This research aims to show that the focused enumeration technique can enhance both the teaching process of learning descriptive writing and the descriptive writing itself. The researcher discovers problems such as: students have difficulty in descriptive writing because they do not have ideas. The technique of focused listing is a useful technique that helps students to focus more to recall important information related to the topic, as this way students can develop their writing ability.
The subject of this research is the students of the second year students, especially in the class XI IPA. It can be inferred that the result has reached the criteria for the success indicator. The conclusion of this research is that the use of focused list technique can improve descriptive writing ability among second year students of SMA TMI Roudhotul Qur’an Metro.
It states that this undergraduate thesis is originally the result of the writer's research, with the exception of some parts that are excluded from the aforementioned bibliography. 40 Figure 3 Average grade of the student's descriptive writing ability on the pre-test 43 Figure 4 Average grade of the student's descriptive writing ability on the post-test.
INTRODUCTION
- Identification of Problem
- Limitation of Problem
- Formulation of Problems
- The Objective of the Research
- Benefit of The Study
Data from Pre-survey on the second year of SMA TMI Roudhotul Qur’an Metro. Source: The English teacher archive of 2nd year students at SMA TMI Roudhotul Qur’an Metro, taken on February 12, 2018. From the table above, it can be seen that the writing skills of the students are low and should be improved. It shows that many students who still find it difficult to write descriptive text because the minimum mastery criterion (MMC) of students for English by SMA TMI Roudhotul Qur’an Metro is 70.
Ability to use focused list technique in second year students of SMA TMI Roudhotul Qur'an Metro”. The study is an attempt to improve the descriptive text writing skills of the students in the second year of SMA TMI Roudhotul Qur'an Metro, because the students are not only interested in the descriptive text with the focus list technique, but it can also help them to describe or build a sentence with the focus list technique. Can Using Focus Listing Technique Improve Students' Descriptive Writing Ability in Second Year SMA TMI Roudhotul Qur'an Metro.
Can Using Focus Listing Technique Improve Learning Activity in Second Year SMA TMI Roudhotul Qur'an Metro. As a preliminary information about the student's writing skills, especially using the focused listing technique, the researcher can implement the technique until the next teaching and learning in the classroom.
REVIEW OF RELATED THEORIES
- The Definition of Descriptive Writing Ability
- The Characteristics of Descriptive Writing
- The Kinds of Descriptive Writing Ability
- The Ability to Write Descriptive Writing
- The Procedure of focused Listing Technique
- The Steps of Teaching Descriptive Writing Ability Through Focused
- Action Hypothesis
For example, "the wind had carved deep holes in the sides of the rocks" is more specific than "the wind had made deep holes." Therefore, there are many skills that students need to understand in order to write descriptive writing. Another expert, Srinivas said that, “focused listing is a technique to generate descriptions and definitions for the concept.
According to Keeley, “Focused sequencing asks students to recall ideas and experiences related to a science topic that they encountered in a previous unit or class. Angelo mentioned that, “focused listing is asking students to list ideas that are critically related to important. Focused listing is a tool for quickly identifying what students remember as the most important points related to a particular topic.
Based on the explanations above, the procedures of focused note taking technique can help the teacher for planned learning experiences in the classroom. Therefore, the procedure of focused list technique is important to remember important information related to the topic and produce a better writing, and it can develop positive attitudes towards writing.
RESEARCH METHOD
- Research Subject
- Research Procedures
- Cycle I
- Cycle II
- Data Collection
- Data Analysis
- Indicator of Success
From the results of the research, the researcher concludes that the technique of focused enumeration can improve students. This method was also used to collect valid data on students' descriptive writing ability before and after the test. Total number of students at SMA TMI Roudhotul Qur'an Metro in the academic year 2018/2019.
Total number of SMA TMI Roudhotul Qur'an Metro students in the academic year 2018/2019. This is the reason why the research uses the focused list technique to improve students' descriptive writing ability. In addition, the students used the technique of focused enumeration in the production of descriptive text.
In the posttest I, the students' test score was better than the pretreatment students' test. In this session, the researcher obtained the result of the student's post-test 1 in the 1st cycle. During this time, the researcher gave the material to the students, and the students still.
From the result of cycle I it showed that there was an improvement of the result at pre-test and post-test 1. The students were sufficiently interested in learning process although the condition of learning process was still uncontrolled. The English learning process at cycle 1 was successful enough, although the students' average score was low. Nevertheless, there was an improvement score of the students after test 1 as pre-test score.
In this study, the researcher conducted a pre-test and a post-test, focusing on the descriptive writing skills of the students prior to treatment. Then the researcher asked the students to present their outcome of the discussion of the last meeting as evaluated for post-test 2 in cycle 2. The descriptive writing score of the students of post-test 2 in cycle 2. The average of the descriptive writing skills score on post-test 2. Average High score Low score. In this study, the researcher gave pre-test and post-test 1, the aim was to know the descriptive writing ability of the students before and after the treatment.
RESULT OF THE RESEARCH AND INTERPRETATION
The Description of Research Location
The complete students are the students who meet the minimum standard at SMA TMI Roudhotul Quran Metro at least 70. The associate opened the class by greeting, praying, and asking the students' condition and gave 70 minutes to researcher completely. The students were supposed to choose one topic and then they made a descriptive text about it.
Some observations have been made such as; observation of the activities of the students, notes of the teacher and observation of the result of the evaluation. Based on the results of the students in Cycle I, the researcher and collaborator concluded that the problems were that some students did not understand how to use grammar and still had difficulty expressing their idea. When the researcher explained, the students participated more actively in learning and paid attention to the explanation.
During the discussion, the collaborator asked the students' . cooperation and activeness to discuss the material. In this stage, the students are more active and enthusiastic to follow the teaching learning process. The students listen to the teacher's explanation and do not make noise in learning activity.
Most students could write descriptive text based on the topic, most students were active during the learning learning process.
The Description of the Research Result
Interpretation
- Action and Learning Result at Cycle 1
- Action and Learning Result at Cycle II
- The Result of the Students’ Activity
Tabel hasil pre-test siswa, post-test 1 dan post-test 2. Berdasarkan hasil post-test siklus kedua, peneliti menyimpulkan bahwa setiap siswa menerima minimal 75 poin. Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat, dan bangunan Fungsi sosial Membual, memperkenalkan, mengidentifikasi, memuji, mengkritik,.
Ketepatan elemen linguistik: tata bahasa, kosa kata, pengucapan, tekanan kata, intonasi, ejaan, . dan tulisan tangan. .. Bahasa inggris. negara. . pergi/ . komunikasi fungsional 3. Analisis fungsi. sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif. informasi tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. Penyuntingan teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. . mempromosikan dll. Unsur bahasa 1) Kata benda that. membaca teks deskriptif lain dari berbagai sumber dengan lafal, tekanan dan intonasi yang benar.
Perilaku bertanggung jawab, peduli, kooperatif dan cinta damai dalam. files/ae/resou rce-files .. http://learnen glish.britishc ouncil.org/en / .. deskripsi lisan dan tulisan sederhana tentang orang-orang bersejarah terkenal, atraksi dan bangunan, dengan mempertimbangkan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. . dan bangunan 2) Kata sifat yang berhubungan dengan orang, tempat dan bangunan. Memahami, menerapkan, menganalisis pengetahuan prosedural faktual konseptual berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan pengetahuan tentang kemanusiaan, kebangsaan, kewargaan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang ilmu yang spesifik belajar sesuai dengan bakat dan minatnya untuk memecahkan masalah. Berdasarkan daftar kata yang telah dibuat, siswa dapat menulis teks deskriptif dengan bantuan daftar kata sesuai dengan struktur isi dan ciri kebahasaan.
Secara berkelompok, siswa membaca teks deskriptif lain dari sumber yang berbeda dengan lafal, tekanan, dan intonasi yang benar. Siswa secara berkelompok menyusun teks deskriptif tentang orang menurut fungsi sosial, tujuan, struktur, dan unsur kebahasaannya. Menyusun teks deskriptif tentang tempat/bangunan menurut fungsi sosial, tujuan, struktur, dan unsur kebahasaan.
Siswa secara berkelompok menyusun teks deskriptif tentang tempat/bangunan menurut fungsi sosial tujuan, struktur dan unsur kebahasaannya 2.
CONCLUSION AND SUGGESTION
Suggestion
Siswa secara berpasangan menemukan ide pokok, informasi rinci dan informasi spesifik serta fungsi sosial dari teks deskriptif yang dibaca/didengarkan. Diberikan teks deskriptif tentang mendeskripsikan orang, siswa dapat mengidentifikasi dengan benar struktur umum teks deskriptif. Siswa secara berpasangan menemukan ide pokok, informasi rinci dan informasi spesifik serta fungsi sosial dari teks deskriptif yang dibaca/didengarkan.
Diberikan teks deskriptif tentang/bangunan, siswa dapat mengidentifikasi dengan benar struktur generik dari teks deskriptif.
