STUDENTS' ABILITY TO WRITE A NARRATIVE TEXT THROUGH WORD WALL MEDIA ON MTS TRI BHAKTI AT-TAQWA. In order to increase their retelling text writing ability, the researcher therefore used word wall media in the learning process. Based on the result above, it can be said that word wall media can increase retelling text writing skills.
PENINGKATAN KEMAMPUAN MENULIS BERULANG MENGGUNAKAN MEDIA WORD WALL DI MTS TRI BHAKTI AT-TAQWA LAMPUNG TIMUR. Oleh karena itu, untuk meningkatkan keterampilan menulis siswa, peneliti menggunakan media word wall dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui tingkat kemampuan menulis siswa dan mengetahui peningkatan kemampuan menulis melalui latihan menyusun paragraf dengan media word wall.
Berdasarkan hasil di atas dapat disimpulkan bahwa penggunaan media word wall dapat meningkatkan kemampuan menulis teks narrative.
INTRODUCTION INTRODUCTION
The Types of Word Wall
A word wall can be made with the first and/or last name of the students. A word wall can be created with high frequency words appropriate to the grade level. For example, a focus on suffixes can work and be fast, a focus on prefixes can be undo and example.
The Technique of Word Wall Media
The teacher should choose key words, new vocabulary words, or even characters' names from the literature the class will read. At the implementation stage, the teacher introduces the genre of retelling text, gives a good example of retelling text and explains its structure. Seeing words on the wall helps students become more comfortable writing retell paragraphs related to the topic.
Through the word wall for the target topic, the teacher writes the key words in capital letters on the card so that the students in the class can see them as clearly as possible.
The Steps of Word Wall Media
The Advantages and Disadvantages of Word Walls Media
Using Word Wall Media to Increase Students' Writing Ability There are many reasons for using word wall as follows:24.
Using Word Wall Media to Increase the Students’ Writing Ability There are many reasons why use word wall, as follow: 24
The important role in striving to maximize learning outcomes in writing education is supported by effective media. The teacher should prepare a wide variety of media that can be used in teaching writing skills. It is useful to promote the implementation of teaching and learning writing skills more effectively and efficiently.
As we know, the media is a source of learning, widely interpreted by the media as people, objects or events that create conditions that enable students to acquire knowledge, skills and attitudes. In this research, the writer focuses on the use of word wall media to increase students' writing ability in storytelling. According to the framework of theories and assumptions, the writer formulates a hypothesis, “using word wall media, students will be able to increase their writing ability in the text narration among the eighth graders of MTs Tri Bhakti At-Taqwa East Lampung in Academic Year.
The Operational Definition of Variables
- Independent variable
- Dependent variable
A good paragraph should consist of a few sentences that have good content, organization, grammar (simple past tense), vocabulary, and mechanics.
Setting and Subject of the Research
Action Plan
- Cycle 1 a. Planning
- Cycle 2 a. Planning
- Data Collection Method
- Test
- Observation
- Documentation
- The Field Note
Acting is the performance that takes place in the classroom after the writer has done the planning. Through reflection, the writer will realize the strength and weakness of the action he has taken. In this step, the writer observes the process of teaching learning by using the form of observation to collect data in action plan II.
After comparing the distribution of pre- and post-test scores, the writer examines and reflects on the teacher's attitude and performance, whether positive or negative. A test is a series of stimuli presented to an individual in order to elicit responses based on which a numerical score could be assigned.27 The tests were divided into two parts: a pretest and a posttest. The purpose of the pre-test is to know about the students' achievements before they receive treatment.
The author conducted a pre-test during the first meeting of the study to find out the first differences between the groups with a similar level. The post-test is administered in the last meeting after the treatment to find out whether the treatments made any contribution to the students' performance in the experiment. The improvement is visible if the mean score of the experimental group is higher than that of the control group if there is a significant difference between the pre-test and post-test scores of the experimental group.
The purpose of the observation is to explain the situation under investigation; activities, people or individuals are involved in a data collection strategy in which the activities of subjects are visually examined. Documentation is the data collection method used to learn about the history of the school, the sum of the teacher, the officer in charge and the students.
Data Analysis Method 1. Formula of the Research
- Indicator of Succes
So, if in cycle 2 all students are successful, it is not continued in the next cycle. In this research, the writer has indicators of success to know the increase of students' writing ability through the use of word wall media in English learning. The indicator can start successfully in the teaching learning process if the result of cycle 2 is more successful than cycle I.
The research indicator is whether 80% of students can meet the minimum standard criteria (MCC) 70 in the post-test. It means that using the word wall as a media in English learning is successful in use and can increase students' writing ability.
Description of the Research Location
- The Brief Mts Tri Bhakti At-taqwa East Lampung History
- The condition of Building MTs Tri Bhakti At-taqwa East Lampung The buildings of MTs Tri Bhakti At-taqwa East Lampung The buildings of MTs Tri Bhakti At-taqwa East Lampung
- The Condition of Teachers and Students in MTs Tri Bhakti At-taqwa East Lampung
The situation of teachers and students in MTs Tri Bhakti At-taqwa East Lampung East Lampung. The number of students of MTs Tri Bhakti At-taqwa East Lampung in the academic year 2017/2018 is 411 students, consisting of 191 male and 220 female students.
Description of Research Result
- The Result of Pre-test
- Action and Learning Process in Cycle I a. Planning
- Action and Learning Process in Cycle 2 a. Planning
- Interpretation
It was the reason that the researcher used the word wall as an alternative tool to increase the student's ability to write recount text. In this cycle, the researcher and the collaborator would like to make and discuss about the lesson plan. And then the researcher and the collaborator identify the problem and found the causes of the problem.
In planning, the researcher and the collaboration partner would like to create and discuss the lesson plan. At the beginning of the class, the researcher greeted the students and then asked about what they did yesterday. The process at cycle 2 was focused on the first cycle weakness, the researcher found that the student's problem was in grammar and vocabulary, it was clearly seen that they lacked vocabulary knowledge.
After that the researcher asked "can you understand the point of that now?", all the students answered "yes". From this result, it can be concluded that some examples given by the researcher are important in learning language. The researcher also gave chance to the students who wanted to ask some questions if they were confused with improving their paragraph.
After a brief explanation of the students' problem, at the end of this meeting, the researcher gave the posttest cycle 2 with the topic "Vacation", and the students completed it individually. The researcher and teacher found that the students were more active in learning activities and seemed to have fun and enjoy learning English using word wall media. Finally, based on the researcher's observation and reflection in this cycle, the researcher and the teacher definitely assumed that the whole activities in teaching using word wall media in the written narration of the text provided many useful practices for the students in increasing their abilities.
In addition, the post-test score in cycle I shows that it increased because the researcher gave more explanations about the problem in the pre-test. The researcher also posted the words that were related to the topic so that the students could make a paragraph based on the words given by the teacher.
Score
- Suggestion
- For the teachers
- For the students
- For the school
Based on the results of post-test 1 and post-test 2, it can be said that the teaching-learning process using word wall media in cycle 2 was better than in cycle 1. From the increase from post-test at cycle 1 to the post-test at cycle 2, it can be seen that the use of word wall media can increase the student's ability to write narrative text. The graph shows that the student's score on pre-test, post-test 1 and post-test 2 increases.
The use of word wall media to write retelling text can increase the student's ability to write retelling text. There are significant differences between students' writing ability before and after instruction using word wall media. The overall score after being taught using word wall media is higher than before.
The result of post-test in cycle II is higher than the result of post-test in cycle I. The average of post-test 2 can reach the Minimum Standard Criteria (KKM) at MTs Tri Bhakti At-taqwa East Lampung. This means that the student's ability to write retelling text after treatment by using word wall media increases.
Therefore, it can be said that word wall media can be used to increase students' recounting ability for text writing in teaching writing to eighth graders. Automatically, students' motivation in the learning process can improve and make them put in their best efforts to accept the material that the teacher gives. Students are suggested to improve their ability to write renumbered text through word wall media.
The writer hopes that this study can contribute to the school, as a reference for further studies in teaching writing skills, and recommends that further studies be done in the application of word wall media, which is done by the teacher in teaching narrative text writing skills. Joanne Jasmine and Pamela Schiesl “The Effects of Word Walls and Word Wall Activities on First Grade Students' Reading Fluency” in Reading Horizons, Volume 49, Number 4 2009 Article 5, November/December 2009.
