IMPROVING THE STUDENTS' DESCRIPTIVE WRITING ABILITY USING TOURISM BROCHURE PICTURES IN THE SEVENTH GRADE. Based on Under Thesis “The Effectiveness of Teaching Writing Texting Texting using English Tourism Brochure at the Eight Grade Students of SMP N I Kepil Wonosobo in Academic Year by Tidar Tinaworo Putri said that tourism brochure is effective media to use in English learning. The purpose of the study is to investigate how far the descriptive writing ability improves and makes the students more focused on learning English in class.
The generic structure of description text The structures of descriptive text have two parts
The tourism brochure is one of the teaching media that can be used in teaching descriptive text. The use of tourism brochure photography in teaching writing for middle school students is intended to generate or generate ideas for students to be able to describe the things, events, and places that exist in the tourism brochure. There are several important parts of the tourism brochure that need to go through the brochure printing process. 20.
Action Hypothesis
Object of the Study
Subject of The Study
Setting
Planning was the first step of the educational context and was prepared before the researcher took the action. The researcher prepared the lesson plan, the list with the student's name, the materials and some pictures of tourist brochures as teaching materials. Before doing the treatment, the researcher did the pre-test for the students, and the students got some pictures, then they had to do it with the right skills.
In the action, the learning process of teaching was done in seventh graders of SMP N 5 Batanghari Nuban Satu Atap in connection with the schedule of English subject in these graders. The teacher asked about the student's condition before starting the learning process and taught the students by checking the students' list. The teacher presented pictures of tourist brochures to the students to help them put their ideas on paper.
The teacher gave feedback to the students about the process and learning performance, it could be like rewarding the students who want to explain more about descriptive text by using the picture in the brochure. 30 After the students received the cycle 1 treatment, they were given the post-test. Reflecting was the last step of this process. The researcher analyzed and discussed observation and the result during the teaching-learning process.
In this step, the researcher used the data for evaluation to make improvements for the second cycle.
The instrument used has a different mode with the instrument given in the pre-test. The important things in the teaching learning process were observed by collaborator using observation sheet. And the outlines of observation in this step such as, student's ability in question answering, students' writing and mistakes, and students' good participant.
In this step, the researcher compared the score distribution of pre-test and post-test, the author reviewed and reflected on the attitude of the students, whether it is positive or negative, enough in the second cycle or need for the next second.
Data Collection Method
- Test
- Observation
- Documentation
- Field note
Test was some questions or exercise used to measure the skill, knowledge, intelligent, ability. In this research, the researcher was chosen as the objective of written test where the test was worksheet form. The researcher used observation to get data about students and teacher activities in learning process.
The researcher used this method to get the data about history of the school, the sum of the teachers, officials employed and students at SMP N 5 Batanghari Nuban Satu Atap, and learning activities in the classroom. Field note were various observations on aspects of learning in the classroom, the classroom atmosphere, classroom management and teacher interaction with students, student interaction with students and some other aspects. Data analysis was performed stepwise by taking the mean score of the pre- and post-test.
If some students were not successful from cycle 1, the researcher must perform cycle 2. If all students were successful from cycle 2, the cycle can stop until cycle 2 only. X = the sum of the scores or values of the items N = the total number of items4.
Validity
He was wondering how to make the connection between the instrument and the purpose and the description of the materials that have been learned.
Indicator of Success
In my research, the researcher together with the English teacher Metri Susanti, S.P. It shows the researcher as a classroom teacher in using a tourism brochure to improve students' descriptive writing ability and use this medium in teaching English. A teacher could use pictures of a tourist brochure to improve students' descriptive writing ability in teaching English subject.
The Profile of the Research Setting
The amount of students at SMP N 5 Batanghari Nuban Satu Atap in the academic year 2015/2016.
Result of the Research
The result of the students' score in pre-test No student's name score target >72. Based on the result of pre-test showed that the score of the students was different. Based on the result of pre-test above, it can be concluded that the students still have a low ability in descriptive writing ability.
Moreover, this condition was suitable with the background problem in chapter I and they need new media to improve their writing ability.
This meeting started the class by greeting, praying and checking attendance and asking the students' condition. The classroom condition was less effective because the staff member handed over the class to ensure the students were effective before the researcher conducted research in the classroom. At the end of the meeting, the researcher motivated the students and encouraged them to complete the material.
In the post-test, there were only 13 students who scored well, but the result of the student test was better than the students who gave before treatment. The table above is the result of post-test 1, it can be seen that the scores of the students were different. This cycle also shows that the average score in the pre-test of the students is 64.85.
In addition, Figure 1 shows a comparison of students' activities in the 1st cycle. If the teacher's activities were good or not, they will affect the students' learning in the classroom. In addition, you can see a comparison of students' activities in cycle 1 in Figure 2.
The students' common mistakes became a reference and the media must be used in cycle 2 to reach the students' writing ability.
The result of the students' score in post-test II can be seen in the following table:. 52 The table above is the result of post-test II, which shows that the scores of the students varied. This cycle also shows that the average of the score in post-test 1 of the students is 71.71.
It could be seen from the activities of the students and the result of the students who were older. The result of students' descriptive writing score in posttest I and posttest II. It means that the average score of the students increases by 7.76 from post-test 1 to post-test 2. 3) The result of the study.
The data in the table above showed the improved scores for students' descriptive writing ability. This can be seen from the results of the students' scores in the pretest; the average score was only 64.85, which. From the chart above, it can be concluded that the use of tourism brochure images can improve students' descriptive writing ability.
It can be seen from the graph, there was improvement from the students' average score of the pre-test, and post-test I and post-test II.
The Result of the Students’ Observation Sheet
From the data it can be known that there was any improvement in the students' activities from cycle 1 to cycle 2 approximately 28.52.
The Result of the Teacher’s Observation Sheet
Based on the table and figure above, the average percentage of teacher activities was 58.09% in cycle 1 and 72.38% in cycle 2. From the data, it can be seen that from Cycle 1 to Cycle 2, teacher activity increased approximately 14.29.
Discussion
67 In the first aspect, note the explanations of the teacher, since the beginning of the meeting in Cycle I to the end of the Meeting Cycle II have improved. The students who were indifferent to the teacher's explanations about the use of photos in tourist brochures started enthusiastically and are not ashamed to ask about the difficulty of writing. Enthusiastic students can help them understand the writing material.
In the second aspect, active in the group, since the beginning of the meeting in cycle I to the end of the meeting cycle II have improved. In the third aspect, work together, since the beginning of the meeting in Cycle I to the end of the Meeting Cycle II have improved. The students who initially did not collaborate with his friend to write descriptive text, eventually became interested in the task of descriptive text for using images in the tourist brochure.
In the fourth aspect, the performance of the task was improved from the beginning of the meeting in cycle I to the end of the meeting cycle II. 68 In the fifth aspect, the recording of material from the beginning of the meeting in cycle I to the end of the cycle of meeting II is improved. Based on the students' score, the data showed that there was an improvement in the 2nd cycle.
For this research, the researcher chooses the material based on the students' level, which was the material for the seventh grade students of SMP N 5 Batanghari Nuban Satu Atap.
Conclusion
Considering all the data collected in the classroom action research, the researcher gets some research conclusions and some suggestions that support the research result.
Suggestion
71 by using tourism brochure pictures, the students can improve their writing ability in the learning process of descriptive text.
