, 2014). Yet, when the new problems happened after doing the first cycle, the research should be done the next cycle. At this time, the writer and the English teacher worked collaboratively to conduct the action research in the first cycle in order to get the

general data about the students’ achievement in their writing ability. Before doing the cycle in the action class, the writer had already done the preliminary study. It aimed for investigating and finding the problems faced by the teacher and the students in teaching learning activities. The writer observed and did interview to the students and the English teacher. Further, the writer gave the students the pre- test that was writing a narrative text for 200 words before doing the action class. That purpose was to know the students’ competence and the problems in writing narrative text. After doing the preliminary study, the writer moved on the next phase. Here, the description about each phase: 1. Planning phase In this first phase, the writer prepared all the things needed in the first cycle. Also, the writer made the lesson plan, analysed the data gotten from the English teacher to determine the appropriate media and strategy, determined the criteria of success and prepared the post-test 1 and observation sheets. 2. Acting phase In this acting phase, the writer implemented the lesson plan that has been made. Also, the agenda of watching silent movie “Larva” that was implemented in the teaching writing narrative text. To run this research, the writer was gotten help by the English teacher. In the meantime, the English teacher observed all the activities happened in the class. This phase expectantly could know and solve the students’ problem in the learning writing narrative text. 3. Observing phase In this phase, the English teacher who acted as the observer of classroom action research observed the process of learning writing narrative text that was run by the writer. The English teacher or the observer also observed every situation in the class including, the class condition, the teacher’s performance, and the students’ responses of the silent movie “Larva” in the writing narrative text learning. The observer observed every activities based on the observation checklist that had been

prepared at the beginning of the planning phase. Then, after the students did the post-test 1, the writer calculated the students’ progress by seeing the scores from the pre-test to post-test 1. 4. Reflecting phase The writer and the English teacher both analysed and evaluated the teaching learning process in cycle 1. The aims of this reflecting phase were to see the data from the action implemented and to know whether the action was successful or not by appropriating the students’ result with the criteria of success. If the result in the first cycle has reached the criteria of success, so it did not need to do the next cycle. Meanwhile, if the result has not reach the criteria of success, then the next cycle needed to be conducted.

F. The Instrument and Technique of Data Collection To gather the data from the subject of the research, it was needed the research instrument. This research employed two instruments namely test and non-test. The test consisted of pre-test and post-test, meanwhile, the non-test consisted of interview guidelines and observation checklist. There were three techniques to collect the data in this research. The techniques used were interviewing the English teacher and the students, doing the observation, and conducting the test. The techniques were described as follows: 1. Doing the observation In this research, the main English teacher observed the writer performance during the classroom action research, the class condition while writing activity, and the X MIA class students of Daarul Hikmah behaviour, responses, and activity toward the teaching-learning process. The data found from the observation sheet was used as the beginning to determine the planning for the following cycle. The English teacher conducted the observation by using the observation sheet. The observation started from November 1st 2019 and ended on 10th December 2019. The observation sheet including the writer performance from the opening activities

till the closing activities. Also, the students’ responses during the learning process was observed by the English teacher. To observe the teaching learning activities, the English teacher gave the checklist sign in the category very good, good, adequate and insufficient of every aspects that was observed 2. Interviewing the English teacher and the students The interview was addressed to both teacher and students which done before and after implementing the classroom action research. Both teacher and students would be asked with the related questions to the study. The questions needed to be chosen carefully to avoid unimportant and unrelated responses from both teacher and students. The interview was held for two parts, before and after implementing CAR on November 1st 2019 and 10th December. The interview before implementing CAR was aimed to see the students and the teacher’s viewpoint about writing narrative text related to their experience. Meanwhile, the interview that was held at the end of CAR was to see the students and the teacher’s responses towards narrative text that used silent movie “Larva” in the teaching learning. The writer took four students as the interviewee in the focus group. Focus group is a group consisting of small number people involves in a casual group discussion where the people focus on a certain topic or set of problems about the perception towards issues or subjects matter. Here, the focus group or the students involve themselves in the discussion related to the study in a classroom made by the writer to know their perspective about learning writing narrative text before and after implementing CAR (Silverman, 2004). Besides, there were 5 questions for the English teacher before CAR implementation and 4 questions at the end of CAR implementation. Meanwhile, there were 4 questions for students before CAR implementation and 5 questions after CAR implementation. 3. Conducting the tests It was aimed to get the students’ result and to compare the students’ ability before and after watching silent movie “Larva” in the learning writing narrative

text and that was why it is needed to do the test. The test that was done before implementing the classroom action research was called pre-test. And the test that was done after implementing CAR was called post-test. There were three tests used in this research, which was pre-test, post-test 1, and post-test 2. The pre-test was aimed to see the students’ writing narrative text ability before implementing silent movie “Larva” in the learning. Meanwhile, the post-test 1 and post-test 2 was aimed to measure the progress or improvement after implementing CAR. Here, the examples of pre-test, post-test 1, and post-test 2.

Table 3. 2 The Examples of Pre-Test, Post-Test 1, and Post-Test 2

The Pre-Test

Instruction:

 Make a narrative story about Fable  Your writing should consist of 200 words  You have 40 minutes to finish your narrative story  Do not forget the generic structure of narrative text (orientation, complication, resolution, reorientation/coda-optional)

The Post-Test 1

Instruction:

 Make a narrative story of the Larva movie you have watched entitled “Chick”  Your writing should consist of 200 words

 You have 40 minutes to finish your narrative story  Do not forget the generic structure of narrative text (orientation, complication, resolution, reorientation/coda-optional)

The Post-Test 2

Instruction:

 Make a narrative story of the Larva movie you have watched entitled “Bubble Gum”  Your writing should consist of 200 words  You have 40 minutes to finish your narrative story  Do not forget the generic structure of narrative text (orientation, complication, resolution, reorientation/coda-optional)

After conducting the pre-test, post-test 1, and post-test 2, the writer analysed and evaluated the data by giving score. The writer used the writing score rubric that was adapted from Weigle’s model: (Weigle, 2002)

Table 3. 3 Writing Score Rubric of Sara Cushing Adapted from Jacobs et.al Components Scores Indicators of Writing Content 4 Relevant to the topic and easy to understand

3 Rather relevant to the topic and easy to understand

2 Relevant to the topic but not quite easy to understand

1 Quite relevant to the topic but it is not quite easy to understand

Organization 4 Most of the sentences are related to the main idea.

3 Some sentences are related to the main idea.

2 Few sentences are related to the main ide.

1 The sentences are unrelated to the main idea.

Vocabulary 4 A few errors in the choice of words, spelling, and & punctuation Mechanic 3 Occasional errors in the choice of words, spelling, and punctuation

2 Some errors in the choice of words, spelling, and punctuation

1 Frequent errors in the choice of words, spelling, and punctuation

Grammar 4 A few grammatical accuracies

3 Some grammatical inaccuracy

2 Numerous grammatical inaccuracy

1 Frequent grammatical inaccuracy

G. The Technique of Data Analysis All the data that was collected by using the observation, interview, and test were analysed. The technique of analysis data were describe below: 1. Observation sheet

The observation sheet that has been marked based on its categories; very good, good, adequate, and insufficient by the observer, was used by the writer to find the result of writer’s performance and the students’ responses in the teaching learning process during CAR implementation. Then, after collecting all the data from the observation sheet, the writer analyse the data from the beginning till the end of observation and conclude it from every meeting. 2. Interview guidelines To do a thematic analysis from chaotic data to patterns and themes representing the most important data, the writer used the steps: (Mortensen, 2020) a. Familiarizing the data from the entire interview and start to take notes b. Assigning a code to the data to describe the content. A code is a short description, not an interpretation. A short description of what is being said in the interview. If it is found something interesting in the data, then write down a code c. Categorizing the questions and naming the themes should be descriptive and engaging. According to Braun and Clarke, it is needed to “define the essence that each theme is about (Braun & Clarke, Using Thematic Analysis in Psychology, 2006)”. In describing the theme, identify which story the theme tells and how the story relates to the research question. In this point, it is a must to tell a coherent story about the theme or add some subthemes d. Producing the report 3. Test The writer used the writing scoring rubric that is adapted from Weigle’s book. Then, to get the mean score of students’ writing ability within one cycle, the formula used is: (Sudijono, 2006)

∑ 푥 푀푥 = 푁

Explanation:

M: Mean

X: Individual score

N: Number of students

Next, to know the percentage of the students who passed KKM, the formula used is: (Sudijono, 2006, p. 43)

퐹 푃 = 푥 100% 푁

Explanation:

P: The class percentage

F: Total percentage score

N: Number of students

Next step, to identify the improvement of students’ score of writing ability from pre-test to post-test 1 and post-test 2 in cycle , the formula used is: (Meltzer, 2002)

푦 1 − 푦 푃 = 푥 100% 푦

Explanation:

P: Percentage of students’ writing ability improvement

y: Pre-action test result

y1: Post-action test 1 result

푦2 − 푦 푃 = 푥 100% 푦

P: Percentage of students’ writing ability improvement

y: Pre-action test result

y2: Post-action test result

H. The Trustworthiness The accurate data in the qualitative research is important, so after collecting and analysing the data, the writer needs to make it certain that the data and the explanation are accurate. Here, the writer did the trustworthiness by using triangulation technique. According to Sugiyono, triangulation is categorized into several types and the most suitable for this research is triangulation technique because it is done by checking the data from the same source with different technique (Sugiyono, 2009). Then, in doing the triangulation in this research, the data is taken from the observation sheets and the interview guidelines that collaborated and compared with the test result.

I. Criteria of the Action Success The Classroom Action Research (CAR) is successful if it can pass the criteria which has been determined and if it cannot reach the specified criteria, then it is failed. In this study, the Minimum Mastery Criteria (KKM), at least, there must be 75% of students who need to pass it. The KKM for the English lesson that must be achieved is 74 (seventy four) and that has been determined from the school policy of MA Daarul Hikmah. If the criterion of the action success has been achieved, it means that the next research action will be stopped, but if it has not been achieved yet, then need to do the following action in the next cycle.

CHAPTER IV RESEARCH FINDING AND DISCUSSION

In this classroom action research, there were three kinds of instrument used to collect the data. The data was obtained through the observation, the interview, and the tests. The results were described as follow: A. Research Finding 1. Finding of the Preliminary Study a. The Result of Pre-Observation The observation was conducted to observe the teaching-learning process before implementing the action research at the students of X MIA class of Daarul Hikmah in academic year 2019/2020, on November 1st 2019. There were 21 students in the X MIA class. The English teacher rarely gave the students session to have writing practice. She only taught the structure and the language feature of narrative text by using role play. She asked the students to write the script and play the drama in front of class in the hope that they would know and at least understand the narrative text material. b. The Result of Pre-Interview 1) Interview with the English Teacher Interviewing the English teacher was held before conducting the classroom action research on November 1st 2019 at MA Daarul Hikmah. The English teacher was asked some questions related to the teaching-learning process. There were some questions about the general condition of students’ action and achievement in English class. The questions were more getting specific, which was asking about the students’ ability in learning writing. In addition, the teacher was also asked about the difficulties faced by students in writing class. Besides of asking students’ condition, the teacher was also asked about her technique or media usage in teaching writing, especially in teaching writing

narrative text. The last, the questions were about the problem found in teaching English and the way to solve it. Based on the result of the teacher’s pre-interview, there was only a class of ten grade at that school, the class was X MIA. The students were so enthusiastic in the English learning process. Even though they had same enthusiasm in the class, their ability in the English learning were quite different. It was proved by their scores in the test of the English lesson. Some of them had gotten the big scores and the rest had not fulfilled the criterion of minimum competencies (KKM) that was 74. The students came from different background. Some of the students were blessed to be able to get the additional English lesson outside the school by getting the English course. The other students were not capable to take the English course. They were studying English only in the classroom with the minimum time. Due to the various background of the students, they also had different result in doing the English test, especially in writing. Some students wrote beautifully and some students did not. Talking about media and technique usage, the teacher said that she used media or technique to teach writing only once in a blue moon. For instance, the teacher was using role play method to teach the generic structure of narrative text. She asked the students to make a script and play the drama in the class. Somehow, that role play method was successful to make students know the generic structure of narrative text. Once, she was trying to ask her students to listen her explanation about narrative text, then asking the students to create the narrative text, but the class seemed uncontrollable. Many students were bored and made noise while the learning happened. On the other side, some students produced a good writing. Again, it was because the students with the higher scores had gotten the lesson of writing narrative text out the class. They were privileged to get better English educational.

In the learning, it was impossible to not have the difficulties. There were some difficulties faced by students in learning writing. The students had lack of vocabulary knowledge and grammar materials. Thus, they could not make a good sentence with accurate grammar. Besides, they were still confused to write a good paragraph based on the generic structure of each type of text, especially in writing narrative text, so that they still found some difficulties when creating the narrative text. At last, teaching English to the students with different educational background had its own obstacles. Some of students did complaining that it was difficult to learn English for them who has lack English educational background. The teacher was trying to remove their lack of self-confidence by burning the students’ spirit. She was giving the motivation to be diligent in learning everything, especially English lesson. She never stopped to share with the students about how she was fighting to get the better education. She proved that every effort, tears, and praying would not betray the results. Furthermore, she wanted to reduce the feeling of inequality between the students by asking them to cover their books with the same cover. The teacher was also being fair to every students by giving the reward for whom behaved and participated well in the English the class. Also, the teacher would not hesitate to give punishment to the students whom acted impolite when the English class happened. It was merely intended to motivate the students to behave well and study hard. 2) Interview with the Students After having an interview with the English teacher, the writer also had an interview with three students of X MIA that chosen randomly. The students were asked some question related to the English teaching-learning process at MA Daarul Hikmah. There were many reasons behind the students’ interes on the English learning. Some of them told that they like English lesson was because their hobby of watching movie where the actors were so fluent talking to each other

by using English. They felt that mastering English was so cool. That was why they like and interest on the English learning. Meanwhile, the other students told that they like English lesson only because they like the English teacher. They felt enjoy and comfortable when their English teacher approached them with her energy so that students could enjoy the learning because the class atmosphere was not boring and quiet. Even though they like the teacher and the lesson, it did not make them fully understand the English lesson. Some students still assumed that English lesson was not for them whom living in the village. Their mind-set brought them to see that English lesson was difficult to be learned. It made them could not reach the criterion minimum of competencies that was 74. Even so, they have their best English teacher who never stopped encouraging themselves in learning English. This was also the reason why the students like their English teacher. Besides, the students also having the difficulties in learning English, especially in writing. They said that they had difficulty in producing the text due to their lack of vocabulary knowledge. Not only that, they also had difficulty in finding the ideas to write. Furthermore, the students were still confused with the grammar usage because they rarely used grammar in writing class. Furthermore, the students told that they like their teacher style in teaching English. Even though the teacher did not use any media, but the class was still nice. They said that their English teacher was teaching passionately. She was explaining the lesson using English and at times speaking Indonesia, that made the students were paying attention to the teacher’s explanation in the English lesson because they need to understand what the teacher was explaining. The students also told that they rarely practicing writing. Beyond that, they did not just sit and listen to the English teacher, but they were playing and making fun in the class. They were asked to write the script and play the drama. They truly enjoyed the teacher and the class situation.

c. The Result of Pre-Test The pre-action test was given to measure students’ writing ability before conducting classroom action research. The pre-test was conducted on November, 1st 2019 at X MIA of MA Daarul Hikmah 2018/2019 academic year. There were 21 students who had followed the pre-action test. The students were asked to write narrative free writing about fable. After giving the pre- action test, the score was calculated. The result of the pre-action test can be seen in the table below:

Table 4. 1 The Students’ Result in Pre-Test No. Criteria Frequency 1 Below KKM 16 Score < 74 2 Passed KKM 5 Score > 74

First, to have the result of pre-test, the mean score was calculated by the using the formula below:

∑ 푥 푀푥 = 푁

1384 푀푥 = 21

= 65.90

Then, to find the percentage of students who passed the KKM was calculated by using this formula:

퐹 푃 = 푥 100% 푁

5 푃 = 푥 100% 21

= 23.80%

Based on the result of pre-action test, the data showed that the mean of the pre-action test was 65.90. There were only 5 students or 23.80% who had passed the KKM. Still, there were 16 students who had not passed the KKM or under the criterion. The highest score was 76 and the lowest score 50. Here, the percentage of students’ score in the pre-test.

PRE-TEST 90.00%

80.00%

70.00%

60.00%

50.00% Successful Students 40.00% 76.20% Unsuccessful Students 30.00%

20.00%

10.00% 23.80%

0.00% SUCCESSFUL STUDENTS UNSUCCESSFUL STUDENTS

Figure 4. 1 The Percentage of Students’ Score in Pre-Test

From the data, it can be seen that most of students in Daarul Hikmah at X MIA still had the difficulties to write. The classroom action research here was conducted to improve their writing skill. The classroom action research was conducted in two cycles. Every cycle included the procedure of action research, such as planning, acting, observing, reflecting. 2. The Implementation of Classroom Action Research a. Cycle 1 1) Planning In the first planning phase, the writer prepared the essential needs that will be implemented in the acting phase. First, the writer designed the lesson plan for three meetings together with the English teacher. Next, the writer prepared the material and the equipment to watch silent movie Larva, such as the laptop, the projector, the Larva movie and students’ worksheet. The other needs were making observation sheets to observe the teaching-learning process during the implementation of action research. Last, the writer prepared the test to know the students’ improvement in writing narrative text from pre-test to post-test 1. The students were instructed to watch the Larva silent movie and re-write the story by completing the orientation, the complication, and the resolution. 2) Acting a) First Meeting The first meeting conducted on Monday, November 4th 2019, the writer entered the class and asked to do the whispering game in order to break the awkward atmosphere between the writer and the students. In this game, the students were divided into two groups. They were making a line. The students who stood at the back must be good at memorizing the sentence. The writer gave them the sentence. They needed to memorize the sentence and whispering it to their friends in front of them. Again, the next students were whispering it to the students at the front and so on, so the students who stood at the front wrote what they were hearing on the white board. The sentence written on the

white board must match to what the writer gave at the beginning of the game or at least has been close to its meaning. The sentence that writer gave in the whispering game was about the lesson they wanted to learn that day, it was the definition of narrative. It did not only play the game, the writer also gave the reward to whom participated well in every doings in the class. Before watching Larva silent movie, the students were divided into 4 groups. Each of group consisted of 5-6 students. The students were asked to sit close to their group. Every group got the worksheet that must be filled with the story delivered by the Larva silent movie entitled “Yellow’s Revenge”. After watching the Larva silent movie, the writer told that Larva cartoon was one of the example of narrative text. Then, the writer explained the definition of narrative text, the purpose of it, the generic structure and the language feature of narrative text, also the type of narrative text. Next, after explaining the material, the writer asked the group of work to re-write the story delivered by Larva silent movie on their worksheet. Every group of work were given 10 minutes to re-write the story from what they had been watching. Ten minutes passed, every group of work were asked to pay attention to the teacher’s explanation about “Yellow’s Revenge” larva movie in order to check their work on their worksheets and whether it was in accordance with the explanation of narrative text that explained by the writer or not. After following the activities, the students were given the reward that was candy and chocolate stick for the group that had big score on their worksheet. Before closing the lesson, the writer checked the students’ attendance list and the last prayed together to close the lesson. b) Second Meeting Actually, the students of X MIA had an English subject only once in a week on Friday and because of their empty hours on Monday, the writer asked for

permission to the X MIA students, the English teacher, and the headmaster to use the empty hours to do the research at X MIA class. Then, the second meeting conducted on Friday, November 15th 2019. Before starting the lesson, the writer wanted to re-call the students’ memories about narrative text that was learned last meeting. The writer made a quiz and the students were competing to answer it. They competed each other because they know that they would be given the reward for it. After had a quiz, the students were divided into 4 groups. Each of group consisted of 5-6 students. The groups were different from the group in the last meeting. They were asked to watch Larva silent movie entitled “Mayfly”. After watching the movie, each of group were given 10 rolls of paper containing the story of the Larva movie that they just watched. Each of group were given 15 minutes to arrange the story and stick every rolls paper on the worksheet. After 15 minutes passed, the writer and the students were checking their work together. The writer gave the students the correct story order based on the Larva movie entitled “Mayfly”. In the middle of checking the work, the writer re-explained about language feature of narrative text clearly than last meeting. Next, each of group were asked to underline the past verb and the time conjunction of Larva movie entitled “Mayfly”. They were asked to identify and underline the language feature of narrative text on the story of Larva movie that they had arranged on the worksheet. Last, they were asked to mention what language feature of narrative text that they got from the story of Larva movie. Last, the writer gave the reward to every students that had contributed well in the group. The writer also did not forget to check the students’ attendance list to know who was absent on that day. To close the meeting, the writer and the students were praying together. c) Third Meeting Third meeting was conducted on Monday, November 18th 2019. This was last meeting before getting the post-test 1. The agenda was about re-explaining

the lesson that delivered before. Here, the students did not just sit and listen to the writer’s explanation, but they needed to find the explanation of narrative text by themselves. The writer also had prepared the activities that students need to follow. It was same as the previous meeting, the students were divided into 4 groups that containing 5-6 students in each group. They watched the Larva movie with a new title that was “Cocoon”. After watching the movie, each of group were given the question sheet containing three questions, which was: (1) What is the definition of narrative text? (2) Mention the generic structure of narrative text! (3) After watching the Larva movie entitled “Cocoon”, here are the verbs that you and your friend need to change from verb1 into verb2. The students were asked to circle the right past verb. Even though the questions were written in the English language, still the writer guided the students by translating the questions into Indonesian language. Each of group were given 20 minutes to answer all the questions on the question sheets. After answering all the questions, the students and the writer were checking the work together. The writer corrected their answers on the worksheet. The writer also asked the students to re-write the correct answer on the worksheet. As usual, the writer gave the reward to the students to appreciate their participation in participating the activities on that day. Last, the writer was checking the students’ attendance list and close the meeting by praying kafaratul majlis together. 3) Observing In this phase, the English teacher played role as an observer who observe the whole activities during teaching-learning process based on the observation checklist including the writer’s performance, the class condition, and the students’ responses. These aspects to measure the writer’s and students’ performance in every meeting.

a) First meeting In the first meeting, the classroom condition was quite enough. There was no student talking to each other. The students were still feeling unfamiliar with their English substitute teacher even though they had already met the substitute teacher during the pre-test session. After opening the lesson by reciting the dua, the writer did ice breaking with a whispering game. Also, the writer tried to introduce the lesson by making the game in the ice breaking time. It was proved that ice breaking time could melt the awkward atmosphere between the writer and the students. The students were also happy because they got reward for their participation in the whispering game. The writer was able to arouse the enthusiasm of the students for following the lesson and it was the good beginning to start the lesson. Next, the writer made the groups of work in order to grow the sense of friendship between the students. Then, the students were asked to watch and pay attention to the Larva silent movie entitled “Yellow’s Revenge”. Suddenly, the classroom condition became so noisy. The students cheered when they knew that they were going to watch the movie in the class. The students showed their excitement because they like to watch the movie. Unfortunately, the plan to watch movie was not going smoothly. The students began to lose their focus in the middle of the movie. Most of them were talking and made noise. It was caused by the screen of the movie that displayed on the wall was too small and not reaching the students who were sitting at the back row. Also, the slide on the PowerPoint containing narrative text material that writer had been prepared seemed unusable because the main problem was, the writer did not prepare and check well the projector before using it in the class. During the learning, the writer explained the narrative text material by using every scene of the Larva movie. Even though, some students did not pay attention to the movie that caused by the small screen and not clearly visible,

but there were many students who tried to understand each scene of the movie. It was proved by the answers from each group in the task of writing the story of the movie that had been watched based on the structure of narrative text. There were various responds that showed by the students when they were asked to do the task. Some students did not give any contribution in finishing the task. They let their members of group to finish the task that was given by the writer, meanwhile they were busy joking and making noise. It made the writer confused whether the students had understood the narrative text material that had been delivered or not. The students did not even ask a question related to the narrative text explanation. They remained silence and busy talking to other students. They did not work together in the group work task because of their lack of communication with their members. The students with the higher ability did not invite their mates to work together in the group work task. So that made other students with the below average were ignorant and would prefer to talk and make noise rather than contribute themselves in the group work task. Each group of work has different result in doing the task in this meeting. Some groups had known every scene of the movie and could write how the movie was going, meanwhile other groups still could not complete in writing the movie based on the structure of narrative text. However, they did not write properly. They made so many errors in grammar usage. On the other hand, there were good points in this first meeting, the students and the writer had blended into one and another. Also, the students listened carefully when the writer was correcting the results of the group task in front of the class. b) Second meeting In the second meeting, the writer did quiz by asking some questions related to the last meeting. The writer also prepared the reward to whom answering her question correctly. Unexpectedly, the students wanted to participate themselves to join the quiz although they did not pay attention to the material last meeting.

In this meeting, the writer still used group work to run the learning in the hope that the students would share their knowledge about narrative text that they had. At this time, the students’ enthusiasm was far greater than last week’s meeting. This was because the screen of the movie used more clearly visible and there was no problem same as last meeting. Besides, the writer made the group work that was designed like a game, by arranging the story of the movie that had been watched. The class condition became more alive because every groups were competing each other to submit their result of group work earlier than the others. Their excitement was because of the reward giving that had been promised at the beginning of the lesson. Besides, the students was also cooperative when they were asked to identify the language feature on the story of the movie that had been arranged by the students. They already wanted to contribute themselves to the group work, even though the results they produced were not optimal or still had so much mistakes. c) Third meeting In this meeting, the class condition was quieter than other meetings before. The students were watching the movie seriously. Also, they wanted to work together in their group work and tried to pay attention to the writer’s instruction in doing the group work task. Then, the result of every group has increased than the results of the group work at the meetings last week. It has not been known yet certainly, whether the students followed and understood the lesson, especially in writing narrative text explanation or not. Therefore, the writer did the post-test 1 in order to know the improvement of each students’ writing ability before and after using silent movie “Larva” as the media to teach writing narrative text in this first cycle. The post-test 1 was held after the third meeting in the first cycle, on November 22nd 2019. 4) Reflecting In this reflecting phase, the writer and the English teacher evaluated the students’ learning process. Based on the observation checklist and post-test 1,

the students made a bit positive improvement. The progress was increased slowly from the first meeting until the last meeting in the cycle one. For instance, they had participated themselves in following the learning by giving their contribution in every activities in the class. Also, they joined the group work and shared their knowledge to each other. It proved that the students wanted to help each other in the group work task that writer gave. The progress was increased slowly from the first meeting until the last meeting in the cycle one. Additionally, the writer also checked the students’ group work in doing the task. There were many kinds of student in finishing the task. There must be students who had the ability under average, average, and higher ability than others. Besides, there were students who had the ability under average, but they were very diligent when listening to the writer’s explanation. After analysing the students’ activities in the classroom, the writer also calculated the students’ post-test 1 using the writing rubric and comparing it to the students’ pre-test results. The aim was to see if the teaching media used could bring the positive improvement in the students’ writing ability. The result of the test attached on table 4.2 below:

Table 4. 2 The Students’ Result in Post-Test 1 No. Criteria Frequency 1 Below KKM 12 Score < 74 2 Passed KKM 9 Score > 74

First, to have the result of Post-test 1, the mean score was calculated by the using the formula below:

∑ 푥 푀푥 = 푁

1514 푀푥 = 21

= 72.09

Then, to find the percentage of students who passed the KKM was calculated by using this formula:

퐹 푃 = 푥 100% 푁

9 푃 = 푥 100% 21

= 42.85 %

POST-TEST 1 70.00%

60.00%

50.00%

40.00% Successful Students 30.00% 57.15% Unsuccessful Students 20.00% 42.85%

10.00%

0.00% SUCCESSFUL STUDENTS UNSUCCESSFUL STUDENTS

Figure 4. 2 The Percentage of Students’ Score in Post-Test 1 Next, to know the percentage of students’ improvement from pre-test to post-test 1 used this formula:

푦 1 − 푦 푃 = 푥 100% 푦 72.09 − 65.90 = 푥 100% 65.90

= 9.39%

After the calculation above, there were 9 students who passed the KKM with the percentage 42.85% and the mean of students’ score of post- test 1 was 72.09, meanwhile the mean of students’ score of pre-test was 65.90. Also, the other students had improved their score from pre-test to post-test 1, but based on the data, after getting cycle one, there was 47.15% or 12 students had not reached the KKM which was 74. Then, it needed to find the right solution to solve the problem in the learning process by getting the second cycle. The next cycle had followed the procedures of classroom action research such as the first cycle, it was planning, acting, observing, and reflecting. b. Cycle 2 1) Planning After having the first cycle, many students had not passed the KKM, so that the writer conducted the second cycle. In this planning phase, the writer was helped by the English teacher to organize the new plan that was implemented into a new lesson plan for the next three meetings in the cycle 2. The new lesson plan that was used still related to the use of silent movie Larva as the media in teaching writing narrative text. The new lesson plan was made based on the students’ writing problem that had not be solved in the first cycle. The problems were about the error and mistake in spelling the vocabulary, the punctuation usage in writing the text, the grammar usage, especially the use of tenses, and sometimes found about the misconception of the narrative text structure itself. These things were being the focus of the writer in the second cycle.

In this cycle, the writer still used the group work method because the students were feeling easier to understand the learning and were motivated by others when they were in a group work. In addition, the writer also gave more examples and task to be practised by the students. At this time, the students were asked to practice writing narrative text step by step from orientation, complication, and resolution. This was made in order to make students’ writing narrative text to be more managed and guided. 2) Acting a) First meeting The first meeting conducted on Monday, November 25th 2019, the writer entered the class and greeting the students by saying Salam and asking about their lunch because the English lesson started after having lunch at 1.30 P.M. Before starting the lesson, the writer trying to get the students’ focus by giving the candy for every students who could answer the question about the knowledge of narrative text. The question was “could anyone tell us about narrative text material that we had learned last meeting?” the students were silent and nobody answered the writer’s question. The writer said that she wanted to give the candy for whom could answer and participate well in her class. After telling the reward that will be given to the good student in the class, there was a male student raised his hand and shared about his knowledge of narrative text. In this first meeting, the writer continued her explanation about language feature of narrative text in detail that had been explained at the last meeting. The writer explained the language feature of narrative text by using the slide of PowerPoint containing the tenses used in the narrative text, adverb of time, adverb of place, conjunction, action verb, and the direct speech. After explaining the language feature of narrative text, the writer gave students time to take a note of the writer’s explanation. Next, the students were watching the Larva movie entitled “Insect Killer”. In the part of the direct speech

explanation, the writer tried to dig the students’ imagination by asking the students to make the direct speech from the silent movie Larva they watched that had no the dialogue. Also, the students were provided with a list of vocabulary contained in the Larva silent movie entitle “Insect Killer” that had been made and prepared by the writer. After finishing watching activity, the students were divided into 4 groups that containing 5-6 students in each group. Every group were given the worksheet that needed to be filled by the orientation of the movie that had been watched that day. The students were only given the task to write the orientation because they needed to be focus on every generic structure. To do this task, the students were guided by the language feature of narrative text knowledge and the list of the vocabulary in the movie they watched. They had 15 minutes to discuss with their mates about the task. The writer gave the students chance to ask the questions or the parts that they might be confused. At last, the students and the writer checked the result of the group work together in order to know the error and mistake of every group had. In the end of the meeting, the writer inserted the quiz to know the students understanding about the learning. The writer asked some questions related to the material that learned that day. Every students who answered correctly got the reward as the part of appreciating their effort to understand the lesson delivered at that meeting. b) Second meeting The second meeting conducted on Friday, 29th November 2019, the writer stepped to the next explanation. The lesson was continued and explained about the punctuation and capital letter usage by the writer. Still in the same way with the last meeting, the writer used PowerPoint slide to deliver the explanation and the students were asked to take a note of the writer’s explanation. After making sure that students understood the explanation that writer explained, the students

were asked to watch Larva movie entitled “Detective Series”. They were given the list of vocabulary contained in the movie. Before stepping to the new task, the writer played the game. It was hang man game where the students needed to guess the word that has 12 letters and still related to the material learned. The students were only given 5 chances to answer it before the man was hung. The additional clue was, “I was being the problem in the story. What is my name?” The answer of the game was being the task that students need to do in the group work. That task was about writing the complication of the Larva movie entitled “Detective Series”. At last, the students and the writer checked the results of every group work. The writer switched the results of every group work. They checked and gave their mates work score, but still be guided by the writer. Also, it was made the learning centre not only focused on the writer. This way of evaluation was aimed to invite students to take a part in every activities in the class. c) Third meeting The last meeting was held on Monday, December 9th 2019. The writer began the lesson by showing students the picture of some places. The writer asked the students to guess the name of the place that the writer showed. It had been prepared some reward to whom giving the right answer. This warming up was the beginning to start the lesson about the setting of the story and the character personality. Next, the writer showed the PowerPoint slide to explain students the lesson that day. In the middle explanation of setting and the character of the narrative story, the writer also repeated in explaining the past lesson about generic structure of narrative text. After finishing the explanation, the writer asked the students in a group work to watch Larva movie entitled “Sushi” and write the resolution of that movie for a minimum 50 words and no more than 100 words. As usual, the students were provided with a list of vocabulary that contained in the movie

To close the meeting, the students and the writer checked the result of every group work. The group that had the big score got the reward from the writer. Also, the other students who had participated themselves in the learning process were appreciated and given the reward from the writer. 3) Observing In this phase, the students’ participants and the progress during the teaching-learning process were observed. Based on the observation phase, it can be said that the students and the classroom condition during teaching- learning process was better than the previous cycle where the students still could not be controlled. a) First meeting In this first meeting, reward giving was still working well at X MIA class. It made the students becoming active and responding the questions’ asked by the writer. This class was still enthusiastic about the narrative text material even though it had been learned for many meetings ago. Besides, the students were still excited when the writer was asking them to watch back the Larva silent movie with the new chapter. In this occasion, the students seemed to be enjoy in doing the task with their group work. It was looked from the observation sheet that showed the improvement of the students’ participation in involving themselves in the learning.They began to be brave to ask the question to the writer or even to their mates in the group. Somehow, the students had made a progress day by day. It was also looked from the way they competed each other when the quiz was held by the writer. It proved that the students had learned and tried to understand the lesson and now the time to know their ability. It was a good movement to the next stage where they could reach the target of KKM as the proof that they had understood the lesson. Also, the writer did not forget to appreciate every good things students did either praising it or giving the reward.

b) Second meeting In the second meeting, the observation sheet showed the progress gradually. The students were looked energetic, especially when they were involved in the hang man game. The students shouted when they were trying to guess the answer of the game. They shouted and causing the noise and made students from other classes peeking out of the window. The students enthusiasm had spread to around and it made the writer cheerful and feeling energetic too. At this meeting, the students and the writer communicated well with each other. Like there was no barrier between the writer and the students, they were sharing everything. Some students were not feeling shy to deliver their opinion or when they wanted to ask the question anymore. Yet, there were some students who still keeping the distance from the writer or even from their mates. Even so, they had followed the lesson well, attended every meeting, and helped their mates who were still having the difficulty to understand the lesson. c) Third meeting In this third meeting, the writer was feeling happy because the students were making progress in the learning process that was run by the writer and gotten help from the English teacher. The students’ progress day by day was getting better. Most students were discussing with their mates and trying to express their opinion based on what they got from the lesson. The students finished the third meeting well. Even though the students’ spirit fluctuated, but they tried to elevate their spirit by yelling and encouraging the other mates. The students also appreciated the writer’s presence by being active in the class and understanding the explanation that explained by the writer. The reward that was promised at the beginning meeting from the first cycle was not something big, it was only candy, but the students had completed every activities in the class well. After all, the writer needed to do the post-test 2 in order to know and evaluate the students’ ability in writing since they had joined all the meetings,

worked in a group to do the task, and followed the tests. However, the students also felt that they had been becoming knowledgeable and no need to do the next test. Then, the writer asked the English teacher to persuade the students to follow the post-test 2 and do it to the maximal as during their normal activities in the class when the learning process happened. The post-test 2 was held after the third meeting in the cycle 2, on December 10th 2019. 4) Reflecting In this reflecting phase, the writer was helped by the English teacher to collect all the instruments used in the learning process by comparing the result of observation sheet from cycle one until cycle 2. The data from that observation sheet showed that students had some improvement in responding the writer, acting in the group work, and upgrading the narrative text knowledge. The students were being active in responding the writer day by day. They were also trying to be brave in showing themselves in this cycle two, meanwhile they were being passive and shy in the first cycle. In fact, the students were not that passive and shy at the first cycle, but when it came into the lesson they were automatically being nervous and afraid to deliver what they knew or even ask what they did not know. At this time, the students started to respect the rule and activities that the writer had made by following and joining every activities even sometimes they did not obey it, but generally they behaved well in the cycle two. The students’ naughtiness were only when they felt sleepy and made noise. They were joking with their mates to get rid of the drowsiness. On the other hand, the writer and the students laughed together for a joke made by their mates. The writer was not angry and not be bothered by the students’ chitchat or the noise they made because it created the fun and joy class. In the learning process, the writer designed the learning by making the group work. The writer observed the students’ condition and the way they work in a group work. The students showed different characteristics and attitude. At

the very first meeting, the students were still apathetic with their group mates, whereas the goal of making the group working was to grow the sense of friendship between the students. Further, the writer wanted to make the students sharing the knowledge of narrative text they had, but it seemed failed because the students were not accustomed to discussing the lesson each other. Even at the beginning of the meeting in the first cycle, the students who did the group work task were only 1-2 persons in each group and the other mates were care less and dependant on the other mates in the group. Amazingly, the students showed their progress by taking part in the task of the group work day by day. The students with the higher ability were trying to invite their mates to involve in the group work and sharing their knowledge of narrative text lesson. Also, the students with the average and under average ability wanted to involve themselves in the group work task. This became balanced because the students could help each other. Talking about the students’ knowledge on the learning narrative text that used silent movie Larva was talking about their improvement in writing the narrative text. As time passed, the students had improved their knowledge and writing ability bit by bit from cycle one until cycle two. At the first meeting in the cycle one, some students were lack of narrative text knowledge and only 5- 6 students who knew it. It needed the easiest and fun explanation of the material to explain the students. Not only that, the writer also inserted the game to make them loving in learning English, especially in the learning narrative text. After passing so many days, the writer could bring the students into the interactive learning. The students reached the stage where they were curious about the lesson and asking the writer to explain it deeply. It proved that the students were absorbing the knowledge they got. They improved their knowledge of narrative text by involving themselves and paying attention to any material of the lesson that was delivered. By paying attention to the narrative text material, they could process it by creating the narrative story.

After analysing the observation sheet, the writer also calculated the post- test 2. Here, the result of students’ test was attached:

Table 4. 3 The Students’ Result in Post-Test 2 No. Criteria Frequency 1 Below KKM 5 Score < 74 2 Passed KKM 16 Score > 74

First, to have the result of Post-test 2, the mean score was calculated by the using the formula below:

∑ 푥 푀푥 = 푁

1602 푀푥 = 21

= 76.28

Based on the calculation above, there was an improvement in this second cycle. It could be seen from the mean score of post-test 1 which was 72.09 and the mean score of post-test 2 which was 76.28

Second, to calculate the percentage of students’ improvement score from pre-test to post-test 2 was using the formula below:

푦 2 − 푦 푃 = 푥 100% 푦

76.28 − 65.90 푃 = 푥 100% 65.90

= 15.75%

Second, to find the percentage of students who passed the KKM was calculated by using this formula:

퐹 푃 = 푥 100% 푁

16 푃 = 푥 100% 21

= 76.19 %

From the calculation above, it can be seen that the students’ percentage who passed KKM in the cycle 2 was 76.19%. It showed that there were 16 students who passed the KKM and 5 students who had not reach the KKM yet. Also, the students improved 15.75% from the pre-test to post-test 2. Here, the percentage of students’ writing score in post-test 2 who was successful and unsuccessful yet to the KKM below:

POST-TEST 2 80.00% 70.00% 60.00% 50.00% 40.00% 76.19% Successful Students 30.00% 20.00% Unsuccessful Students 10.00% 23.81% 0.00% SUCCESSFUL UNSUCCESSFUL STUDENTS STUDENTS

Figure 4. 3 The Percentage of Students’ Score in Post-Test 2

From the figure of percentage above, it showed that the students’ score percentage in post-test 2 who passed the KKM was 76.19% that indicated that there were 5 students who had writing score under the criteria of success (KKM). It could be said that, no need to do the next cycle since there were more that 75% students who could pass the KKM.

The Comparison Percentage in the Test 90.00% 80.00% 70.00% 76.20% 76.19% 60.00% 50.00% 57.15% 40.00% 42.85% 30.00% 20.00% 23.80% 23.18% 10.00% 0.00% Pre-Test Post-Test 1 Post-Test 2

Successful Students Unsuccessful Students

Figure 4. 4 The Percentage Comparison of Students’ Score in Pre-Test, Post-Test 1, and Post-Test 2

Based on the comparison figure above, the students’ percentage who passed the KKM in the pre-test was 23.80% or it was 5 students who passed the writing test score. Meanwhile, the students’ percentage of who did not pass the KKM was 76.20% or it was 16 students who had not passed the KKM or gotten the score under the KKM in their writing test.

Move on to post-test 1, the students’ writing score had an improvement. It was the percentage of students who passed the KKM or 42.85% or 9 students who reached the KKM and at the moment, there was 57.15% or 12 students who had not passed the score target. At last, the students’ percentage showed that there was 76.19% or 16 students who passed the target score at the post-test 2. Besides that, there was 23.81% or 5 students who had not passed the KKM. Then, it can be concluded that the students of X MIA class improved their writing score from pre-test to post-test 2 and watching silent movie “Larva” could improve the students’ writing narrative text.

B. Research Discussion after CAR Implementation After analysing the result of the tests, the writer triangulated the data obtained from the interview guidelines and the observation sheet. The result of qualitative data showed that the students’ writing ability improved by using silent movie “Larva” as the media in the teaching writing narrative text. Here, the research findings and the description about the students and the English teacher point of view of the classroom action research implementation by using silent movie “Larva” in the teaching writing narrative text at MA Daarul Hikmah in academic year 2019/2020. a. The Result of Post-Interview 1) Interview with the English Teacher The researcher did the structured interview with the English teacher after finishing CAR. It was discussing about the teacher’s perspective on watching silent movie “Larva” in the learning writing narrative text. According to the teacher, she approved that making innovation and utilizing the media around in the teaching learning process is something that is needed in this era where the students sometimes easily get bored if the learning only focus on the teacher and the textbook. She said that watching silent cartoon

movie is something close that we rarely pay attention to its existence and benefits. She also agreed that watching silent movie, especially “Larva” cartoon is something fun that students can learn and enjoy the lesson in it without feeling so serious. Moreover, the students would not get lost in the story since this silent movie is inspiring them to use their imagination and the previous experiences to be written with a correct writing (Marashi & Adiban, 2017). In contrast, the teacher said that silent movie usage in the learning process will make her difficult in preparing the media since she teaches so many classes at other schools, but one day she hopes that she is able to utilize it. Still, it can be a good alternative for students to practice their writing narrative text in their empty hours or free day. 2) Interview with the Students There were three students of X MIA class that had been chosen as the interviewee in the post-interview. They also had joined the pre-interview before. This post-interview was discussing about the students’ perspective on watching silent movie “Larva” in the learning writing narrative text. Based on the students’ perspective, they enjoyed their experience in watching silent movie “Larva” in the class since they had been watching silent movie “Larva” without knowing the plot. They just realized that Larva cartoon movie has the plot and it told the story they never knew before. In addition, they were excited with the group work in the practicing time. It is also stated by Rahmani A. R. Kartika, et.al that silent movie media can make the communication between both teacher and students. Surprisingly, they said that guessing and writing what the movie told is a good innovation in the English lesson. They also feel that they are free to express their written since they could use their imagination to finish their writing, then they are not afraid of getting lost in the story (Rinda Kartika, Susilo, & Natsir, 2017). Other than that, the students assumed that innovation in the English learning is not that important as long as the teacher still not appreciate the students’

work. The students said that they are happy in the class that the writer runs. They were feeling appreciated and not afraid of making mistakes because the writer would correct and give appreciation to the students. In short, the innovation in the English learning will work well if everyone appreciates each other. After analysing the qualitative data, it can be concluded that both teacher and students had positive responses on the silent movie “Larva” implementation in the teaching and learning writing narrative text. Also, they said that silent movie “Larva” had improved their writing ability.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion After doing the research, the writer found that students’ writing narrative text of X MIA class could improve through silent movie “Larva”. The writer did the research by using Classroom Action Research design and also used some instruments, they are; interview guidelines and observation checklist that was supported by the tests result; pre-test, post-test 1, and post-test 2. The result of qualitative data found by the writer in the form of interview guidelines showed that the English teacher and the X MIA students' responses were positive and welcomed with the new teaching media for supporting the writing class, especially in learning writing narrative text. The students felt enjoy in the English learning because they felt interested with the new innovation that made in the writing class. From the interview, the writer realized that there was another factor affected the students’ writing ability of narrative text. One of the factor was the lack of appreciation that the students got. The students felt that the achievement or everything they did in the class was useless because nobody appreciate them. That was why the students felt lazy and were less interested in the English lesson. Meanwhile, at the classroom action research, the students felt more appreciated and that made them excited to get the English lesson. They said that they did not need to be given the prize, they only need the word of appreciation, such as; proud of you, good job, and etc. The students did not feel afraid anymore to make a mistake in the learning because they knew that their job would be corrected and appreciated. In addition, the writer got some good results from the observation checklist. Most students were not afraid to show themselves in asking the questions that they did not know related to the lesson. They were also showing their progress in sharing

the knowledge to their mates in the writing class. The students were more responsive in the English lesson activities than before. They participated themselves well in the class activities, such as watching the movie, playing the game in the ice breaking time, and joining the quiz to recall the students’ memories about the lesson. Further, the students progressively were able to work in the group work under their leader command. Besides, the leader of every group also gave chances to their members group for taking part in the writing class activities. Next, for supporting the qualitative data, the researcher also got the progress in the tests result that students have done from pre-test, post-test 1,and post-test 2. In the pre-test there were only 5 or 23.80 % students who passed the KKM, which was 74 and the mean score of pre-test was 65.90. Then, in the post-test 1, there were 9 or 42.85% students who passed the KKM and the mean score of post-test 1 was 72.09. Next, in the post-test 2, there were 16 or 76.19% students who passed the KKM in which the mean score of the post-test 2 was 76.28. After having the results of qualitative data that was supported by the tests result, it can be concluded that watching silent movie “Larva” was success to improve students’ writing narrative text ability at tenth MIA class of MA Daarul Hikmah.

B. Suggestion Based on the research findings and discussion, the writer wanted to note some suggestions for the English teacher, the students, and the other writers that might useful for the further teaching learning process. Here are the points: 1. Being creative and bringing the new innovation are needed for the teacher in teaching the students. It will create the fun class and the students will not easily get sleepy because of the boring class condition. Many media around that can be used to get the students’ interest in the learning English. One of the interesting media that is proved to improve the students’ writing ability is using

silent movie “Larva”, and it is worth a try to be used in the writing narrative text 2. The students are expected to practice writing, especially writing narrative text as much as possible in their free day by utilizing the Larva silent movie and paying attention to the generic structure and the language feature of narrative text. 3. This research can be a reference for other writer to use this kind of silent movie “Larva” media for further research since this media able to improve the students’ writing ability.

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APPENDIX 1 Teaching and Learning Observation Checklist in Cycle 1

OBSERVATION CHECKLIST

School : MA Daarul Hikmah Class : X MIA Cycle/Meeting : 1/1 Date : November 4th 2019

Instruction: 1. This observation sheet to observe the writer and the students’ performance during the teaching-learning process. 2. Put the checklist () in the assessment column below. VG : Very Good G : Good A : Adequate I : Insufficient No. Teaching and Learning Process Assessment VG G A I A. The Opening Activities 1. The writer opened the class by saying Salam  and checking the students’ attendance list. 2. The writer prepared the class condition by  making the rules in the English class. 3. The writer did ice breaking to attract  students’ attention and motivation. 4. The writer stated the learning objectives. 

B. The Main Activities 1. The writer delivered the material about  narrative text by using the interesting and easiest PowerPoint to be understood. 2. The writer made a group of work in order to  grow the sense of friendship between the students. 3. The writer showed the Larva silent movie as  the part of the media used in the learning process. 4. The writer explained about narrative text in  an organized and exciting way. 5. The writer explained the connection between  Larva silent movie that students watched and the narrative text. 6. The writer gave the chance to the students to  ask the question. 7. The writer responded well to the students’  questions. 8. The writer controlled the students and kept  the class condition conducive 9. The writer paid attention to the difficulties  and the progress of the students. 10. The writer appreciated the students’ work by  praising it or giving the reward. 11. The writer evaluated and gave the feedback  to the result of the group C. The Students’ Responses

1. The students paid attention to the writer’s  explanation. 2. The students were active in the class.  3. The students asked the writer when they were  finding the difficulties 4. The leaders of every group were responsible  for their members of the group. 5. The students were capable to work in the  group. 6. The students were able to write narrative text.  D. The Closing Activities 1. The writer gave the students an opportunity  to ask about the lesson that they did not understand. 2. The writer and the students did a reflection  together. 3. The writer closed the meeting by praying  together.

Observer

R. Eva Ismawati, S.Pd.

OBSERVATION CHECKLIST

School : MA Daarul Hikmah Class : X MIA Cycle/Meeting : 1/2 Date : November 15th 2019

1. The writer delivered the material about  narrative text by using the interesting and easiest PowerPoint to be understood. 2. The writer made a group of work in order to  grow the sense of friendship between the students. 3. The writer showed the Larva silent movie as  the part of the media used in the learning process. 4. The writer explained about narrative text in  an organized and exciting way. 5. The writer explained the connection between  Larva silent movie that students watched and the narrative text. 6. The writer gave the chance to the students to  ask the question. 7. The writer responded well to the students’  questions. 8. The writer controlled the students and kept  the class condition conducive 9. The writer paid attention to the difficulties  and the progress of the students. 10. The writer appreciated the students’ work by  praising it or giving the reward. 11. The writer evaluated and gave the feedback  to the result of the group C. The Students’ Responses

Observer

R. Eva Ismawati, S.Pd.

OBSERVATION CHECKLIST

School : MA Daarul Hikmah

Class : X MIA

Cycle/Meeting : 1/3

Date : November 18th 2019

Observer

R. Eva Ismawati, S.Pd.

APPENDIX 2 Teaching and Learning Observation Checklist in Cycle 2

OBSERVATION CHECKLIST

School : MA Daarul Hikmah Class : X MIA Cycle/Meeting : 2/1 Date : November 25th 2019

Observer

R. Eva Ismawati, S.Pd.

OBSERVATION CHECKLIST

School : MA Daarul Hikmah Class : X MIA Cycle/Meeting : 2/2 Date : November 29th 2019

Observer

R. Eva Ismawati, S.Pd.

OBSERVATION CHECKLIST

School : MA Daarul Hikmah Class : X MIA Cycle/Meeting : 2/3 Date : December 9th 2019

Observer

R. Eva Ismawati, S.Pd.

APPENDIX 3 The Interview Guidelines for the English Teacher before CAR Implementation 1. Bagaimana kemampuan siswa dalam mempelajari Bahasa Inggris secara umum? 2. Sejauh mana kemampuan siswa dalam menulis menggunakan Bahasa Inggris? 3. Kesulitan apa yang dihadapi siswa dalam menulis dengan Bahasa Inggris secara umum? 4. Apakah ada media khusus yang digunakan ketika mengajar writing skill? 5. Kendala apa saja yang dialami selama mengajar Bahasa Inggris dan bagaimana cara mengatasinya?

The Interview Transcript of the English Teacher before CAR Implementation

1. Bagaimana kemampuan siswa dalam mempelajari Bahasa Inggris secara umum? Sebenarnya, kemampuan siswa di sekolah ini, khususnya kelas X MIA sangat beragam dan ada perbedaan yang signifikan di antara siswa-siswanya. Beberapa siswa sudah memiliki pengetahun Bahasa Inggris yang baik dan beberapa lainnya masih sangat kurang. Hal ini dikarenakan siswa dengan kemampuan Bahasa Inggris yang baik adalah siswa-siswa yang memang melaksanakan pembelajaran tambahan di luar sekolah, seperti kursus, tapi itupun tidak banyak siswanya ya hanya sekitar3-4 orang. Beberapa siswa lainnya hanya mengandalkan pembelajaran Bahasa Inggris di sekolah dan itu juga masih sangat susah untuk diajak belajar karena kurang tertarik atau cenderung menyepelekan ya karena tidak sedikit dari mereka yang masih lebih takut dengan Matematika dibanding pelajaran Bahasa, terutama Bahasa Inggris. 2. Sejauh mana kemampuan siswa dalam menulis menggunakan Bahasa Inggris? Kalau untuk menulis Bahasa Inggris masih jauh ya nilainya dari KKM yang ada. Ya mengingat faktor dari jarangnya latihan menulis dan lagi-lagi minat mereka di Bahasa Inggris cenderung kurang. Namun, di beberapa kesempatan saya cek tulisan mereka sudah ada dua sampai tiga orang yang bisa menulis dalam Bahasa Inggris dalam artian sudah nyambung isinya dan sudah bisa dibaca tulisannya karena sinkron antar kalimatnya. Sementara siswa lainnya masih susah untuk menulis apalagi kan menulis dalam Bahasa Inggris harus terjemah dulu dari Bahasa Indonesia dan mereka belum begitu terbiasa dengan proses menerjemahkan. 3. Kesulitan apa yang dihadapi siswa dalam menulis dengan Bahasa Inggris secara umum?

Menulis itu kan butuh ide ya. Nah, mereka kalau ada tugas menulis mesti mengeluh karena susah dapat idenya. Mayoritas anak juga masih kurang dalam pengetahuan kosa kata Bahasa Inggris. Kurangnya latihan menulis juga membuat mereka agak sulit untuk menyusun kalimat ya. Grammar yang digunakan juga masih acak-acakan atau ya belum sempurna. Masih suka susah paham mereka dalam penggunaan tenses. 4. Apakah ada media khusus yang digunakan ketika mengajar writing skill? Kalau media yang saya gunakan untuk pembelajaran menulis belum ada ya. Hanya saja saat itu anak-anak saya suruh membuat naskah dalam Bahasa Inggris lalu mementaskannya di depan kelas. Dalam pembuatan naskahnya pun saya tahu mereka masih copy paste dari Google, Tapi seenggaknya dengan kegiatan theatrical drama seperti itu saya rasa sudah cukup untuk membuat mereka tetap senang dengan pelajaran Bahasa Inggris dan sedikit demi sedikit sudah tahu tentang penulisan dalam Bahasa Inggris. Pernah satu waktu saya minta mereka untuk bikin narrative text, tapi ya udah kelasnya jadi ribut sendiri karena mungkin mereka bosan hanya duduk dan mikir untuk cari ide. 5. Kendala apa saja yang dialami selama mengajar Bahasa Inggris dan bagaimana cara mengatasinya? Kendalanya apa ya hmm anak-anak tuh sebenarnya sudah bagus ya semangatnya dalam belajar. Kalau saya suruh untuk mengerjakan soal ya mereka mau, tapi terkadang pola pikir mereka tentang anak desa yang tidak butuh untuk belajar Bahasa Inggris jadi buat kreativitas dan semangat mereka melemah dan itu jadi kendala terbesar buat saya karena mereka jadi enggak fokus lagi sama pelajaran yang lagi saya bahas. Kalau pelajaran sudah enggak paham ya nilai yang mereka dapat ketika tes juga rendah. Cara mengatasi kendala tersebut sih biasanya saya kasih mereka motivasi biar semangat lagi dan merasa pantas untuk belajar Bahasa Inggris karena belajar adalah hak milik semua orang. Saya kasih mereka cerita tentang bagaimana saya bisa kuliah dan ada untuk mengajar mereka sementara dulu punya uang juga engga

dan amazing ya karena terkadang cerita yang saya sampaikan bisa membuat mereka bangun dan semangat lagi walaupun nanti ya loyo lagi semangat belajarnya. Selain itu juga saya minta anak-anak buat nyampulin buku dengan satu warna yang sama biar engga ada lagi tuh kesenjangan sosial antara satu dan yang lain. Selain itu, saya juga enggak segan-segan buat kasih hukuman buat anak-anak yang engga patuh sama kelas saya. Jadi ya tanpa pandang bulu hukumannya siapa aja bisa kena kalau mereka enggak patuh.

APPENDIX 4 The Interview Guidelines for the English Teacher after CAR Implementation 1. Bagaimana pandangan guru setelah melihat pengajaran writing narrative text dengan menggunakan media silent movie “Larva”? 2. Bagaimana kondisi siswa setelah menggunakan media silent movie “Larva” dalam pembelajaran writing narrative text dan apakah ada peningkatan terhadap kemampuan siswa, khususnya kemampuan menulisnya? 3. Apakah ada peluang untuk menggunakan media silent movie “Larva” untuk pembelajaran selanjutnya? 4. Apakah ada saran untuk penggunaan media silent movie “Larva” di dalam pembelajaran Bahasa Inggris?

The Interview Transcript of the English Teacher after CAR Implementation

1. Bagaimana pandangan guru setelah melihat pengajaran writing narrative text dengan menggunakan media silent movie “Larva”? Bagus ya, seperti ada angin segar dalam pembelajaran Bahasa Inggris untuk anak-anak. Ada inovasi baru yang bisa dimanfaatkan dari film yang biasa ditonton sehari-hari dan memanfaatkannya ke dalam pembelajaran Bahasa Inggris. 2. Bagaimana kondisi siswa setelah menggunakan media silent movie “Larva” dalam pembelajaran writing narrative text dan apakah ada peningkatan terhadap kemampuan siswa, khususnya kemampuan menulisnya? Saya lihat anak-anak ketika belajar jadi antusias dan sedikit yang saya lihat seperti mengantuk itupun enggak lama ya karena Kakak peneliti memberikan permen ataupun game untuk menghilangkan kebosanan mereka. Saya lihat juga anak-anak jadi nurut dan mau memperhatikan materi tentang teks, khususnya narrative text ya mungkin karena materi yang disampaikan menggunakan slide PowerPoint yang menarik dan ya itu utamanya karena menonton silent cartoon movie “Larva”. Lucu ketika melihat mereka dalam kelompok saling berdiskusi menebak jalan cerita dan bagusnya mereka tidak akan merasa ketinggalan dengan isi dari movie tersebut karena mereka dapat menggunakan imajinasinya untuk menyelesaikan apa yang movie-nya ceritakan. Selain itu, saya juga melihat kenaikan nilai dalam pelajaran Bahasa Inggris terutama dalam materi narrative text ya walaupun masih ada beberapa yang masih belum mencapai standar KKM, tetapi mayoritas sudah bisa dan saya anggap itu adalah bentuk dari kepahaman mereka akan materi yang disampaikan oleh Kakak peneliti bersama silent movie-nya. 3. Apakah ada peluang untuk menggunakan media silent movie “Larva” untuk pembelajaran selanjutnya?

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Saya mau saja menggunakan media silent movie “Larva”, tetapi banyak hal yang harus disiapkan sebelum mengajar yang membuat saya kadang kala kewalahan karena memegang setiap kelas di angkatan SMA ini dan beberapa sekolah lain. Namun, saya harap suatu hari nanti saya bisa memanfaatkan media ini karena memang menarik untuk dicoba ya. 4. Apakah ada saran untuk penggunaan media silent movie “Larva” di dalam pembelajaran Bahasa Inggris? Saya harap anak-anak tetap berlatih menulis dengan memanfaatkan silent movie ini di rumahnya masing-masing dan setelahnya bisa saya koreksi hasil tulis mereka. Kadang kala proyektor di sekolah masih sering berebut jadi alangkah lebih baiknya itu menjadi pekerjaan rumah anak-anak yang bisa saya cek hasilnya di pertemuan selanjutnya.

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APPENDIX 5 The Interview Guidelines for the Students before CAR Implementation 1. Apakah kamu menyukai pelajaran Bahasa Inggris? Jika iya, apa alasannya dan jika tidak, apa hal yang membuatmu tidak tertarik dengan pelajaran Bahasa Inggris? 2. Berapa KKM yang harus dicapai dalam mata pelajaran bahasa Inggris? Dan apakah kamu merasa sulit untuk mencapai nilai tersebut? 3. Apakah kamu memiliki kesulitan dalam mempelajari writing skill atau bagaimanakah kemampuan menulis yang kamu miliki? 4. Bagaimana tanggapanmu mengenai metode pengajaran yang dilakukan oleh guru Bahasa inggrismu ketika mengajar pelajaran Bahasa Inggris? Dan apakah kamu memahami materi yang disampaikan oleh gurumu?

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The Interview Transcript of the Students before CAR Implementation

1. Apakah kamu menyukai pelajaran Bahasa Inggris? Jika iya, apa alasannya dan jika tidak, apa hal yang membuatmu tidak tertarik dengan pelajaran Bahasa Inggris? Siswa 1: Suka, Kak. Kan kalau di rumah suka nonton di tv tuh suka ada film- film dari luar negeri ya walaupun subtitle-nya pake Bahasa Indonesia, tapi Saya suka ngerasa keren aja gitu Kak orang-orang di dalam film yang ngomongnya pakai Bahasa Inggris.

Siswa 2: Kurang suka, Kak. Susah abisnya ngeliat orang-orang ngomong Bahasa Inggris terus kadang ngerasa bosen aja gitu. Udah mana enggak suka pelajarannya terus cara belajarnya bosen, jadi makin enggak suka dan enggak ngerti.

Siswa 3: Aku sih biasa aja Kak. Dibilang suka ya engga. Dibilang enggak, ya enggak juga. Yang jelas kalau dikasih soal ya Aku kerjain, kalau engga ngerti ya Aku nanya atau enggak kadang-kadang liat ke temen yang udah hehe.

2. Berapa KKM yang harus dicapai dalam mata pelajaran bahasa Inggris? Dan apakah kamu merasa sulit untuk mencapai niali tersebut? Siswa 1: 74 apa 75 gitu Kak kalau enggak salah. Menurut saya sih enggak terlalu sulit ya, Kak karena Saya pernah dapet 80an juga, kok.

Siswa 2: Sulit banget Kak buat Saya yang enggak suka Bahasa Inggris. Apalagi kadang Saya suka mikir buat apa nilai bagus di pelajaran ini kan tinggalnya juga sama orang-orang desa lainnya. Jadi, suka enggak nyampe KKM kak nilai Saya.

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Siswa 3: Pernah kok Kak Aku nyampe KKM, tapi ya gitu ngepas KKM. Aku mah yang penting dapet 70 aja udah ngerasa aman ya walaupun standarnya tadi 74 atau 75 ya.

3. Apakah kamu memiliki kesulitan dalam mempelajari writing skill atau bagaimanakah kemampuan menulis yang kamu miliki? Siswa 1: Kalau latihan di kelas jarang Kak, tapi Saya pernah belajar di kursus. Hasil yang didapat waktu itu enggak bagus-bagus banget sih, tapi Saya jadi paham ternyata menulis itu panjang ya rangkaiannya. Mulai dari harus merhatiin struktur bahasa bahkan ya Kak sampai nyambung enggaknya kalimat kita dinilai. Jadinya ya buat Saya menulis itu susah apalagi kalau menulisnya harus dari ide kita sendiri. Nyari ide itu kan enggak gampang, Kak.

Siswa 2: Agak lupa kak pernah atau enggak latihan nulis dalam Bahasa Inggris. Jadi, belum bisa Saya bilang susah atau enggak, tapi ya semua yang berkaitan dengan Bahasa Inggris menurut Saya jelas susah.

Siswa 3: Menulis susaaah banget, Kak yaampun. Rasanya semua pelajaran yang susah-susah kalau digabungin ya jadi pelajaran menulis itu. Aku sama sih Kak kayak yang lain ya nyari idenya yang susah terus suka enggak tahu kalau disuruh nulis hal A misalnya itu isinya apa aja yang harus ditulis dan sampe mana kita harus berhenti.

4. Bagaimana tanggapanmu mengenai metode pengajaran yang dilakukan oleh guru Bahasa inggrismu ketika mengajar pelajaran Bahasa Inggris? Dan apakah kamu memahami materi yang disampaikan oleh gurumu? Siswa 1: Miss tuh biasanya pake metode apa sih itu namanya Kak kalau di kelas. Pokoknya Miss ngomong terus kita ya diem ngedengerin, tapi beberapa kali suka ngadain game atau pernah ya kita juga main drama gitu. Paham sih

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Kak tapi ya di beberapa kesempatan suka ngerasa ngantuk karena memang cuma dengerin apa yang lagi diajarin. Berhubung Saya suka Bahasa Inggris ya jadinya semangat-semangat aja dan hilang gitu aja ngantuknya karena keinget kalau saya pengen pinter Bahasa Ingris, Kak.

Siswa 2: Kalau Saya karena udah enggak suka pelajarannya ya apa yang diajarin Miss suka enggak masuk ke Saya Kak. Tapi Saya seneng banget kalau Miss udah mulai main game atau udah kasih motivasi ke kita-kita. Rasanya kayak hidup lagi gitu Kak. Energinya diisi lagi.

Siswa 3: Aku kadang paham enggak paham, Kak, tapi prinsip Aku tuh yang penting nanti ujian harus bisa jawab jadinya ya tetep dipaksain ngerti walaupun ngantuk ataupun bosen, tapi dibanding pelajaran lainnya, yang paling bikin seneng ya Bahasa Inggris ya faktor gurunya sih yang bikin kita betah. Gurunya asyik.

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APPENDIX 6 The Interview Guidelines for the Students after CAR Implementation 1. Bagaimana pandanganmu setelah menyelesaikan pembelajaran menulis dengan menggunakan silent movie “Larva”? 2. Apakah ada perbedaan yang dirasakan sebelum dan sesudah menonton silent movie “Larva” di dalam pembelajaran menulis? 3. Apakah ada manfaat yang didapat setelah menonton silent movie “Larva” di dalam pembelajaran menulis? 4. Apakah kamu menemukan kesulitan ketika proses pembelajaran dengan menonton silent movie “Larva” berlangsung? 5. Apakah kamu akan menonton silent movie “Larva” dengan tujuan untuk berlatih menulis ke depannya?

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The Interview Transcript of the Students after CAR Implementation

1. Bagaimana pandanganmu setelah menyelesaikan pembelajaran menulis dengan menggunakan silent movie “Larva”? Siswa 1: Seru banget ya, Kak, tapi sebenernya kita seneng belajarnya karena Kakak tuh suka bilang bagus kalau apa yang kita kerjain bener dan enggak ngecilin hati kita semisal hasil kita jelek. Itu bikin kita eh saya sendiri deh lebih ngerasa kalau apa yang udah kita kerjain itu enggak sia-sia. Ditambah lagi ngajarnya seru pake movie gitu. Seru aja nebak-nebak gimana jalan ceritanya kan itu enggak ada subtitle kayak yang biasa saya tonton tapi jadi seru karena bisa nulis ceritanya sesuai imajinasi kita.

Siswa 2: Lumayan seru ya Kak enggak terlalu ngebosenin kan biasanya cuma diterangin pelajaran aja eh sekarang bisa ada macem-macemnya kayak sama Kakak ada nonton, main game, sama kuis. Udah gitu dikasih hadiah juga hehe.

Siswa 3: Seru sih, Kak. Biasanya kan aku merhatiin pelajaran emang cuma biar nilai ujiannya aman aja, eh sekarang karena belajarnya asyik jadi penasaran buat terus ngikutin. Kakak juga ada kasih kuis jadi makin bikin semangat buat tahu materi yang lagi diajarin karena seru-seruan aja buat berebut nebak kuisnya.

2. Apakah ada perbedaan yang dirasakan sebelum dan sesudah menonton silent movie “Larva” di dalam pembelajaran menulis? Siswa 1: Iya ada banget, Kak. Jadi ada ide buat nulis. Jadi makin gampang buat tahu kalau cerita-cerita naratif tuh isinya ada orientation, complication gitu-gitu. Biasanya suka kelewat aja gitu enggak inget kalau nulis ini isinya harus apa aja. Nulis itu isinya apa aja.

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Siswa 2: Ada banget Kak buat Saya yang enggak tertarik sama Bahasa Inggris jadi ya sedikit demi sedikit seneng lah karena seru aja gitu enggak melulu dengerin penjelasan.

Siswa 3: Iya ada, Kak. Jadi lebih fun suasana kelas.

3. Apakah ada manfaat yang didapat setelah menonton silent movie “Larva” di dalam pembelajaran menulis? Siswa 1: Ada, Kak. Jadi lebih paham secara spesifik di pelajaran narrative text.

Siswa 2: Ada, Kak. Saya yang sebelumnya enggak tahu Bahasa Inggris jadi sekarang ada lah materi yang nempel di Saya ya berkat nonton dan mahamin jalan cerita Larva movie ini.

Siswa 3: Iya Kak ada.

4. Apakah kamu menemukan kesulitan ketika proses pembelajaran dengan menonton silent movie “Larva” berlangsung? Siswa 1: Iya Kak di awal-awal masih belum ngeh tentang apa ceritanya. Jadi emang harus merhatiin bener-bener.

Siswa 2: Iya paling masih suka susah untuk ceritain isi movie-nya karena lagi- lagi Saya paham apa yang mau saya tulis, tapi enggak bisa ngerangkainya karena susah nerjemahinnya.

Siswa 3: Ya walaupun kelasnya seru karena banyak kegiatan-kegiatan, tapi juga harus bener-bener merhatiin movie-nya sih biar paham apa yang diceritain. Kalo kelewat sedikit nanti ga tahu apa yang mau ditulis. Itu aja sih Kak sulitnya karena belum terbiasa banget.

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5. Apakah kamu akan menonton silent movie “Larva” dengan tujuan untuk berlatih menulis ke depannya? Siswa 1: Iya Kak pasti bakal nyoba lagi di luar sekolah buat latihan nulis. Sama nanti bisa lah ajak temen di kursus buat latihan lewat Larva movie itu.

Siswa 2: Kayaknya engga, Kak. Karena enggak akan seseru ketika belajar di kelas bareng-bareng sama yang lain atau pas diajar sama Kakak.

Siswa 3: Kalau latihan sendiri sih kayaknya engga Kak, tapi kalau nanti dari Miss minta untuk belajar gitu lagi sih ayo aja karena emang seru juga.

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APPENDIX 7 Lesson Plan in the Cycle 1 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 1(1) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional KI Kompetensi dasar 2 2.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar

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3 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya. Indikator Pencapaian Kompetensi 3.8.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.4 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. KI Kompetensi Dasar 4 4.8 Menangkap makan secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederna terkait legenda rakyat Indikator Pencapaian Kompetensi 4.8.1 Menyusun teks naratif sesuai dengan struktur teksnya 4.8.2 Mendemonstrasikan teks naratif yang telah disusun di depan kelas C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:  Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjalankan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif

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 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menyusun teks naratif sesuai dengan struktur teksnya.  Mendemonstrasikan teks naratif yang telah disusun. D. Materi Pembelajaran Narrative Text a. Definition Narrative text is a story with the events that should be arranged in a chronological order. The story is designed with the problematic events to create a tense, then it ends up with the ending that includes resolution. A narrative typically focuses on studying a single person and gathering data through the collection of stories. b. Purpose The purpose of narrative text is to entertain the reader or the listener of the story. c. Generic structure 1. Orientation It is about the opening paragraph where the characters of the story are introduced 2. Complication Where the problems in the story are developed 3. Resolution Where the problems in the story are resolved 4. Re-orientation/coda The lesson from the story (optional)

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d. Language feature 1. Direct speech (to make the story lively) Example: Malin Kundang said, “My name is Malin Kundang. You can call me Maling” 2. Past tense (verb 2) Example: killed, drunk, ate, slept 3. Adverb of time Example: once upon a time, one day, and etc 4. Action verbs (verbs that show an action) Example: killed, dug, walked, and etc 5. Specific character Example: Aladdin, Aurora, Romeo, Juliet, Cinderella 6. Time conjunction Example: when, then, suddenly e. Type of narrative text 1. Fiction narrative An imaginative story that is not real, for example: fantasy, fairy tale, fable, and, etc 2. Non-fiction narrative A story that is real and factual, for example: biography

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Characters in the “Yellow’s Revenge” Yellow

Red

Pink

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Larva Movie

Yellow’s Revenge One day, there was Yellow larva and his big sausage. He put his sausage in his mouth and hid it from his relatives. He was loving his sausage until the Red larva was coming and fighting for taking the sausage belong to the Yellow larva. When the Red larva put the sausage into his mouth, the Yellow larva was so shocked and gloomy. The Yellow larva was trying to take his sausage back, but it seemed useless because he knew that Red Larva wanted to eat his sausage. Suddenly, Red larva opened his mouth and showed that he has not eaten the sausage. Yellow larva looked so happy and moved his body closer to the Red larva and grabbed his sausage. Then, Yellow larva ate his sausage and chewed it in front of Red larva. Red larva was angry and smacked Yellow larva down to the land. Red larva suppressed Yellow larva until the Pink larva was coming and stopping their fighting. Yellow larva woke up with his face that full of wound and he felt happy because Pink larva was helping him out of the fight with the Red larva. Then, Pink larva cried for no reason and left Yellow larva after helping him. In the night, Yellow larva was sleeping beside his friend, Red larva, on the matchbox. When Red larva was sleeping, he unconsciously kicked Yellow larva until falling down from the matchbox. Yellow larva was surprised and

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finding that Red larva was kicking him. Yellow larva was very angry and thinking of everything that Red larva has done to him in the past. Yellow larva decided to take revenge on Red larva. He was digging his nose and taking the boogers in it. Then, Yellow larva put the booger on Red larva stomach and farted near him. It succeeded in making Red larva feeling uncomfortable in his sleep. Every night, Yellow larva repeated his revenge to Red larva until Red larva lacked of sleep and felt pain. At last, Red larva got his punishment from Yellow’s larva revenge. Therefore, it was forbidden to take what was not ours and stop fighting with other. E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Yellow’s Revenge” e. Stiudents’ worksheet and the vocabulary guidelines

*Psst, you can see the list of the vocabulary below to write your story VOCABULARIES  Sausage: sosis  Smacked down: memukul  Relatives: kerabat/teman  Suppress: menindih  Hide: menyembunyikan  Kick: menendang  Fight for: merebut  Fight: berkelahi  Take back: mengambil kembali  Matchbox: kotak korek api  Gloomy: murung  Booger: kotoran hidung/upir  Shocked: terkejut  Revenge: dendam

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The Number of Group: The Members’ of the Group: Instruction: Complete every generic structure of narrative text below with the Larva movie you have watched entitled “Yellow’s Revenge” and even it is silent movie, but you can add the direct speech in order to make your text lively. The total of your text is minimally 200 words. Orientation: Complication: Resolution:

G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 10 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran Bismillahirrahmanirrahim The most beneficial, The most merciful

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 Menyiapkan fisik dan psikis siswa dalam mengawali kegiatan pembelajaran dengan melakukan ice breaking agar siswa lebih rileks dan siap untuk dibekali pelajaran

The game: Whispering game Siswa-siswa dibagi menjadi dua kelomopok besar dan berbaris ke belakang dengan siswa yang paling belakang adalah siswa dengan ingatan yang tajam dan cepat dalam mengahapal. Setelahnya, siswa paling belakang akan membisikkan kalimat yang sudah diberikan oleh guru tersebut kepada teman yang di depannya dan seterusnya. Kemudian, siswa dengan baris paling depan akan langsung menuliskan kalimat apa yang telah ia dengar dan saling berlomba dengan regu sebelah siapa paling cepat dan benar menuliskan kalimatnya, ialah grup yang memenangkan game ini.  Memotivasi dengan memberikan gambaran tentang manfaat dari pelajaran yang akan dipelajari

Kegiatan Inti 45 menit Observing:  Siswa diminta untuk menonton silent movie “Larva” berjudul “Yellow’s Revenge” dengan seksama  Siswa diminta untuk mengamati dan memperhatikan penjelasan mengenai generic structure dari narrative text melalui PowerPoint slide

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Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide Experimenting  Siswa diminta untuk mengisi worksheet yang telah dibagikan perkelompok. Siswa dan kelompoknya diminta untuk menuliskan jalan cerita silent movie Larva dengan judul “Yellow’s Revenge sesuai dengan orientation, complication, dan resolution-nya Associating  Setiap kelompok diminta untuk saling berdiskusi dengan anggotanya dalam mengisi worksheet yang telah diberikan Communicating  Perwakilan dari setiap kelompok membacakan hasil dari narrative text yang telah mereka tulis berdasarkan Larva movie dengan judul “Yellow’s Revenge” yang sudah mereka tonton Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris

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H. Penilaian Penilaian diambil dari hasil Teaching and Learning Observation Checklist mengenai respon dan keaktifan siswa serta performa dari guru dan kondisi kelas selama proses belajar dan mengajar berlangsung.

Pamulang, 4 November 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

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Lesson Plan in the Cycle 1 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 2(1) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional KI Kompetensi Dasar 22.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar 33.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.

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Indikator Pencapaian Kompetensi 3.8.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.4 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. KI Kompetensi Dasar 44.8 Menangkap makan secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederna terkait legenda rakyat Indikator Pencapaian Kompetensi 4.8.1 Menyusun teks naratif sesuai dengan struktur teksnya 4.8.2 Mendemonstrasikan teks naratif yang telah disusun di depan kelas C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:  Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjalankan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif

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 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menyusun teks naratif sesuai dengan struktur teksnya.  Mendemonstrasikan teks naratif yang telah disusun. D. Materi Pembelajaran VOCABULARIES Mayfly: lalat capung/serangga Accompany: menemani bersayap dengan hidup yang singkat Touch: menyentuh Decide: memutuskan Disturb: mengganggu Tears: air mata Shape: membentuk Hug: memeluk Lean: menyender Ladle: sendok sayuran Harmonious: harmonis Swing: ayunan Dance: menari Flower crown: mahkota bunga Accompany: menemani Hug: memeluk Grave: kuburan Wipe: mengusap Bury: mengubur Lizard: kadal

Adverb of Time in the Narrative Text Yesterday morning, yesterday afternoon, yesterday evening Yesterday  Bisa ditambahkan waktu tepatnya pukul berapa Ex: I watched the Avenger’s film yesterday at 8 p.m. Last Saturday, last night, last week, last February, last Last month, last year Ex: My father bought me a special martabak with cheese topping last week. a week ago, a month ago, a year ago, an hour ago, one minute ago, a long time ago,

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ago  ago bisa digunakan untuk jumlah waktu yang lebih dari satu Example: two weeks ago, two months ago, four days ago, a few minutes ago in 1997, on February 13th, on his last birthday, during 2018, Past when I was baby Example: my parents did not live with me when I was baby. Adverb of Always, usually, frequently, often, sometimes, never, once, frequency twice  keterangan waktu dalam present tense yang bisa digunakan di dalam kalimat past tense Example: I and my previous boyfriend frequently watched the cinema together.

Past verb/Verb 2 REGULAR VERB (Kata kerja beraturan) Verb 1 Verb 2 Verb 3 Meaning Answer Answered Answered Menjawab Ask Asked Asked Bertanya, meminta Bury Buried Buried Mengubur Call Called Called Memanggil Changed Changed Changed Berubah Cooked Cooked Cooked Memasak Clean Cleaned Cleaned Membersihkan Closed Closed Closed Tutup Dance Danced Danced Menari

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Decide Decided Decided memutuskan Enjoy Enjoyed Enjoyed Menikmati Explain Explained Explained Menjelaskan Help Helped Helped Membantu Happen Happened happened Terjadi Hug Hugged Hugged Memeluk Join Joined Joined Bergabung Kiss Kissed Kissed Mencium Live Lived Lived Tinggal Walk Walked Walked Berjalan

IRREGULAR VERB (Kata kerja tidak beraturan) Verb 1 Verb 2 Verb 3 Meaning Begin Began Begun Memulai Buy Bought Bought Membeli Catch Caught Caught Menangkap Do Did Done melakukan Drink Drank Drunk minum Eat Ate Eaten Makan Find Found Found menemukan Forget Forgot Forgotten Melupakan Feel Felt Felt Merasakan Get Got Gotten Mendapatkan Go Went Gone Pergi Give Gave Given Memberi Hear Heard Heard Mendengar

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Keep Kept Kept Menjaga Know Knew Known Mengetahui Leave Left Left Meninggalkan Make Made Made membuat Meet Met Met menemui See Saw Seen Melihat Example:  (+) He saw me at the Chinese restaurant yesterday  (-) He did not see me at the Chinese restaurant yesterday  (?) Did he see me at the Chinese restaurant yesterday

Nb: Tidak ada cara lain untuk bisa menggunakan regular & irregular verb di dalam kalimat pas tense, kecuali dengan menghapalnya.

Characters in the “Mayfly”

Red Larva

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Mayfly

Yellow Larva

Brown

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Larva Movie

Mayfly Once upon a time, there lived a cute mayfly with a beautiful green colour. She met Red larva that was playing with a tomato. Red larva was amazed by Mayfly’s beauty. A few minutes passed, they were touching each other and feeling the chemistry of love between them. Red larva was really loving that cute Mayfly. It was looked from his sweet action in shaping the oval sausage becoming heart shape that he gave to Mayfly. In the middle of Red larva and Mayfly’s relationship, Yellow larva disturbed them and it was funny to see Yellow larva that was so annoying. Not only that, Yellow larva and Brown also joined dancing when Red larva and Mayfly were dancing. They were looked so harmonious and sweet there. In the evening, Red larva was looking for Mayfly and it did not take long to find Mayfly that was leaning on the tree. Mayfly was looked so weak until her lips and Red larva lips met. They kissed each other. On the next day, Red larva decided to make a beautiful flower crown that he wanted to give to beautiful Mayfly. Red larva was so excited to give that flower crown until he saw his beautiful Mayfly died at the same time and place when they first met. Red larva was so sad and crying. Red larva was accompanied by

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Yellow larva to bury his love Mayfly and put the flower crown he made on the Mayfly’s grave. In the next morning, Red larva was still crying too hard near the Mayfly’s grave until he did not realize that new Mayfly was coming and giving him a tissue to wipe his tears. Red larva was so shocked and happy at the same time because he could see his love, Mayfly. He hugged that new Mayfly so tight. Not so long, they were playing together. They were sitting on the ladle and playing it as it was the swing. They were playing and eating until sunset. After a great day, Red larva and Mayfly was sleeping until morning. Red larva woke up first and shocked for the second time because the second Mayfly died at the same place and time as the first Mayfly died. When Red larva was in the Mayfly’s grave, there was coming the third Mayfly giving Red larva a flower. Red larva remembered his past with the previous Mayfly and he chose to go and ignored the third Mayfly. Red larva went to his place and slept until evening. In the evening, Red larva woke up from his sleep and realized that there was new Mayfly outside there. Red larva came to Mayfly and ask her to play together. Red larva knew that he only had short time to play with the third Mayfly. He tried to make the third Mayfly happy before she died as the previous Mayfly died. Not so long, the third Mayfly died and Red larva was so sad. He was crying too hard and had no power to bury the third Mayfly. He was sad and crying all day and unconscious until falling down to the lizard’s mouth. When Red larva opened his eyes, he saw that there were three ghosts of Mayfly was helping him to save himself from the lizard’s meal. Last, from this story, it can be seen that good seed that was plant would produce something good, such as Red larva that made three of Mayfly’s life happy and meaningful before they died because of they only had 24 hours for life. Red larva was good, be like him.

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Note: Past verb

Adverb of time

E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Mayfly” e. The vocabulary guidelines f. Englishcoo.com g. 10 gulung kertas yang sudah diacak susunannya untuk setiap kelompok yang berisikan cerita dari Larva movie dengan judul “Mayfly” The Number of Group: The Members’ of the Group: Instruction: Watch and pay attention to the movie carefully. Then, arrange this roll of paper to make it a good story and stick it on this worksheet based on its’ structure! Orientation: Complication: Resolution:

G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 5 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran

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Bismillahirrahmanirrahim The most beneficial, The most merciful

Dear God, thank you for your blessing to let us study in this classroom. Now, we are going to study. Bless us so we can study well. Bless also the teacher who will teach us. In the name of God, we pray, Amen.  Memeriksa kehadiran peserta didik sebagai sikap disiplin  Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran dengan mengadakan quiz dengan tujuan untuk me-recall ingatan siswa-tentang materi di pertemuan yang lalu

The quiz: 1. What is the purpose of narrative text? 2. Mention the generic structure of narrative text 3. Mention the type of narrative text

 Memotivasi dengan memberikan gambaran tentang manfaat dari pelajaran yang akan dipelajari Kegiatan Inti 50 menit

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Observing:  Siswa diminta untuk menonton silent movie “Larva” berjudul “Mayfly” dengan seksama Experimenting:  Siswa diminta untuk menyusun 10 gulungan kertas yang berisikan cerita tentang movie yang sudah ditonton. Associating:  Siswa diminta untuk saling bekerja sama menyusun dan menempel susunan cerita yang sudah rapi di atas lembar kerja yang sudah dibagikan pada setiap kelompok Observing:  Guru memberikan susunan cerita yang benar dan siswa diminta untuk mengamati serta menyusun kembali dengan jawaban yang benar  Guru menjelaskan kembali bagian dari language feature of narrative text, yaitu adverb of time dan past verb dengan lebih jelas dan siswa diminta untuk memperhatikan dengan seksama Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide Experimenting:  Siswa diminta untuk menggaris bawahi bagian dari language feature of narrative text, yakni past verb dan adverb of time yang terdapat di dalam cerita dari Larva movie dengan judul “Mayfly” yang telah disusun Associating

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 Siswa diminta untuk saling bekerja sama dalam mencari dan menggaris bawahi past verb dan time conjunction di atas lembar kerja yang sudah dibagikan pada setiap kelompok Communicating  Perwakilan dari setiap kelompok menyebutkan past verb dan time conjunction yang sudah didapat Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris H. Penilaian Penilaian diambil dari hasil Teaching and Learning Observation Checklist mengenai respon dan keaktifan siswa serta performa dari guru dan kondisi kelas selama proses belajar dan mengajar berlangsung.

Pamulang, 15 November 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

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Lesson Plan in the Cycle 1 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 3(1) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional 2 Kompetensi Dasar 2.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar

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Yellow

Black

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VOCABULARIES Cocoon: kepompong Cracked: retak Punch: meninju Wound: luka Metamorphose: metamorfosa Nightmare: mimpi buruk Revenge: balas dendam Presence: kehadiran Aware: sadar Confused: bingung Bring: membawa Put: menaruh Ignore: mengabaikan Sit: duduk Take: mengambil Become: menjadi

Quiz No. Questions Answers 1 What is the definition of Narrative text is a story with the events narrative text? that should be arranged in a chronological order that has problematic events to create a tense with resolution as the ending and focuses on studying a single person and collecting the data through the collection of stories 2 Mention the generic Orientation, complication, resolution structure of narrative text! 3 After watching the Larva movie entitled “Cocoon”, here are the verbs that you and your friend need to change from verb 1 into verb 2. Choose one that is the right past verb!  Give (gived, gave) : memberi  Ignore (ignore, ignored) : mengabaikan  Eat (ate, eated) : makan

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 Walk (walken, walked) : berjalan  Sit (sitted, sit) : duduk  Become (became, becomed) : menjadi  Change (change, changed) : berubah  Take (taked, took) : mengambil  Bring (bringed, brought) membawa  See (saw, seed) : melihat

Larva movie

Cocoon On a hot afternoon, there was Red that was sitting wearily near bottle cap. Then, Yellow came and approached Red. Yellow asked Red to play the leaves that were falling. Red did not say yes to Yellow’s invitation to play with. Red ignored it because his body was so weak. When night fell, Red approached Yellow that was sleeping on the book. Yellow slept so well and he was not aware of Red’s presence that brought him a sausage. Red put the sausage near Yellow that was sleeping. Red gave Yellow the sausage because he knew that he would metamorphose into a cocoon and afterwards it became a beautiful butterfly.

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In a minute, after Red turned into cocoon, Yellow woke up and saw a sausage near him. Yellow immediately ate the sausage. It did not take long for Yellow to finish the sausage. After eating the sausage, yellow walked around and saw a cocoon was hanging off. Yellow looked at that cocoon with a happy feeling because Yellow thought that he was finding a new toy. Yellow was so excited and played it by punching the cocoon repetitively and no stopping until the cocoon finally was cracked. Suddenly, Red came out of the cocoon. Red was failed to be a beautiful butterfly because his body was full of wound due to Yellow punched him when he was a cocoon. On the next day, Red woke up from the nightmare about him that was being punched by Yellow on the previous day and causing his metamorphosis process was failed. After Red woke up, he decided to walk around to omit his bad thoughts. When Red was walking around, he found a cocoon was hanging off. The cocoon shape was oval like Yellow’s body. Red did think twice to punch the cocoon that he thought that was Yellow. Red wanted to take revenge because he was also punched when he became a cocoon. After the long punching, Yellow came to Red and wanted to know who was in the cocoon that Red was punching. Red was confused because Yellow was beside him and he was still a larva. The cocoon that was punched by Red was cracked. A big insect came out from the cocoon and it was Black. He has the biggest body than Yellow and Red. Black was annoyed and punching Red back. Meanwhile, Yellow was running and looking for the tool to stop Black’s punching from Red. He found the big lollipop and wanted to hit black by that lollipop. Black was afraid and did not hit Black by that lollipop, but put the lollipop into Black’s mouth. In the end, Black kept punching Red until his body full of wound. From this story, it can be seen that revenge was a bad deed. Keep doing the good thing even though the good did not always come.

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E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Cocoon” e. Students’ worksheet G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 5 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran Bismillahirrahmanirrahim The most beneficial, The most merciful

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Kegiatan Inti 50 menit Observing:  Siswa diminta untuk menonton silent movie “Larva” berjudul “Cocoon” dengan seksama Experimenting:  Siswa diminta untuk menjawab soal yang diberikan guru mengenai materi narrative text Associating:  Siswa diminta untuk saling bekerja sama dengan kelompoknya dalam menjawab soal yang telah diberikan Observing:  Guru menjelaskan jawaban dari soal-soal yang telah diberikan dan siswa diminta untuk mengamatinya dengan seksama Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide Communicating  Perwakilan dari salah satu kelompok maju ke depan untuk menuliskan hasil jawaban kelompoknya Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris

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Pamulang, 18 November 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

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APPENDIX 8 Lesson Plan in the Cycle 2 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 1(2) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional 2 Kompetensi Dasar 2.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar

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3 1.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya. Indikator Pencapaian Kompetensi 1.8.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 1.8.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 1.8.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 1.8.4 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. KI Kompetensi Dasar 4 4.8 Menangkap makan secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederna terkait legenda rakyat Indikator Pencapaian Kompetensi 4.8.1 Menyusun teks naratif sesuai dengan struktur teksnya 4.8.2 Mendemonstrasikan teks naratif yang telah disusun di depan kelas C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:  Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjalankan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif

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Yellow

Black

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Ivory

Brown

VOCABULARIES Grip: cengkeraman Hit: memukul Insect killer: pembunuh serangga Cage: kandang Escape: kabur Lose: kalah Save: menyelamatkan Enter: masuk Stone: batu Hide: bersembunyi Decide: memutuskan Approach: mendekati Hiding place: tempat persembunyian Try: mencoba Realize: menyadari Ugly: jelek Nail down: Trap: terjebak

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 Adverb of time YESTERDAY ago

Adverb of Time

LAST Past

 Adverb of place

Adverb of Place (Kata keterangan tempat)

Adverb of place yang dapat digunakan sebagai preposition: HERE AROUND, BEHIND, DOWN, IN, OFF, ON, OVER ex: (down) & 1. Adverb of place: Tony fell down THERE 2. Preposition: Ahmad made his way carefully down the cliff (+) kata benda

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 Conjunction

CONJUNCTION (Kata hubung)

Coordinate Conjunction F A N B O Y S (for, and, nor, but, or, yet, so)

Ex: 1. I did not want to eat, but I was hungry. 2. My mother baked some cookies and brownies in the kitchen last night. 3. Rian did not come to class for he was sick yesterday.

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 Action Verb Ex: Habi run through this street last night. Action Verb LIST OF ACTION VERB

Kata kerja dalam V1 V2 V3 Meaning Bahasa Inggris yang Arrive Arrived Arrived Tiba menjelaskan Ask Asked Asked Meminta subject dalam Call Called Called Memanggil kalimat melakukan Change Changed Changed Mengubah sesuatu Cook cooked Cooked Memasak Dance Danced Danced Menari Eat Ate Eaten Makan Fall Fell fallen Jatuh Go Went Gone Pergi Grow Grew grown Tumbuh Help Helped Helped Menolong Hit Hit hit Memukul Hurt Hurt hurt Menyakiti Kick Kicked Kicked Menendang Knock Knocked Knocked Mengetuk Leave Left left meninggalkan Melt Melted Melted Meleleh Read Read Read Membaca Speak Spoke Spoken Berbicara Sing Sang sung Menyanyi

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 Direct Speech It can be a direct speech and speech that is marked with a quotation mark. Example: Direct speech : “I am hungry” said Hani. Indirect speech: Hani said that she was hungry

Make direct speech from the scene below based on the movie you have watched. You can see the list of vocabularies to write yours!

“I have to hide myself from that ugly insect killer” Black was very panic and looking for the safe place. Black was afraid and decided to hide himself under the stone “I think this is the safe place from me” Black said. Black did not realize that there was a big hand approached

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the stone that becoming Black’s hiding place. Not so long, the big hand had gripped Black’s whole body. Black was looking for an idea to escape from that insect killer’s gripping. “I know I will defeat you, an ugly insect killer” Black said to that insect killer while Black’s body was trying to hit that insect killer’s hand. Black was failed because his body was hit by that man’s big hand. Black was lost and had to enter the cage with all his friends.  Larva movie

Insect Killer

One sunny morning, Red and Yellow were playing together with their friends in the garden. Suddenly, a male whistling sound was heard. The whistling was clearer. That whistle came with a big large hand that caught Red and Yellow. Not only that, all Red and Yellow’s friends are also chased by that man. All of them were running around. They did not want to be caught by that man. One of them was Black the atlas beetle, he run so fast. “I have to hide myself from that ugly insect killer” Black said. He was very panic and looking for the safe place. Black was afraid and decided to hide himself under the stone “I think this is the safe place from me” Black said. Black did not realize that

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there was a big hand approached the stone that becoming Black’s hiding place. Not so long, the big hand had gripped Black’s whole body. Black was looking for an idea to escape from that insect killer’s gripping. “I know I will defeat you, an ugly insect killer” Black said to that insect killer while Black’s body was trying to hit that insect killer’s hand. Black was failed because his body was hit by that man’s big hand. Black was lost and had to enter the cage with all his friends.

After everyone was caught, that man brought them to his house. That man nailed a nail around the insects to make them stay and did not escape. After nailing all the insects, that man put the heater next to Black, Brown, Ivory, Yellow, and Brown. He collected the insect specimens for the American Museum Natural History.

After that man left the room, all the insects were weak and feeling hot. The miracle was coming. Ivory was successful to slip out of the nail. Then, Ivory helped Black, Yellow, Brown, and Red. Unfortunately, Black, Ivory, Brown, and Yellow could not move the nail from Red. But then they heard the man was coming with his whistle. Red told all his friends to leave him because he will always be on display with the other insect specimens at the American Museum of Natural History. However, Ivory, Black, Yellow, and Brown did not give up. They tried so many ways to save themselves from that Insect killer.

The Insect killer was coming to the room and shocked looking to the specimens he caught. They gone, but there was Red still at his place. That man took Red and wanted to move him, but Red was biting him and caused him dropping Red to the floor.

After so long trying to escape, Red, Yellow, Brown, and Black were successful to escape from the windows. They could escape from the windows and trapped that man’s hand so that it was stuck in the window.

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On the next morning, Ivory, Black, Brown, and Red celebrated their victory from insect killer by playing together on the garden. Suddenly, there was the same voice like the day before they were caught. They were afraid and thinking that the man was coming to get them back. But, it was Yellow coming with his lips making the whistle. Black, Ivory, Brown, and Red was angry and hitting Yellow. Last, they lived happily with their fighting and did not die because of killed by the insect killer.

E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Insect Killer” e. Students’ worksheet G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 5 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran Bismillahirrahmanirrahim The most beneficial, The most merciful

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Dear God, thank you for your blessing to let us study in this classroom. Now, we are going to study. Bless us so we can study well. Bless also the teacher who will teach us. In the name of God, we pray, Amen.  Memeriksa kehadiran peserta didik sebagai sikap disiplin  Me-recall memori siswa tentang materi narrative text yang sudah dipelajari dengan mengadakan kuis Quiz Could anyone tell us about narrative text material we had learned last meeting?  Memotivasi dengan memberikan gambaran tentang manfaat dari pelajaran yang akan dipelajari

Kegiatan Inti 50 menit Observing:  Guru menjelaskan language feature of narrative text, berupa adverb of time, adverb of place, conjunction, action verb, and the direct speech dengan menggunakan PowerPoint slide. Siwa diminta untuk menyimak penjelasan guru dengan seksama Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide Observing:  Guru membagikan list of vocabularies yang terdapat di dalam Larva movie “Insect Killer” dan setelahnya siswa diminta untuk menonton Larva movie entitled “Insect Killer”

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Experimenting:  Siswa diminta untuk membuat direct speech dari salah satu scene di dalam Larva movie entitled “Insect killer” Communicating:  Salah satu siswa diminta untuk membacakan hasil direct speech yang telah dibuat berdasarkan salah satu scene di dalam Larva movie entitled “Insect killer” Observing:  Siswa diminta untuk menyimak hasil direct speech yang dibuat oleh temannya Experimenting:  Siswa diminta untuk membuat the orientation dari Larva movie entitled “Insect killer” Associating:  Siswa diminta untuk saling bekerja sama dengan kelompoknya dalam membuat the orientation dari Larva movie entitled “Insect Killer” Observing:  Guru menjelaskan the orientation dari Larva movie entitled “Insect Killer” Communicating  Perwakilan dari salah satu kelompok maju ke depan untuk membacakan hasil yang dibuat oleh kelompoknya Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru

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Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris H. Penilaian Penilaian diambil dari hasil Teaching and Learning Observation Checklist mengenai respon dan keaktifan siswa serta performa dari guru dan kondisi kelas selama proses belajar dan mengajar berlangsung.

Pamulang, 25 November 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

160

Lesson Plan in the Cycle 2 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 2(2) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional KI Kompetensi Dasar 2 2.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar

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3 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya. Indikator Pencapaian Kompetensi 3.8.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.4 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. KI Kompetensi Dasar 4 4.8 Menangkap makan secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederna terkait legenda rakyat Indikator Pencapaian Kompetensi 4.8.1. Menyusun teks naratif sesuai dengan struktur teksnya 4.8.2. Mendemonstrasikan teks naratif yang telah disusun di depan kelas C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:  Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif

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 Menjalankan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menyusun teks naratif sesuai dengan struktur teksnya.  Mendemonstrasikan teks naratif yang telah disusun. D. Materi Pembelajaran Characters in the “Detective Series”: Red

Yellow

Black

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Brown

VOCABULARIES Practice: berlatih Crumbs: serpihan Steal: mencuri Stumble: terbentur Tie: mengikat Tin: kaleng Fence: pagar Safe: aman Scream: berteriak Farted: kentut Realize: menyadari Fly away: terbang Confused: bingung Bump: benjol Accuse: menuduh Punch: meninju

Punctuation Usage

Punctuation Function Example Comma (,) Represent the shortest pause In my opinion, the movie that we had been watched yesterday was the worst movie I ever watched

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Exclamation Express a sudden or emphasize Oh no! Please, do not ask me mark (!) something to phone her. She will talk for hours. Quotation For the exact words of a speaker “This is my mother’s marks (“ ”) brownies. She is very smart in cooking” Hani said to all her classmates yesterday Apostrophe (’) Represent the possessive case of Ravi’s book left at my room nouns when he was visiting me last night. Question Used at the end of direct Have you washed your dishes? mark question Full stop To mark the end of the sentence My brother was sleeping on the sofa last night. Capital Letter CAPITAL LETTER

PEOPLE & At the In the title of ABBREVIATIONS beginning of books, films, PLACES a sentence organizations

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Larva movie

Detective Series In the night, Yellow was playing with his lovely sausage. He was dancing with his sausage and did not stop to kiss the sausage. He loved his sausage so much and decided to tie Yellow’s body and the sausage. Yellow felt that tie his body and his lovely sausage was not safe enough, then he made a fence and some alarm around he and his sausage slept. On the morning, Yellow was so shocked because he could not find his sausage. He saw a bump on his head. Yellow thought that must his relatives that stole his lovely sausage. He thought that his friends; Red, Black, and Brown that stole his sausage. Yellow came to Black that was practicing to punch the cocoon. After that, he came to Brown that was playing with his poop. Also, Yellow came to Red that was sleeping. He could not get the answer. Everyone was confused about Yellow this morning. Yellow cried and angry to his relatives “I lost my lovely sausage. I know that you all took my sausage last night”. Yellow cried and screamed too hard until he did not realize that something went out of his mouth that was crumbs of the sausage.

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Finally, Yellow remembered what happened last night. He farted and flew away with his sausage until the sausage slipped from the rope that was tied them. Also, it caused the bump on Yellow’s head because he was stumbled the tin. Yellow felt so bad because had accused his friends of stealing his sausage. Black, Brown, and Red were annoyed by Yellow’s accusation. They wanted to chase and hit Yellow. The lesson got from the story was, it was impolite to accuse someone stealing ours. E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Detective Series” e. Students’ worksheet G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 5 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran Bismillahirrahmanirrahim The most beneficial, The most merciful

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Kegiatan Inti 50 menit Observing:  Siswa diminta untuk menyimak dengan seksama materi tentang punctuation and capital letter usage yang disampaikan oleh guru Observing:  Siswa diminta untuk menonton silent movie “Larva” berjudul “Detective Series”

Ice breaking The game: Hang Man Game *you have five chances to guess the word before the man is hang

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Clue: “I was being the problem in the story. What is my name?” Experimenting:  Siswa diminta untuk menulis the complication dari Larva movie entitled “Detective series” yang sudah ditonton Associating:  Siswa diminta untuk saling bekerja sama dengan kelompoknya dalam menulis the complication dari Larva movie entitled “Detective series” yang sudah ditonton Observing:  Guru menjelaskan the complication dari Larva movie entitled “Detective series” yang sudah ditonton Communicating  Perwakilan dari salah satu kelompok maju ke depan untuk membacakan hasil dari tullisan kelompoknya Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide

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Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris H. Penilaian Penilaian diambil dari hasil Teaching and Learning Observation Checklist mengenai respon dan keaktifan siswa serta performa dari guru dan kondisi kelas selama proses belajar dan mengajar berlangsung.

Pamulang, 29 November 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

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Lesson Plan in the Cycle 2 Rencana Pelaksanaan Pembelajaran Satuan Pendidikan : MA Daarul Hikmah Mata Pelajaran/Materi Pokok : Bahasa Inggris/Narrative Text Kelas/Semester : X/Genap Pertemuan/Cycle : 3(2) Alokasi Waktu : 60 menit A. Kompetensi Inti (KI) No. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi KI Kompetensi Dasar 1 1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional IndiKator Pencapaian Kompetensi 1.1.1 Mensyukuri kesempatan untuk dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional 2 Kompetensi Dasar 2.1 Menghargai perilaku sopan santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman Indikator Pencapaian Kompetensi 2.1.1 Memberi Salam kepada guru dan teman dengan sopan dan santun 2.1.2 Menunjukkan rasa empati kepada teman yang sedang sakit dan ditimpa musibah Kompetensi Dasar 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. Indikator Pencapaian Kompetensi 2.2.1 Mengerjakan tugas Bahasa Inggris dengan jujur dan tidak menyontek 2.2.2 Mengemukakan pendapat di dalam proses pembelajaran Kompetensi Dasar 2.3 Menghargai perilaku tanggung jawab, peduli, kerja sama, dan cinta damai dalam melaksanakan komunikasi fungsional Indikator Pencapaian Kompetensi 2.3.1 Bertanggung jawab pada tugas yang diberikan di dalam pembelajaran KI Kompetensi Dasar

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3 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya. Indikator Pencapaian Kompetensi 3.8.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. 3.8.4 Menjabarkan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulisan dengan memberi dan meminta informasi sederhana, sesuai dengan konteks penggunaannya. KI Kompetensi Dasar 4 1.8 Menangkap makan secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis sederna terkait legenda rakyat Indikator Pencapaian Kompetensi 1.8.1 Menyusun teks naratif sesuai dengan struktur teksnya 1.8.2 Mendemonstrasikan teks naratif yang telah disusun di depan kelas C. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:  Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif  Menjalankan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif

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Yellow

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Black

Brown

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VOCABULARIES Burned: terbakar Escape: kabur Hide: bersembunyi Screaming: berteriak Breath: napas Inhale: menghirup Covered: diselimuti Fry: menggoreng Rolled on: berguling Poked: mencolek

Setting -Where and when is the story set? Setting represents both physical location and the time, and the social and cultural conditions in which the characters exist.

 Place-where –Forest, mountain, mall, sea  Time-when –last summer, February, Yesterday afternoon

*The important of setting in the story

 The place you choose will create the atmosphere and mood of the story  The time of setting in your story impacts what types of lives that your characters can lead and what choice they can make.

Character traits-A person or animal or really anything personified. There can be one main character or many, and often there are secondary characters, but not always. Characterization can be direct and indirect

 Direct- Judith was a bad-tempered person  Indirect- Judith threw some plates in the kitchen because no food there. Her mother was sick and late to cook.

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Larva movie

Sushi At night, Red, Yellow, Brown, Black, and Rainbow wanted to eat sushi. They decided to go to the Japanese restaurant to eat the sushi. In the Japanese restaurant, Red, Yellow, Black, Brown, and Rainbow were eating some sushi. They were eating sushi that was served for the customer. In the middle of eating sushi, Yellow were beaten by the wasabi. He was screaming and felt his face was burned. Then, when a customer got his sushi, he tried to eat the sushi. Yellow, Red, Black, Brown, and Rainbow hid themselves inside the sushi. The customer were about to eat Red, but he turned to Brown immediately. Brown was covered in wasabi and inhale some breath that made the customer was afraid to eat. After that, the customer turned to Rainbow, he look at the sushi that Rainbow is in. accidentally, the customer poked Rainbow’s butt and made Rainbow was screaming. Yellow, Red, Black, and Brown were afraid and trying to escape from that place. They were rolling on the table and could not stop. Unfortunately, Red, Yellow, Brown, Black, and

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Rainbow was falling down on the egg that was being fried by the chef. From the story, it can be learned that forbid for us to eat food that is not ours. E. Metode pembelajaran Scientific approach & working group F. Media/Sumber Pembelajaran a. PowerPoint slide b. Laptop c. Buku paket Bahasa Inggris d. Silent movie “Larva” dengan judul “Sushi” e. Students’ worksheet G. Kegiatan Pembelajaran Kegiatan Pendahuluan Waktu Pembukaan 5 menit  Melakukan pembukaan dengan Salam dan berdoa bersama- sama untuk memulai pembelajaran Bismillahirrahmanirrahim The most beneficial, The most merciful

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 Menyiapkan fisik dan psikis siswa dalam mengawali kegiatan pembelajaran dengan melakukan ice breaking agar siswa lebih rileks dan siap untuk dibekali pelajaran

Guess the name of the place from the pictures below In the forest

In the mountain

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In the drainage system

 Memotivasi dengan memberikan gambaran tentang manfaat dari pelajaran yang akan dipelajari

Kegiatan Inti 50 menit Observing:  Siswa diminta untuk menyimak dengan seksama materi tentang setting and the character of the story yang disampaikan oleh guru Observing:  Siswa diminta untuk menyimak dengan seksama materi pelajaran pada minggu lalu tentang generic structure of narrative text Observing:  Siswa diminta untuk menonton silent movie “Larva” berjudul “Sushi” Experimenting:  Siswa diminta untuk menulis the resolution dari Larva movie entitled “Sushi” yang sudah ditonton

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Associating:  Siswa diminta untuk saling bekerja sama dengan kelompoknya dalam menulis the resolution dari Larva movie entitled “Sushi” yang sudah ditonton minimal 50 kata dan tidak lebih dari 100 kata Observing:  Guru menjelaskan the resolution dari Larva movie entitled “Sushi” yang sudah ditonton Communicating  Perwakilan dari salah satu kelompok maju ke depan untuk membacakan hasil dari tullisan kelompoknya Questioning  Guru memberikan pertanyaan kepada siswa dengan tujuan untuk mengetahui pemahaman siswa mengenai pelajaran yang sudah dijelaskan melalui PowerPoint slide Observing  Siswa diminta untuk memperhatikan dan menyimak dengan baik hasil evaluasi dan umpan balik/feedback yang diberikan oleh guru Penutup 5 menit  Guru membagikan reward sebagai bentuk apresiasi kepada setiap siwa atau kelompoknya yang sudah berpartisipasi untuk mengikuti kegiatan pada kelas Bahasa Inggris

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Pamulang, 9 Desember 2019 Mengetahui,

Guru Bahasa Inggris Peneliti

R. Eva Ismawati, S.Pd. Ayu Fitri Anjani

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APPENDIX 9 The Students Writing Narrative Text Results Students’ Number Pre-Test Post-test 1 Post-Test 2 Student 1 53 62 72 Student 2 70 73 *75 Student 3 50 60 62 Student 4 70 72 *77 Student 5 73 73 *80 Student 6 *74 *80 *84 Student 7 70 73 *74 Student 8 50 64 65 Student 9 52 65 *74 Student 10 70 *74 *78 Student 11 72 72 *74 Student 12 *75 *78 *80 Student 13 70 *74 *76 Student 14 70 *74 *75 Student 15 50 65 72 Student 16 70 72 *75 Student 17 70 *78 *83 Student 18 *74 *80 *85 Student 19 *75 *80 *86 Student 20 *76 *85 *90 Student 21 50 60 65

*Students who passed the KKM

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APPENDIX 10 The Example of Students’ Pre-Test *Student with the lowest score of Pre-test

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*Student with the highest score of Pre-test

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APPENDIX 11 The Example of Students’ Post-Test 1 *Student with the lowest score of post-test 1

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*Student with the highest score of post-test 1

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APPENDIX 12 The Example of Students’ Post-Test 2 *Student with the lowest score of post-test 2

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*Student with the highest score of post-test 2

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APPENDIX 13 Surat Pengesahan Proposal Skripsi

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APPENDIX 14 Surat Bimbingan Skripsi

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APPENDIX 15 Surat Permohonan Izin Penelitian

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APPENDIX 16 Surat Keterangan Penelitian

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APPENDIX 17 References Examination Paper

LEMBAR UJI REFERENSI

NAMA : AYU FITRI ANJANI NIM : 11150140000062 JURUSAN : PENDIDIKAN BAHASA INGGRIS JUDUL SKRIPSI : IMPROVING STUDENTS’ WRITING NARRATIVE TEXT THROUGH SILENT MOVIE “LARVA” (A Classroom Action Research at the Students of Tenth Grade of MA Daarul Hikmah in Academic Year 2019/2020)

Advisor Advisor No. Referensi I II Chapter I Oshima, A., & Hogue, A. (1999). Writing Academic English. New 1.   York: Longman. Byrne, D. (1988). Teaching Writing Skills. Hongkong: Longman 2.   Group.

Warschauer, M. (2010). Invited Commentary: New Tools for Teaching 3.   Writing. Language Learning and Technology, 3.

4. Harmer, J. (1998). How to Teach English. London: Longman.  

Ikrima, M. (2015). The Problems of Writing Faced by Senior High 5.   School Students. Aceh: Universitas Syiah Kuala. Irawati. (2014). The Use of Comic Strips in Teaching Writing Narrative 6.   Text. Aceh: Universitas Syiah Kuala.

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Rakhmi, A. (2012). Let's Narrate a Text. Jakarta: PT Balai Pustaka 7.   Persero. Jeffrey, R. (2016). About Writing: A Guide. Portland: Open Oregon 8.   Educational Sources. Clouse, B. F. (2006). The Student Writer: Editor and Critic (7th ed.). 9.   New York: McGraw-Hill. Barthes, R., & Lionel, D. (2006). An Introduction to the Structural 10.   Analysis of Narrative. New Literary History, 237-272. Utami, Y. P., Mukhaiyar, & Rozimela, Y. (2012). Bernard Bear 11. Cartoon Movies as Media in Writing Narrative Text. Journal   of English Language Teaching, 166-167. Kasper, L. F., & Singer, R. (2018, December 13). Content-Based ESL. 12. Retrieved from Unspoken Content: Silent Film in the ESL   Classroom: http://kasper.tripod.com/unspoken.pdf Chapter II Harmer, J. (2004). How to Teach Writing. Harlow: Pearson Education 1.   Limited. McDonald, C. R., & McDonald, R. L. (2002). Teaching Writing: 2. Landmarks and Horizon. Carbondale: Southern Illinois   University Press. Caywood, C. L., & Overing, G. R. (Eds.). (1987). Teaching Writing . 3.   Albany: State University of New York Press.

Tangpermpoon, T. (2008). Integrated Approaches to Improve Students 4.   Writing Skill for English Major Students. ABAC Journal, 1-9.

Whitaker, A. (2009). Academic Writing Guide: A Step by Step Guide to 5.   Writing Academic Papers. Slovakia: City University of Seattle.

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Bullock, R., Goggin, M. D., & Weinberg, F. (2016). The Norton Field 6. Guide to Writing with Readings and Handbook. New York:   W.W Norton Company.

7. (Harmer, How to Teach Writing, 2004, p. 5).  

8. (Oregon, 2018)  

Dirgeyasa, I. W. (2016). College Academic Writing. Jakarta: 9.   KENCANA. Barwick, J. (2006). Targeting Text: Narrative, Poetry, Drama, Upper 10.   Level. Singapore: Green Giant Press.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, 11.   and Evaluating. Boston: Pearson.

12. (Clouse, The Student Writer: Editor and Critic, 2006, p. 186).  

13. (Rakhmi, 2012, p. 8).  

Wagner, P., & Baskerville, A. (2000). Targeting Text. Sydney: Blake 14.   Education.

15. (Wagner & Baskerville, 2000).  

Whitmarsh, T. (2011). Narrative and Identity in the Ancient Greek 16. Novel: Returning Romance. New York: Cambridge University   press.

17. (Wagner & Baskerville, 2000, pp. 8-9)  

18. (Anderson & Anderson, 2003, pp. 4-6)  

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19. (Wagner & Baskerville, 2000, pp. 8-9)  

Barsam, R., & Monahan, D. (2010). Looking at Movies: An 20.   Introduction to Film 3rd edition. New York: W.W Norton & Company. The F.I.L.M Project. (n.d.). Teaching with Movies: A Guide for Parents 21.   and Educators. National Collaboration for Youth. Richard, J. C., & Renandya, W. A. (2002). Methodology in Language 22. Teaching: An Anthology of Current Practice. New York:   Cambridge University Press. Thompson, E. (2019, January 10). A Very Short of the Transition from Silent to Sound Movies. Retrieved from Wonderstruck the 23.   Book: https://www.wonderstruckthebook.com/essay_silent-to- sound.htm

24. Jade. (2012). Charlie Chaplin. Jakarta: PT Elex Media Komputindo.  

25. Lubis, N. (2009). Kamus Istilah Film Populer. Yogyakarta: Medpress.  

Silent Film. (2019, April 20). Retrieved from Filmbug: 26.   https://www.filmbug.com/dictionary/silent-film.php Marashi, H., & Adiban, H. (2017). The Effect of Using Short Silent 27. Animations on EFL Learner's Writing. Journal of English   Education, 207-216. Rinda Kartika, R. A., Susilo, S., & Natsir, M. (2017). The Effect of 28. Shilent Short Movie on EFL Writing Achievement. Jurnal   Pendidikan Vokasi, 168-179. TUBAn. (2019, May 10). Larva. Retrieved from tubaani: 29.   http://tubaani.com/ Keir, J. (2009). Text Types Book 4: Argumentative Texts. Australia: 30.   Ready-Ed Publications.

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31. (Rinda Kartika, Susilo, & Natsir, 2017).  

32. (Marashi & Adiban, 2017).  

Kumalawati, A. N. (2014). The Writing Ability in Narrative Text of Tenth Grade Students of Senior High School Taught by Using 33. Silent Film. Kudus: Muria Kudus University.  

Chapter 3

Blaxter, L., Hughes, C., & Tight, M. (2006). How to Research 3rd 1.   Edition. New York: Open University Press.

Verma, G. K., & Mallick, K. (2005). Researching Education: 2. Perspective and Techniques. London: Taylor and Francis e-   Library. Punch, K. F. (2014). Introduction to Social Research: Quantitative & 3.   Qualitative Approaches Third Edition. London: Sage.

4. (Verma & Mallick, 2005).  

Maykut, P., & Morehouse, R. (1994). Beginning Qualitative Research: 5.   A Philosophic and Practical Guide. London: The Farmer Press. Sagor , R. (2005). The Action Research Guidebook: A Four-Stage 6. Process for Educators and School Team. California: Corwin   Press. Harmer, J. (2003). The Practice of English Language Teaching. 7.   London: Longman. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design 8. and Evaluate Research in Education. New york: McGraw-Hill   Companies Inc.

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16. (Sudijono, 2006, p. 43)  

Meltzer, D. E. (2002). The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A 17.   Possible Hidden Variable in Diagnostic Pretest Scores. Lowa: Department of Physics and Astronomy. Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. 18.   Bandung: Alfabeta. Chapter 4

1. (Ikrima, 2015).  

2. (Irawati, 2014).  

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3. (Marashi & Adiban, 2017)  

4. (Rinda Kartika, Susilo, & Natsir, 2017).  

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APPENDIX 18 The Documentation during Research Activities