Implementation of Writing Narrative Text through Folklore-based

CD Learning Media

Susi Darihastining

STKIP PGRI Jombang Indonesian Education Study Program, East Java, Indonesia

Keywords: Folklore, Learning, Media, Implementation, Writing Narrative Text

Abstract: This study aimed to improve the process of writing narrative text through Folklore-Based CD Learning

Media. The research method used was classroom action research carried out through 2 cycles.Each cycle

consisted of planning, implementation, observation, and reflection. The data sources of this research were

STKIP PGRI Jombang students of the third semester. Data collection techniques included observation,

documentation, and interviews. Data analysis using inductive descriptive analysis technique emphasizes

process and outcome. The data covered (a) improvement of the narrative writing process through Folklore-

Based CD Learning Media and (b) result of improvement of the students' ability in writing narrative text

through Folklore-Based CD Learning Media. The result of the research revealed that there was an

improvement in the process of writing narrative text through the media of learning CD based on folklore

and the increasing score of the students’ narrative writing through Folklore-Based CD Learning Media.

1 INTRODUCTION

Literacy application is an effort to enlarge the

knowledge information contained in letter and

number and accompanied by the utilization of

science and technology in realizing literacy skill that

contains the character education. The Government

makes an effort in all manner of national literacy

movement. As the impact of literacy, the ideal

condition will embody the improvement of

communication ability or skill in society. The impact

of literacy (reading and writing) can also increase

one's ability to socialize. Through a reading and

writing process, someone can get information,

understand, analyze, respond and use the language.

So the ability to write and read can be said to be the

advancement center of vision paper(Sunendar et al.

2017).

Indonesia has natural resources, multicolored

culture, diverse ethnic and language. It makes

Indonesia is highly considered as the richest

concerning culture, natural resources, tribes and

languages among other countries. Besides, the

diversity and richness of local wisdom can be

utilized. For that purpose, stakeholder takes

responsibility and alert in preserving and

maintaining Indonesian local wisdom(Sunendar et

al. 2017). Raising and collaborating local wisdom

becomes the duty of the nation's next generation.

Maintaining, generating the national culture to the

next generation, promoting and socializing the

culture to the national and international community

should become everyone's concern.

Based on the results of the observation, there are

no many types of research in teaching language skill

discussing the explanation about Indonesian

cultures, such as the use of a fairy tale or a narrative

story of the origin of region and others. Meanwhile,

research conducted in 2013 that discussed creating

creative drama script with guided writing strategy

resulted in the skill of writing drama script for

students. In 2014, another research entitled

"Unfolding Values of Javanese Cultural Wisdom in

JidorSentulanJombang an Ethnolinguistics study

reveal how the values that exist in the narrative of

JidorSentulan in Jombang can be part of the

education character in Indonesia, especially in

Java(Darihastining & Maryaeni 2017). Besides, in

2015, research entitled "Training of Journalistic

Skill and Photographer at MA Unggulan KH

Abd.WahabHasbullohBahrulUlumTambakBerasJom

bang"discussed the impact of applying writing skill

on journalistic aspect and photography media on the

progress of Science and Technology for teachers and

lecturers(Darihastining 2015). Moreover, in 2016 a

researcher also started to connect cultural literacy

with the cultural approach, which is entitled

"Developing Students, Literacy Culture through

Cultural Approach with SastraPentasJidorSentulan

in Jombang." In addition to it, in 2017 Schemata

Darihastining, S.

Implementation of Writing Narrative Text through Folklore-based CD Learning Media.

DOI: 10.5220/0008215401710181

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018), pages 171-181

ISBN: 978-989-758-416-9

171

applied in Learning and Comprehending to Read

Through Literature Stage Based for The Students of

BIPA LPPI in PT Jedang Indonesia Jombang

District (CJI) in Jombang"(Darihastining 2017).

Besides, another previous study conducted by

Mahyudiet al., 2016 connected literature features

with technology. The research reveals some visual

features of Indonesian digital poetry including

textual, time and neutral spaces(Mahyudi et al.

2017). Textual space—throughthe characteristics of

poetry—prioritizes the kinetics of the text.

Furthermore, Funkhouser (2007: 55) stated that the

elements of poetry which are implicated in digital

poetry could be text and appear repeatedly.

Meanwhile, (Idris 2014) conducted research about

writing skill to write descriptive text through

discovery method by using picture media for

students of Indonesian Department in academic year

2011/2012 Universitas Ekasakti Padang(Idris et al.

2012).

The other linguistics research was also conducted

by Premsrirat, Suwilai and Samoh, Uniansasmita in

2012 of which the research results showed that Thai

students' language skills (reading and writing)

improved significantly through a socio-cultural

program which functions to respect local

culture(Premsrirat & Samoh 2012). The students

had to master both local languages, Patani Malay,

and Thai language. The students were required to

respect and keep their local identity and national

identity. Culture is the primary media to connect

this need; moreover, they could live in dignity and

encourage national reconciliation.

However, far too little attention has been paid to

the ideal condition on the effect of literacy

concerning its information and implementation in

Indonesia, moreover, the use of literacy which

collaborates with local Indonesian culture. The

results of observation showed that in the aspect of

writing skill, the students of Indonesian Language

and Literature Study Program STKIP PGRI

Jombang, for example, still belong to the category of

less than the maximum score. This condition may be

caused by the lack of various learning media used

for teaching that can build aspects of local culture,

instead of focusing on the linguistic aspects of their

writing. Thus, learning narrative writing skill

through folklore-based learning CD to improve

students' writing skill is proposed, especially to the

students majoring in Indonesian language and

literature students in the second half of the class of

2016.

Specifically, this research aimed to investigate

the process of improving students' writing ability in

narrative through folklore-based CD learning media

and the improvement of students' ability in writing

narrative through folklore-based CD learning media.

It is expected that students could understand and

apply the four language skills as well as understand

‘parole”, and speech acts which reflect the local

culture. This functions to uphold the students'

identity with local wisdom and local experience, as

Indonesian. Overall, this present research aimed to

improve students' writing process and the writing

results.

2 LITERATURE REVIEW

2.1 Literacy in Writing a Narrative

Global Monitoring Report Education for All (EFA)

2007 reported that literacy skills, mainly reading and

writing, play a fundamental role in modern life. As

Koichiro Matsuura, general director of UNESCO,

states that literacy skill is the primary stage to build

a better life and civilization along with participating

in various social activities, cultural, political and

economic activities in the modern era which is so

open in ASEAN Economic Community.

2.2 Writing and Local Wisdom

The linkage between local wisdom and literacy

implementation should be flexible to socio-culture to

promote social and cultural locality, which can

facilitate the development of literacy. Therefore, the

responsive and adaptive attitude of the community

and the response to local wisdom can make the

application of literacy successful and worldwide.

Besides, the diversity and richness of local wisdom

can be utilized and collaborated. Due to the reasons,

stakeholders are responsible and vigilant in

preserving and caring for Indonesian local

wisdom(Sunendar et al. 2017). Raising and

collaborating local wisdom becomes the duty of

Indonesian next generation. Therefore it is necessary

to maintain and help to generate the local culture to

the next generation and to promote and socialize it

with the national and international community.

Writing is a communication activity in social

interaction through written language. As one of the

productive skills, the authorsdevelopedthe topic, the

express ideas, opinions, feelings, will, and wishes, or

information as the results of experience and

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knowledge in social interaction(Syafi’ie et al. 2001).

Writing is the process of generating ideas gradually

from the beginning until the end (Tompkins 1994).

Writing can also be considered as a series of

thinking and produce the reading results

activities.According to Semi (2003:41), every type

of essay has a specific characteristic that

distinguishes them from other types (Semi 1990).

2.3 Writing Narration and Suggestive

Narration: Steps

Writing stage, according to Murray (Tompkins

1994), consists of three stages. First is pre-writing

activities that include describing, selecting topics

based on themes, developing topics, writing titles

and developing a framework. In this stage, the

process that consists of discussing, clustering and

observing the activities in the classroom was

conducted. The second stage is writing activities that

comprise drafting and editing. The students made a

draft consisting points to be disentangled and not

separated from the topic. The betterment was made

by adding, reducing and eliminating words or

sentences on the development of their essays.

Meanwhile, editing was carried out by improving

the techniques such as beheading, capital letter

writing, and front-end writing, pronouns, and

development. The third is the post-writing stage in

which the students published their writings in front

of their friends to discuss in order to get input before

it is published on the bulletin board or in the journal.

Emilia (2011: 91) mentions that the purposes of

narrative text are telling, responding and entertaining

the readers or listeners(Emilia 2011). The narrative

text has several elements: direct and indirect

elements(Herman & Vervaeck 2005). The direct

element can be interpreted as having a denotative

meaning while the indirect element contains

connotative meaning. Connotative meaning, in this

case, can be a reference and support the aspect of

writing a suggestive narrative. Then the analysis

uses suggestive narrative(Keraf 1993). It is a series

of events that can stimulate the imaginary power of

the readers. Nevertheless, the stages of writing a

suggestive narrative are (1) determining the theme

and the message delivered, (2) setting the target of

the reader, (3) designing the main event in the form

of the groove, (4) dividing the main event into the

beginning, the development and the ending of the

story, (5) detailing the main events that will be

displayed as supporting the story, and (6) composing

figures and characters, setting and point of view.

In addition, writing skill is a language skill with

the highest level of competence. Writing skills have

five types with a distinctive feature of the character.

First, the narration is writing that contains the

chronological structures of the event, the time, and

the detail picture of the object. Narrative texts are

divided initially into two, the first is expository with

the actual portrayal of events or expository facts, and

narrative text is also subdivided in a special and

general way, while the suggestive narrative is

imaginary or (fictional). The difference between an

expository narrative and a suggestive narrative is the

purpose and use of the elements contained therein.

The expository narrative aims to convey information

about an event, develop knowledge, based on the use

of reasoning and ratio analysis, and the language

contains a denotative informative meaning.

Meanwhile, the suggestive narrative conveys the

implicit meaning, creates imaginative power, use

flexibility in reasoning only to convey meaning, and

the use figurative language.

2.4 Constructivism on Suggestive

Narrative Writing Learning

Constructivist learning approach is a way or process

of human processing that constructs knowledge and

builds her/himself with knowledge gained from

lecturer or teacher. Teaching is a knowledge-

building process built on knowledge-based

collaboration between teachers and students and

schemata owned by a student or students(Suparno

1997).

Students are expected to construct the

knowledge already taught by the lecturer by

collaborating with their respective schemata.

Students become motivated and being taught to

write suggestive narratives with the help of CD

learning media that contains some regional stories or

traditional drama results that are loaded with local

culture. Students are not only trained on aspects of

language skills but also on aspects of local culture in

the CD learning media that contains some regional

stories. It can stimulate the young generations to

love Indonesian culture and have a responsibility to

internationalize the Indonesian culture that will be

written in their writing.

2.5 Folklore-based CD Learning

Media: Suggestive Narrative

Media can be interpreted as an intermediary in the

learning process. The Association for Educational

Implementation of Writing Narrative Text through Folklore-based CD Learning Media

173

Technology and Communication (AECT) states that

it is a form of a channel that people use as a tool to

deliver messages and information. Likewise,

Arsyad(2015: 2) argued that media is a slice of the

learning process for educational purposes(Arsyad

2010). This CD learning media contains traditional

stories based on local culture. The media provides

Indonesian culture that can stimulate students to

imagine in the local culture, Javanese culture, and

stimulate the imagination to develop theme ideas

and design imaginative events.

The steps of using CD learning media are a)

turning-on the power, b) pointing to software on the

wall, c) click ‘phone', all; d) after that the lecturer

communicates with the students in turn by selecting

the serial number of students on the computer

screen; click ‘group' If lecturer wants to make a

group; e) if you want to listen to audio, directly press

the power on DVD;dan f) insert the CD select one of

the desired audio on the TV screen. Press 'Play', the

audio can be heard by lecturers and students.

3 METHODS

This research used a qualitative approach. The data

covered learning behavior, nature and not contrived.

The data analysis was conducted by using

descriptive inductive, focusing on the process and

result.The research result was verified and

triangulated by the expert and people related to this

research. Bogdan and Biklen (1992: 29-30)

suggested that qualitative research has the following

characteristics (1) the researcher as the main

instrument, (2) descriptive, (3) natural, (4) data

analysis is inductive, and ( 5) understanding of the

main meaning(Bogden & Biklen 1992).

This research activity was divided into three

stages of the writing process: pre-writing, writing,

and post-writing. This classroom action research was

used to improve students' skills in narrative writing

skills, especially suggestive narratives through a

Folklore-based CD learning media. Folklore-based

CD learning media was expected to stimulate

students in developing the imagination while

developing the framework by writing a suggestive

narrative.

This classroom action research in this study was

model. The implementation of the Kemmist and

Taggart action research model includes taking action

following the planned procedure, acting as an

observer and monitoring the actions undertaken, and

reflecting on the elements of weakness and

excessive implementation of the action as the basis

for planning the action of persuasion (McTaggart &

Kemmis 1988). Classroom action research has a

beginning spiral cycle of planning, response

deciding actions, and reporting on the findings of the

research findings. Initial activities undertaken in

classroom action research was begun with a

preliminary study or preliminary observation and

reflection as the basis for determining appropriate

action to solve the problem of writing a suggestive

narrative. After that, the researcher analyzed the

problems found by doing the planning action,

developing the steps of action as the basic cycle and

done collaboratively. The data source of this

research was the 3

-semester students of Indonesian

language and literature education study program.

The data of this research include (1) improvement

data of narrative suggestion writing process through

learning CD based on folklore and (2) data of

improvement result of suggestive suggestion related

through learning CD based on folklore.

3.1 Preliminary Studies

Preliminary stages of the study were conducted to

determine the problems caused during the learning

process. The researcher conducted interviews with

lecturers and students about the obstacles or

problems encountered in the teaching and learning

process, especially writing courses.The activities

undertaken during the preliminary study were: (1)

interviewing lecturers and students in the course of

writing narration from the material and media side,

(2) giving the students a preliminary test to know the

student's ability in writing the suggestive narrative,

and (3) Observing the teaching and learning

process.The results of the observation process show

that the problems identified were (a) the students’

difficulties in determining the theme and the

message delivered, (b) the students had not been

able to design the main event in the form of the

flow: dividing the main event into the beginning, the

development and the end of the story, (c) detailing

the main events that will be displayed as supporting

the story and (d) the lecturers had not used varied

learning media, let alone the use of cultural-related

learning media. The researcher proposed and applied

folklore based learning media to improve the process

and result of students'competence in writing the

suggestive narrative.

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3.2 Planning Action

The design of the action was conducted based on

preliminary study findings. The actions included (a)

developing learning tools (syllabus) which

contained, (b) the theme and point of instruction,

formulating indicators and problem descriptors, as

criteria for measuring the success of suggestive

narrative writing lessons; (c) designing learning

scenarios; (d) designing learning materials, (e)

developing data collection techniques and (f)

training or brainstorming and discussion with

lecturers to collaborate on the application of

narrative suggestive writing lessons through a

folklore-based CD learning media.

A suggestive narrative writing lesson with

folklore-based CD learning media was based on two

cycles, particularly with three meetings per cycle.

The implementation was arranged like this: all

indicators and descriptors in writing suggestive

narratives with Folklore-based CD learning media

were expected to be obtained in the two cycles

which could give a result on students' improvement

in writing. Should there is no improvement in this

stage, and the researcher would apply the next cycle.

3.3 Action Research Steps

The implementation steps that had been prepared in

the lesson plan were described as follows:

(1) The lecturer implemented narrative suggestive

teaching lessons using folklore-based CD

learning media.

(2) The practitioners (lecturers who taught the

course) were observed. The researchers

observed them thoroughly and systematically.

The assessments were recorded, and the

obstacles and shortcomings for further

improvement of action were discussed. The

recorded activities were in the form of video,

field notes, and photographs.Preparation of

lesson plan was divided into three steps/ 2

hours of meetings; each meeting was allocated

with a time of 2x 50 minutes. The focus of this

action was to apply suggestive narrative

writing on each cycle. The actions were carried

out as follows:

3.3.1 Pre-writing

The first step in writing a suggestive narrative is-

writing, which determines the theme essay and the

message delivered, sets the target readers and

applies the language laboratory to listen to folklore-

based CD learning model. The steps are as follows:

(a) The lecturers organized classes, generated

student schemata, and provided direction of

competencies that must be possessed by

students in writing a suggestive narrative

through learning CD based on folklore.

(b) Students determined the theme of the essay and

the message delivered according to the direction

given by the lecturer. The theme determination

was done in a group brainstorming with friends

and listing the themes that had been discussed.

intended reader according to the lecturer's

explanation and by the experience gained.

Lecturers also socialized the target sample

object.

(d) Students and lecturers operated the language

laboratory following the stages of the use of

laboratory with CD learning that had been

communicated first, and the use of standard

operating procedures (SOP) Laboratory to listen

to sample suggestive instructional narrative CD

prepared by lecturers.

(e) Students had experienced, impressions and

stimuli after applying and listening to

suggestive narrative learning CD.

3.3.2 Writing

The stages of writing narrative suggestive include

writing, which is developing the theme, elaborating

events, dividing events, specifying main events,

checking the suggestive words, checking words

choice, determining characters and characterization

based on the illustration in the CD, exchanging the

draft of suggestive narration, and revising the draft.

(a) Students developed a theme as a basis for

designing a major event in the form of the plot

in a paragraph or discourse. This activity is

guided by a lecturer.

(b) Students divided the main event into the

beginning, development, and ending of the story

according to the content and grammatical

elements.

displayed as supporting stories and lecturers

directing the process of detailing events and

observing the power of suggestion poured by

students into essays with stimuli from learning

CDs based on folklore.

Implementation of Writing Narrative Text through Folklore-based CD Learning Media

175

(d) Students re-examined the suggestive power

listed and summarized in the narrative text in

groups.

(e) Students checked the use of word or diction

choices and the use of sentence structure.

(f) Students composed figures with illustrations

from learning CDs based on folklore, students

detailed the background and point of view.

(g) Students exchanged suggestive narrative pieces

with other groups for editing guided by

lecturers.

(h) The student returned his / her written review

and gave his or her judgment and the name of

the corrector.

(i) Students improved the edited results that had

been returned from the correction of other

groups based on suggestive narrative elements.

3.3.3 Rewriting

Rewriting was conducted after passing the pre-

writing and writing.In this step the students did these

activities:

(a) Students read the essay in front of the class.

(b) Other students provided suggestions and

judgments on the reading of a narrative essay

suggestive of their friend.

gesture when reading narrative narratives

suggestive.

(d) Students were scheduled in the bulletin of

Students’ Association magazine.

3.3.4 Observing

At the observation stage, the researcher observed the

process and the result of writing the narrative

suggestion. The researcher looked at the suitability

of planning and execution. The researcher

collaborated with lecturers to give the motivation to

improve the learning action implementation. The

researcher used recording media to collect the data.

The recording data were analyzed to the

practitioners, and the result was used as the next

cycle of the action research.

The assessment of the writing cover the aspects:

theme preciseness, the accuracy of audience target,

accuracy in plot drafting events, accuracy in

dividing events, accuracy in specifying events,

accuracy in determining character and

characterization, sentence structure, Suggestive

Power Diction Choice, punctuation, spelling,

uppercase, hyphenation, preposition. The scoring

system for each aspect is very good (when four

indicators appear), good (when three indicators

appear), fair (when two indicators appear), and less

(when only one indicator appears).

Meanwhile, the suggestive narrative writing

based on Folklore CD learning was also analyzed

based on the criteria of motivation, imagination,

creativity, teamwork, and listening skill. The same

scoring system is also used: very good (when four

indicators appear), good (when three indicators

appear), fair (when two indicators appear), and less

(when only one indicator appears).

3.3.5 Reflection

The results of observations and data related to

learning suggestive narrative writing were discussed

by researchers and practitioners critically. Reflection

activity was essential to know the progress of

improvement in the process and learning outcomes

and reveal its advantages and disadvantages. These

activities include (a) analyzing the learning process

activities that had been undertaken, (b) discussing

the differences between planning and implementing

the learning actions and (c) outlining the barriers

during the learning process and the solutions used to

break the barriers effectively and the achievements

of the designated plans, and (d) reflection activities

as perfection of previous cycles and the researcher

may consider and define the attitude to the necessity

of subsequent cycles. As Rofi'uddin (1994) stated

that reflection is an activity to analyze, synthesize,

interpret, explain, and conclude (Rofi’uddin 1996).

4. RESULTS AND DISCUSSIONS

The results of the research presented were obtained

through observation, field notes, and during the

learning process of writing the suggestive narrative.

Thus, we found out that the students: (a) had not

been able to design the main event in the form of the

groove, (c) divided the main event in the beginning,

the development of the learning process and (d)

detailed main events that would be displayed as

supporting aspects of the story and (e) found that the

lecturers had not used various learning media.

Moreover, the use of culture-related learning media

had never been done.

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4.1 Planning

Planning to improve the ability to write narrative

suggestions through folklore based CD learning

media was discussed. Preparation of Learning

Implementation Plan was divided into three stages /

2 hours of meetings; each meeting was allocated 2 x

50 minutes. Thi action focused on applying

suggestive narrative writing on each cycle. The

theme chosen was the formal and informal

environment. The basic competence standard of

writing a scientific article on the lesson plan (RPP)

focused on writing a suggestive narrative through a

folklore-based learning CD. Learning outcomes

were expected to improve students' ability in writing

suggestive narrative aspects, namely (a) the students

could determine the theme and the message

delivered, (b) the student could design the main

event in the form of the flow, (c) the student could

divide the main event from the beginning (d) the

student could detail the main events that displayed

as supporting aspect of the story and (e) the students

had been facilitated by the lecturers of various

learning media and the use of learning media related

to local culture to stimulate the students in culture

and internationalize the Indonesian culture.

4.2 Pre-Cycle

The results of data implementation on Pre-cycle

covered these things: before carrying out a study at

cycle one, the implementation of learning was

conducted less various, even the lecturers had not

maximized the use of language laboratories. In fact,

in order to enhance student's literacy competence, it

is closely related to language skills that include;

listening, reading, writing and speaking. Moreover,

the implementation of the four language skills is

inseparable. In pre-cycle stage, the lecturers gave

lectures and treatments as it was done by lecturers

teaching that subject. Also, the students were given a

preliminary writing test to write a suggestive

narrative. The results obtained from the initial test of

narrative writing skills suggestive was still low,

where there were still some students who had

difficulty in writing a suggestive narrative. Among

35 people as the research subjects, there were seven

people who had low scores. This low score was

categorized based on the standard range of values

that had been determined by the vice chairman of an

educational institution. The range of values to

measure students' ability in a particular course is as

follows:

Table 1: Range of Score to Measure Students’ Ability

Grade Score

A 80<NA<100

B 66<NA<80

C 56<NA<66

D 00<NA<46

The result of preliminary or pretest score of

narrative suggestive of the student was: there were

35students whose average score is A, 49% or 17

students got B, 17% or 6 students got C, and lastly

there were 12 people or 34% got D. So the average

score of writing a narrative suggestive of 55 students

was 51% got C and D and only 49% who got B and

no one got A. The results of this pretest indicated the

need for action to enhance competence in writing.

4.3 Cycle 1

The implementation of action in cycle 1 to improve

student competence in writing suggestive narrative

was conducted three times. Each meeting with the

duration of 2 credits 100 minutes was conducted,

where the classroom action research steps included

observation and reflection.

Pre-writing was the first step, which was

determining the theme of the essay and the message

delivered, setting the target reader and using

language laboratory to listen to folklore-based CD

learning with these following steps:

(a) Lecturers organized classes, generated student

schemata, and provided direction of

competencies that must be possessed by

students in writing a suggestive narrative

through learning CD based on folklore.

(b) Students determined the theme of the essay and

the message delivered according to the direction

given by the lecturer. The theme determination

was done in a brainstorming group with friends

and listing the themes that had been discussed.

intended reader according to the lecturer's

explanation and based on the experience gained.

Lecturers also socialized the target sample

object.

(d) Students and lecturers used the language

laboratory based on the stages of the use of the

Implementation of Writing Narrative Text through Folklore-based CD Learning Media

177

laboratory with the learning CD that had been

communicated first. They also used the standard

operating procedures (SOP) Laboratory to listen

to sample suggestive instructional narrative CD

prepared by lecturers.

(e) Students had experience, impressions, and

stimuli after applying and listening to

suggestive narrative learning CDs.

4.3.1 Pre-writing

The results of the implementation of class 1 cycle

action in the prewriting stage on the aspect of the

ability to write a suggestive narrative text were the

students had schemata in variations of learning

media through folklore-based CD learning.The

students in groups had been able to determine the

theme essay quite well. Students could use language

laboratory in accordance with SOP LAB. Students

already had the impression and motivation in

listening to the learning CD well to be poured into

the narrative writing. While the ability to write a

suggestive narrative as a group becomes good,

student's creativity was improved, and also the

student's motivation in writing became quite well

through the variation of folklore-based CD media-

learning. Moreover, the students' power became well

trained.

4.3.2 Writing

The cycle 1 action at the writing was done at the 2nd

meeting with a duration of 2 credits 100 minutes

through the classroom action research stage by

preparing the observation along with the process

assessment and outline toolkit used during the

narrative writing narrative through Learning CD

based on folklore. The steps of implementation

when writing was done as follows:

(a) Students developed a theme already discussed

as a basis for designing a major event in the

form of a plot in a paragraph or discourse and

guided by a lecturer.

(b) Students divided the main event into the

beginning, development, and ending of the story

according to the content and grammatical

elements.

displayed as supporting stories and lecturers

directing the process of detailing events and

observing the suggestion poured by students

into essays with stimuli from learning CDs

based on folklore.

(d) Students re-examined the suggestive power

listed and summarized in the narrative text in

groups.

(e) Students checked the use of word or diction

choices and the use of sentence structure.

(f) Students composed figures and figures with

illustrations from folklore-based learning CDs;

students detailed the background and point of

view.

(g) Students exchanged suggestive narrative pieces

with other groups for editing guided by

lecturers.

(h) The student returned his / her written review

and gave his or her judgment, and gave the

name of the corrector.

(i) Students revised the edited results that had been

returned from the correction of other groups

based on suggestive narrative elements.

The results of cycle 1 implementation at the stage

when writing on aspects of the products were the

ability to write a suggestive narrative. Students had

been able to design the main event in the form of the

plot in a paragraph or discourse quite well. There

were some students who had not been able to divide

the main event into the beginning, the development

and the ending of the story according to the content

and grammatical elements. Students were good

enough in detailing the main events that would be

featured as story supporters, having gained direction

and emphasis samples from lecturers. The used of

word or diction choice that was poured on the use of

sentence structure was good. Students could arrange

the characters properly with the imagination and

illustration of learning CD based on folklore;

Students could detail the background and point of

view quite well. Students began to form in editing

activities and could assess their friends. Students

could improve and give their friend input well. In

the aspect of the ability to write a narrative process

suggestive, the student could enhance their creativity

in choosing diction correctly. Students could have

more imagination to pour in a suggestive narrative.

Students could cooperate well and care in assessing

the ability of friends on the ability of the writing

narrative suggestive product. Moreover, the students

were motivated in writing a suggestive narrative

through folklore-based CD learning. Details of

scores obtained by students on the ability to write

suggestive narrative through CD learning based on

folklore were as follows: There were 57% or 20

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students who got B and A, while 22% or 8 students

got C. And 20% or 7 students got D.

4.3.3 Re-writing

The implementation of cycle one at the re-writing

was carried out at the 2nd meeting with the duration

of 2 credits 100 minutes through the classroom

action research stage. The steps of writing in this

stage are as follows:

(a) Students read the essay in front of the class.

(b) Other students provided suggestions and

judgments on the reading of a narrative essay

suggestive of their friend.

intonation and gesture when reading narratives

suggestive.

(d) Students were scheduled in the bulletin of Prodi

Student Association magazine.

The result of the implementation of cycle 1 in re-

writing stage on the aspect of the product's ability to

write a suggestive narrative is as follows: students

were able to read and present the results of their

writing, students already could determine the use of

intonation and gesture, students were ready to

publish the results of writing and concerned with the

progress of bulletins in the course of Indonesian

Language and Literature Study Program.

Meanwhile, in the aspect of process achievement,

students already had creativity although they still do

not get used to it. In addition, students were

motivated to publish their writing. Students had a

concern in listening to their friends when presenting

it in front of the class.

4.3.4 Reflection

In the preliminary implementation stage, the product

aspect reflection and the aspects of the process could

be described as follows; (1) the students had been

able to determine the theme correctly according to

the target even though the result was not maximal

yet; (2) the students had started to be accustomed to

use the language laboratory although it’s a bit

awkward, students and lecturers started to develop

their creativity in facilitating the media learning,

while the creativity of students stimulated suggestive

power in their imagination.

In the implementation stage, the results reflect

the product and process aspects that can be

described as follows; (1) students had been able to

design the main events in the form of plot or plot in

a paragraph or discourse pretty well but still needed

to be improved. (2) There were some students who

had not been able to divide the main event into the

beginning, the development and the ending of the

story according to the content and grammatical

elements. Students were good enough in detailing

the main events that would be displayed as

supporting the story, after getting direction and

examples based on the lecturers’ demand, (3)

students had been able to assess the work of friends

and understand the assessment’ of their friends, and

students understood the local culture as well as

literacy. It was related to the opinion ofArsyad

(2015: 2) who argued that the media was a part of

the learning process for educational

purposes(Arsyad 2010). This learning CD media

contained traditional stories based on local culture in

order to upbringing students’ interest and

stimulation through folklore-based learning CDs.

In the re-writing stage, writing reflection result

could be described as (1) students already could

present the result of their work although still a bit

awkward and nervous. (2) The students were more

concerned about the continuation of their work to be

published in the bulletin. It sets the students' pride

and satisfaction of their writing result toward their

study program.

4.4 Cycle 2

4.4.1 Pre-Writing

Seeing the results of reflection on the first cycle that

still require some improvement, it was discovered

that there was a weakness in the implementation of

learning writing narrative suggestive through

folklore-based learning CD.

The results of the implementation of cycle 2 in

the pre-writing stage on the aspect of the product's

ability to write a suggestive narrative were the

students had schemata in variations of learning

media through learning CDs based on folklore.

Students in groups had been able to determine the

theme essay quite well. Students could apply the

language laboratory following Standard Operational

Procedure of Laboratory and students were no

longer awkward to use the device. Students were

very motivated in listening to the CD of learning to

be implemented into the narrative writing, and they

even wanted to listen folklore on that learning CD.

The students’ had good cooperation ability in the

aspect of the narrative suggestive writing process.

Students' creativity was very good and innovative

through variations of folklore-based CD media

Implementation of Writing Narrative Text through Folklore-based CD Learning Media

179

learning. Moreover, the students were very good and

well-ordered.

4.4.2 Writing

The implementation of class 2 cycle action at the

writing stage was conducted at the 2nd meeting with

the duration of 2 credits 100 minutes through the

classroom action research step by preparing the

observation and observation form along with the

process assessment and outline toolkit used during

the narrative writing through Learning CD based on

folklore. Stages of implementation when writing

were similarly carried out with the first cycle, yet it

only had different treatments.

The results of cycle two in the writing stage on

aspects of the product's ability to write a suggestive

narrative was students could already design the main

events in the form of the plot in a paragraph or

discourse well and students had been able to sort the

main events into the beginning because students

already had the material to organize and predict the

development and the end of the story by the content

and grammatical elements and the imagination.

Students had been good at detailing the main events

that would be featured as supporting aspect the

story, without getting an example from the lecturer

because it had been ever done in the first cycle and

the lecturers had inquiry ability and long-term

memory. The diction used in this research was good

and varied. Students could arrange the figures and

characters with appropriate impression of

imagination and illustration of folklore-based CD

learning. Furthermore, the students could detail the

background and point of view well. Students were

accustomed and consistent in accepting criticism for

correction of the editing process and assessing the

result of their friend's work. In the aspect of the

ability to write a narrative text, the students could

grow their creativity in choosing diction correctly.

Also, the students’ imagination was good to pour in

a suggestive narrative. Students could cooperate well

and care in assessing the ability of friends on the

ability of the product writing narrative suggestive.

Besides, the students were motivated in writing a

suggestive narrative through the stimuli folklore-

based CD learning. The score obtained by the

students on the ability to write a suggestive narrative

through learning CD based on folklore were as

follows: There were 43% with 15 students who got

A and 48% with 17 students got B, while 9% or 2

students got C with a score of 65 and 1 student with

a score of 60. The student who had a score of 60 was

one person, this student was very difficult to

concentrate, and he/she had the ability below the

average one. This student was also introvert that

made her/him difficult to work in a team.

4.4.3 Re-writing

The implementation of cycle2 action at re-writing

stage was conducted at the 2nd meeting with a

duration of 2 credits 100 minutes through the

classroom action research stage. The stage of

implementation when writing was carried out

following the cycle 1. The results of the

implementation of cycle 2 in the re-writing stage on

aspects of the ability to write a narrative product

suggestive were that students were able to read and

present the results of their writing very well.

Students could properly and appropriately determine

the use of intonation and gesture. Students were

ready to publish the results of writing and concerned

with the progress of bulletins in the course of

Indonesian Language and Literature. In the aspect of

the ability of the process of students already had

good creativity in writing a suggestive narrative with

the results of learning through folklore-based

learning CD. Students had the motivation and

courage to publish their writing. Students had a

concern in listening to their friends while presenting

in front of the class and the spirit of giving

suggestions for improvement.

4.4.4 Reflection

At the end of the lecturing, the lecturers gave the

strengthening and equalization of perceptions for the

implementation of narrative suggestive writing

lessons through folklore-based learning CDs.

Lecturers with researchers and students reflected

learning to write narrative suggestions through

folklore based CD learning and solved the problems

that occurred in the learning process. The

improvement of the ability to write a suggestive

narrative of students in 2016 third semester in

STKIP PGRI Jombang had increased significantly.

5 CONCLUSIONS

Based on the results of cycle two, it can be

concluded that by using folklore-based learning

CDon the implementation of writing suggestive

narrative, there is an increase in the students’ ability

to write a suggestive narrative. Students can design

the main event in the form of the plot in a paragraph

or discourse well. Students can process the

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beginning and end events appropriately. The

students used various dictions that have suggestive

meaning. Furthermore, the student's creativity is

improved along the experience of using folklore-

based learning CD, and it can inspire students to

boost their imagination. At last but not least, the

students love more Indonesian culture and can be

proud to maintain Indonesian culture.

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