IMPROVING THE ABILITY OF WRITING A NARRATIVE CHARGE BY USING ANIMATED IMAGES MEDIA STUDENT CLASS V.B SD NEGERI 17 LUBUKLINGGAU Noermanzah,

The objective of this research was to explain the improvement of writing captions narrative using animated media images of class V.B SD Negeri 17 Lubuklinggau. The research method used was classroom action research. This research was conducted in two cycles. Techniques of collecting data using test and observation techniques. The research process of each cycle was done through four stages: planning, implementation, observation, and reflection. The subjects of this study are students of class V.B with a total of 29 students consisting of 18 male students and 11 female students. The results showed that there was an increase in the ability to write a narrative essay of class V.B SD Negeri 17 Lubuklinggau by using animation media images. This is evidenced by students who get the value of ≥ 70 or who have completed in cycle two reached 93.10%. From the results of this study the Indonesian language teachers can use the animated media images in improving the ability to write narrative essay and ability on other basic competencies.


INTRODUCTION
School is an educational institution that has the duty to deliver learners in developing all the potential possessed.
Schools are also believed to be the only way that human beings today can live prosperously in the future. In the world of education, especially Indonesian language learning in school is a unit of unity that is inseparable from other learning. According to Gani (2014, p.78), learning Indonesian as a lesson that teaches and uses the official language used in the Unitary State of the Republic of Indonesia and as the language of Indonesian unity. Meanwhile, according to Darisma, et al., (2010, p.27) Indonesian language learning is a place for students to be able to enjoy, understand and utilize the BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 2 Juli 2018 http://journal.unj.ac.id/unj/index.php/bahtera/ P-ISSN : 0853-2710 E-ISSN : 2540-8968 115 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2018 Indonesian language to develop personality, broaden life insight and improve their knowledge and language skills. This is in accordance with Finocchiaro opinion (in Noermanzah, 2015, p.275) that there are six functions of language, namely (1) personal function, ie language used to express one's emotions, needs, thoughts, and attitudes; (2) interpersonal functions, ie language used to preserve social relations, for example greetings, congratulations, and others; (3) directive functions, ie language can be used to control the behavior of others in the form of advice, orders, invitations, discussions, and others; (4) a referential function, ie the language used to discuss objects or events within a particular culture or environment; and (5) imaginative function, the language used to produce literary works based on the power of imagination. Noermanzah, et al. (2018, p.172) also explains that the aim of Indonesian language learning is to improve students' competence in communicating with Indonesian language, both oral and written skills. Thus language learning is also a means to develop knowledge, language skills, and positive attitudes towards students.
According to Suprapto (2003, p.1) essential communication skills in the modern world include four language skills: 1) listening, 2) speaking, 3) reading, and 4) writing. The four language skills are closely related to each other and are very basic life skills in modern life. According to Tarigan (2007, p.2) language acquisition of the four language skills is obtained sequentially, ie listening, speaking, reading, and writing. In Indonesian language learning, language skills are provided using an integrated approach.
That is, the four skills are given together to discuss a particular topic. However, according to Ansoriyah (2017, p.107)  Learning Indonesian in primary school (SD), especially in class I, II, III, and IV teaches reading and writing in an integrated manner. This learning needs to be perfected by adding learning to listen and speak. These four integrated language skills can be used to convey specific topics, especially in writing. Especially for writing skills, Artati (2007, p.9) explains that "Writing is the birth of a thought or feeling of activity in the pouring of ideas or ideas that produce beautiful writing and assembled in the form of words". Meanwhile, according to Sugono (2009, p.409), writing is to make letters, numbers, or images, for example by using a pencil and lime. Marianita & Artati (2018, p.176) also describes writing as a creative process of transferring ideas into written symbols. Writing can also pour or depict graphic representations depicting a language understood by someone so that others can read the symbol. Therefore, the success of education in schools is very dependent on the process of teaching in the classroom.
The purpose of teaching Indonesian language in schools, especially students of grade V SD Negeri 17 Lubuklinggau is that students are able and understand and skilled in writing activities. This is in accordance with the objectives in the Education Unit Level Curriculum (KTSP) mentioned so that students are able to express feelings and ideas through the media images in the form of writing activities to become a meaningful essay. In the development of the level of mastery of students' writing skills, language skills will affect the mastery of other language skills. In other words, teaching language skills especially in writing activities can encourage students entirely on the training and practice in preparing the language sentence every day through an effective learning process so that students are proficient in writing essays in real time while learning takes place. learning media that can improve learning outcomes and increase student activity so that students are more active than teachers.
Learning media are known to be an alternative that is learning media that implements animated media images so that students more actively know what is seen, students are also guided more focus to respond lessons given by teachers so that students can receive the lesson well, creative, and also fun in writing essay. This is supported by several expert opinions, namely Susilana and Ryana (2007, p.6) which suggests that instructional media is everything that is used to help the learning process, whether in the form of images, sound or both can be concrete objects to make the message more easily delivered so that learning objectives are achieved. Meanwhile, according to Aliya (2009, p 462) media is a means of communication, such as newspapers, radio, television, movies, posters and banners. From the above opinion, the researchers draw the conclusion that the media is a container of the message.
Based on this, the media can help learners in understanding the learning materials delivered by teachers in the learning process takes place either in the form of animated images, sounds and writings other meaningful. According to Aliya (2009, p.30) animation is a television show in the form of a series of paintings or images that are mechanically driven electronically.
Meanwhile, according to Taufik (2010, p.70) the animation is to describe the character of a character through an animated film.
Therefore, the animated media of this image can also display the subject matter visually

A. Results
This class action research is Based on the result of pre-action value can be seen that the students who got more than 70 (complete) in this preliminary test as many as 6 students (20,69%) and who got less than 70 (not yet completed) are 23 students (79,31%) . The highest value is 90 and the lowest is 40. The average score of 58.16 is so descriptive that the students' initial ability is not yet complete, since the average score is <70 and has not reached the classical completeness of 85%.

Result of Cycle Test I
Cycle I held a one-time meeting ( 18/29 x 100% = 62,07%. Thus, the first cycle action needs to be improved.

Results of the Cycle II Test
Cycle II is held in one meeting (2 x 35 minutes) on April 26, 2017. At this stage the researchers should prepare the following first to analyze the teaching materials, the two make the teaching unit program, and make the teaching plan program, the four prepare props, fifth preparing the research instrument, six preparing the student worksheet.  while students who expressed on pre-action as many as 6 people (20.69%) and in cycle I increased to 18 people (62.07%), which means a complete increase of students from the action into cycle I of 12 people. The average value of the test results in the second cycle when compared with the first cycle also increased by 5.17 or 7.12%, while the complete student of 18 students in the first cycle increased to 27 students in the second cycle, which means an increase from the first cycle to the second cycle of 9 people. Then, the increase from pre-action to cycle II was 33.78%.
Students who complete on pre-action amounted to 6 students after the cycle I to 18 students, it means there is an increase from pre-action to cycle II as many as 27 students.
Increased learning outcome of 33.78% is not too large. This shows that the learning outcomes per cycle has increased. Thus the use of animated media images is able to improve the ability to write essays on the class V.B SD Negeri 17 Lubuklinggau.
The increase that occurred between cycles is similar to the research that has been done by Mawarni (2015, p Image animation media in the learning process is very helpful for students in writing the story from one event to another event because concretely the event can be seen from the animated picture that is shown. From several events written, then done editing then terbentuklan essay. This is in line with Marsa (2009, p.5) that narratives are articles that tell a series of human events or experiences based on their development over time. in cycle II increased again to 27 people (93,10%) which is declared complete, so the classical increase from pre-action to cycle II is 33,78%. This shows the ability of students in writing activities narrative has increased per cycle. Then, the increase in the ability of learning outcomes of students of grade V SD Negeri 17 Lubuklinggau in writing essay by using media animasi images from pre action to cycle II increased by 33.78%.