Email: rinasetyonoviyanti@ymail.com
classroom climate problem, the writer found and learning that helps the teachers
the following: (1). The students talked with relate subject matter content to real
another friend during the lesson. This world situations and motivate
situation disturbs other students’ students to make connection between
concentration in starting to construct a knowledge and its applications to
recount text; (2). The students seemed their lives as family members,
uninterested in writing class; (3). The citizens, and workers and engage in
students did not show participation in the the hard work that learning require
class; (4). The students did non-academic (United States Department of
activity rather than focusing to the lesson: Education Office of Vocational and
(5). The students did not pay attention to the Adult Education, 2001).
teacher and the classroom activities; (6). The
students spent much time to start their This research aims at: identifying
writing; (7). Some students were noise whether the optimalizationof Macromedia
during the lesson; (8). Students did not have Flash in Contextual Teaching and Learning
enough self-confidence and courage to can enhance students’ writing skill of
perform their task. recount text.
To solve the problems, the teachers
are demanded to find and use an appropriate Teaching by Using the Application of
media which are capable to meet the Macromedia Flash
learners’ needs. One of most applicable and According to Strickland Patterson by
flexible media used now is the application of Eva Handriyantini, S.Kom(2009), the types
interactive multimedia in education. of CAI are: 1) Tutorial aims;2) Drill and
(Philipus, 2008) said that: practice;3) Simulation; 4) Problem solving;
Macromedia flash is one of software 5) Game.
applications of animation that is very The Procedure of Contextual Teaching
popular for the developer and the and Learning (CTL)
multimedia designers. It is one of the most The procedures of CTL are: a)
used products of Macromedia that very Improve the understanding that student will
applicative and flexible, as it is used and learn more effectively through self-learning,
applied in a broad field such as self-inquiring, and self-constructing using
entertainment, business, and education. their own knowledge experience: b) Do the
Flash is a professional standard to create inquiring activity to achieve desired
webs experience on a high taste. competences; c) Create learning community
Besides using an appropriate media or learning in groups; d) Questioning as a
in teaching learning process, teachers can learning tool; e) Do the reflections in the end
also apply certain strategies to facilitate of learning to make students feel that they
students’ needs. One of strategies can be have learnt something.
used is Contextual Teaching and Learning.
U.S. Department of Education in partnership RESEARCH METHODOLOGY
with Bowling Green State University states The method used in this research was
that: action research. It was conducted in SMP
Contextual teaching and learning is Negeri 3 Colomadu. It is located at Jl.
defined as a conception of teaching BandaraAdiSumarmo, colomadu. It will be
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carried out by the collaboration of the writer organization of the idea, vocabulary
and the English teacher of VIII H, Mrs. Rita. mastery, language use, and mechanics. The
Here, the writer has a role as the teacher, and results showed that those aspects had better
Mrs. Rita as the observer. The subject of the achievement after the research was
research is the eighth grade students of SMP conducted.
Negeri 3 Colomadu, at VIII H in the The content of the text had enhanced.
academic year of 2011/ 2012. The students could develop and organize it
Mills proposes action research as nicely than before so that the topics were
systematic inquiry done by the teachers or interesting for the reader. Therefore, the
other individuals in teaching or learning reader could catch and interpret the text
environment to gather information about and conveyed by the students.
subsequently improve they ways their The organizations of the idea were
particular school operates, how they teach, much better than before the application of
and how well the students learn (2000: 5). MF was implemented. The texts were well
According to Kemmis and McTaggart, organized. The structures of the text were
action research occurs through a dynamic arranged sequentially so that the readers do
and complementary process, which consists not confuse to catch the overall idea of the
of four essentials moments: planning, action, text. In conclusion, the text is
observation, and reflection.In conclusion, understandable for the reader.
action research is a systematic study of The students saw and paid more
efforts to overcome education problems or to attention to the attractive materials
change things related to educational problem presented through MF. The materials do not
for enhancement through planning, action, look boring as the textbook. Besides,
observation and reflection. students were also better in producing
correct grammatical sentences. They made
DISCUSSION fewer mistakes than the previous meetings.
1. Macromedia Flash in Contextual They were not to repeat and learn the
Teaching and Learning is Able to material of grammar through MF although
Enhance Students’ Writing Skill the topic was bored and difficult.
The application of MF as a media in Students also got enhancement on
teaching learning activities had enhanced their vocabulary mastery and the language
the students’ writing skill. Mayer and used. Through the verbs presented on MF in
Moreno (2001) stated that computer-based forms of pictures, students were easier in
multimedia learning environments - memorizing the verbs. The drilling and
consisting of pictures (such as animation) reinforcement activities also contributed
and words (such as narration)-offer a role to enrich their vocabularies. The
potentially powerful venue for improving students had also become more careful in
student understanding. Using together writing, especially in applying mechanic in
multimedia elements such as images and writing. They seemed learn from their
animation that are equipped with sound, previous mistakes done before.
video clips, and text, will be able to give The combination of MF as teaching
clear meaning to those who need it. The media and CTL as a technique in teaching
focuses of the research involve five aspects learning process is effective in enhancing
of writing skill; they are content of the text, the students’ achievement in many skills
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included writing. This cognitive theory of memory at the same time. Thus,
MF in education is in line with the theory of instructional messages should be
CTL as stated by Mayer: designed to maximize the chances for
For meaningful learning to occur, such crucial cognitive processing to
the learner must carry out each of occur.
these cognitive processes, i.e., CTL also concerns on what students
selecting relevant words and images, receive from the environments. For
organizing them into coherent verbal meaningful learning to occur, students
and visual representations, and should be able to build connections and
integrating corresponding verbal integration from the new information with
and visual representations. These his or her prior knowledge.
cognitive activities – particularly, Based on the result of the pre-test and
the building of connections between post-test, the students’ score was enhanced
verbal and visual representations – 3.08%. However, not all aspects of writing
are more likely for situation in which were improved. The details mean score was
the learner can hold corresponding presented in the table 1:
visual and verbal representations in
From the table, it can be concluded that the students had achievement at the end of each
cycle. The number of students passing the test is presented in the Chart 1.
100%
13.33%
76.67% 63.33%
50% #REF!
86.67% Passed
36.67% Failed
23.33%
0%
Pre-test Post-test 1 Post-test 2
The chart showed that there was only 13.33% students who had the score
enhancement on the number of students who under the passing grade.
can pass the passing grade since the pre-test Hadi mentioned that when
and at the end of each cycle. In pre-test, computers and software are used so that
76.67% students had the score under the students have new methods of learning
passing grade. In the first post-test, 63.33% curriculum, these can promote and enhance
students had the score under the passing students’ understanding of content in
grade. In the second post-test, there were powerful ways. They can find information,
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use images and sound as well as text to overall findings were summarized in Table 2
communicate what they have learned. The as follows.
Table 2. Research Findings
Research Findings Before Action Research After Action Research
- Some students were noise - The students could start their task
during the lesson. faster and better.
- Students do not have - The students were less noise.
enough self-confidence
and courage to perform - The teacher did not need to ask
their task. volunteer to perform their task.
d. The enhancement - Several students ignored - Most of the students were friendlier
of students’ the researcher. and closer to the researcher.
behavior. - More students were actively
- Only a number of participated in the lesson.
students who actively
participated in the lesson.
- The students were - The students seemed not patient to
enthusiast to follow the follow the next meeting of writing
next meeting of writing class. They also did not worry in
class. joining the writing class.
Student C is a smart student. She got although he still not confidence enough to
good scores in pre-test and post-test. She perform his work in front of people.
made little mistakes in her writing. She In conclusion, the sample students
could easily understand the instructions have had enhancement on their writing skill.
given. She did not need special treatment It was proof by the enhancements of
during the research. She had better writing students’ achievement in writing from the
after the application of MF applied in pre-test until the post-test 2 and their
teaching learning process. behavior toward the lesson during the
Student A is a student in average. He research conducted.
had a good motivation during the lesson. He Moreover, Mayer added the
was active during the lesson. When he found superiority of MF in education, Mayer
any difficulties during the lesson, he always (2001) when only words are presented, the
asked questions to the teacher. Although he learner is likely to build a verbal mental
still made mistakes during the lesson, he representation but is less likely to build a
always keeps his spirit and motivation in visual mental representation and mentally
following the lesson. connect it with a verbal one. When words
Student B is a student in the lower and pictures are presented, the learner is
level. He had low motivation in writing. He more likely to build verbal and visual
often spends long time to start his writing. representations and to make connections
The researcher gave special treatments to between them. In conclusion, a meaningful
make him independently did the writing. As learning is enhanced when learners can
the result, he had better writing skill build connections between corresponding
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visual and verbal representations, then the certain information. Finally, students were
students should learn more deeply when more motivated to follow the lesson. By
animation is added to narration. images and sound, the students were more
2. Macromedia Flash in Contextual enthusiastic in following the lesson. By the
Teaching and Learning is Able to application of MF in teaching learning
Enhance the English Classroom process, teachers can create interesting
Climate. material through attractive slides in
MF helps the teachers to manage the presentation. It will engage students and
class effectively. It can attract students’ involve them more in the lesson.
attention and make them more focus on the
lesson. Vaughan in HadiSutopo stated that
multimedia can bring radical changes in the CONCLUSION AND SUGGESTIONS
learning process, from passive student The final discussion in the previous
learning to active student learning. The chapter can be summarized into two
students seemed more active during the conclusions. Firstly, the application of
writing class. They more participated in Macromedia Flash in CTL can enhance
asking and answering teacher’s questions. students’ writing skill on some aspects of
Besides, the combination of pictures and writing as mentioned in the research
sounds can help the students to strengthen findings. The enhancement included some
their long-term memory in memorizing aspect as mentioned in table 4.: