Abstract:
The research reported in this paper centered to explore the implementation of
SRSD media-based learning to improve students’ writing motivation in learning
narrative text and to analyze students and teachers’ perceptions while learning about
narrative text through SRSD media-based learning. This qualitative case study
research was conducted in one of the Islamic senior high schools in Ciamis. This
research involved a tenth-grader consisted of fifteen students and an English teacher
in academic year 2021/2022. The data were collected using classroom observation,
semi-structured interviews, and a close-ended questionnaire. The researcher coded,
transcribed, and summarized the data with triangulation data analysis technique.
The research finding showed that the teacher utilized six steps required to
implement SRSD in the teaching and learning process namely develop background
knowledge, discuss it, model it, memorize it, support it, and independence
performance, even though the teacher did some modifications and adaptations to
adjust it with the students’ ability and the effective teaching time The
implementation of SRSD media-based learning could make the students more
enthusiastic and improved their focus to write not be afraid to make mistakes since
they enjoyed the teaching and learning process, it also “forced” students to learn by
themselves without involving others too much. Additionally, it improves their
motivation to analyze and construct a narrative text. Moreover, the teacher felt
easier to conveyed the learning materials. Students also gave a positive atmosphere
when the teacher used SRSD media-based learning in teaching narrative text.
However, both of the students and the teacher stated that longer treatment with this
method was needed by the students to improve their writing skills. Therefore, the
future researcher could be using another teaching media to conduct SRSD media-
based learning to improve another skill in English learning.
