In addition, the researcher conducted a preliminary survey to investigate the writing problems of tenth grade students at MA Miftahul Ulum. Thus it can be concluded that the writing ability of students of teenage classes is very MMC. The researcher assumes that the narrative writing problems of the tenth grade students are caused by the limited English vocabulary they have, poor grammatical mastery, low reading ability, difficulty in determining the context of the situation to write in the correct grammar. This study aims to determine whether the use of journalistic questioning strategy can improve narrative writing ability of tenth grade students in Braja Selebah MA Miftahul Ulum East Lampung.
This study will be conducted in consideration of several previous studies related to the use of journalistic questions strategy in teaching writing. The first preliminary research is titled The Effectiveness of Journalistic Question Technique To Improve Students Writing Skill In Narrative Text by Kurniyasari and Puspa Dewi Ayu. The results of the first preliminary research prove that the journalistic question strategy was important in teaching writing. The second preliminary research will be conducted taking into account several previous studies related to the use of the journalistic question strategy in the teaching of writing. Another prior research is called Teaching Writing Using a Combination of Journalistic Questions and Exit Slip Strategies by Humairah.
The results of the second prior research prove that there was a significant journalistic questioning strategy in the teaching of writing.2. 1Kurniyasari, Puspa Dewi Ayu. The Effectiveness of Journalist Questioning Technique in Improving Students' Writing Proficiency in Narrative Text. ELT Forum: Journal of English Language Teaching Vol 5 1 (2016).
INTRODUCTION
- Background of the Study
- Identification of the Problem
- Limitation of the Problem
- Formulation of the Problem
- Objective and Benefits of the Study
- Objective of the Study
- Benefits of the Study
- Prior Research
- Characteristics of Writing
- The Types of Writing
- The Process of Writing
- The Concept of Narrative Text
- The Concept of Journalistic Question Technique
- The Definition of Journalistic Question
- The Benefit of Journalistic Question
- The Implementation of Journalistic Question
- Action Hypothesis
Any "argumentative" essay that the people write in school should be in the persuasive style of writing. The Concept of Narrative Text 1. The Concept of Narrative Text 1. The Concept of Narrative Text. Science fiction is a type of narrative writing that explores unexpected past or future possibilities by using scientific theories or data and imagination.
Finally, there are a few types of narrative writing that students should be familiar with. In the process of creating good narrative writing, there are some skills that you should pay attention to, namely:12. Students should choose the most appropriate vocabulary based on the context of the sentences.
In conclusion, based on the above explanation, there are a number of skills that must be understood and applied well, especially by tenth grade students to write narrative writing. As the journalistic questioning strategy uses 5W and 1H questions, but not all questions need to be answered for example; some of the questions may be irrelevant to the topic.
RESEARCH METHOD
- The Variables and Operational Definition of
- Variables of Research
- Operational Definition of Variables
- Research Setting
- Research Subject
- Research Procedures
- Cycle I
- Cycle II
- Field Note
- Research Instrument
- Data Analysis
- Indicator of Success
The subjects of this research are the tenth grade students of MA Miftahul Ulum Braja Selebah. The researcher reviews and reflects on the students' attitude, whether it is positive or negative. Then the graph for comparing the students' narrative writing pre- and post-test.
From the table above, it can be seen that the scores of the students in posttest II were different. The researcher hypothesizes that teaching writing using the journalistic questioning strategy can improve students' narrative writing ability. The result of the pre-test shows that most of the students found it difficult to perform the test.
In this research, to know the students' narrative text mastery after the implementation of the treatment, the researcher conducted the post-test I. Based on the results of the pre-test, post-test I and post-test II, it is known that there is a positive significant improvement in the students'. Based on the graph above, it can be concluded that journalistic question strategy can improve the students' narrative writing ability.
Based on the result of the learning process of two cycles, the researcher would like to describe the conclusion that the students' narrative writing ability could be improved through journalistic question strategy. It can be seen that there was an improved score of students' narrative writing in tenth graders from MA Miftahul Ulum Braja Selebah.
RESULT OF THE RESEARCH AND
Result of The Research
- Description of Research Location
- Description of the Research
This was the real reason why the researcher used journalistic question strategy to improve the students' narrative writing ability. Then the researcher allowed the students to ask about the material and the researcher gave explanation to answer the students. The researcher explained that the students should make 5w+1h question and compose a narrative text based on the topic they chose.
The Comparison between Post-test I score in Cycle I and Post-test II score in Cycle II. The Comparison of Students Writing Narrative Post-test I Score and Post-test II Score in Cycle II.
Interpretation
- Result of Students Learning
- Comparison of Score in Pre-Test, Post-Test I in
Based on table 9, the average of the students is 68.60, it shows that most of the students had not completed yest in achieved the minimum standard criteria of at least 70. It can be concluded that most of the students were incomplete in understanding the material. In this phase, the researcher continued with cycle II because the posttest I score in cycle I did not yet meet the minimum criteria for mastery, i.e. only 48% of students completed the minimum mastery criteria.
The researcher offered the post-test II to measure the students' ability after the implementation of the treatment. The researcher got the data trough test in the essay which was completed for 90 minutes. In this phase, 20 students out of 25 students out of 80% students completed the minimum mastery criteria and the research is successful.
Comparison of score in Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II. The Comparison of Writing Narrative Writing of Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II. The comparison of students' pre-test, post-test I score in cycle I and post-test II score in cycle II.
Therefore, the researcher concludes that the research is successful because the indicator of success in this research is achieved. Comparative result of students who write narrative writing in the pre-exam, after exam I in cycle I and after exam II in cycle II. It is supported by the improvement of students' results from pretest to posttest I and from posttest I to posttest II.
Discussion
From the explanation of cycle I and cycle II, it can be inferred that the use of journalistic questioning strategy can improve students' narrative ability. The standard criteria is 70 in this research, in post-test I there are 12 students or 48% who completed the test with an average of 68.60 and in post-test II there are 20 students or 80% who completed the test with an average of 76.08. From the explanation, the researcher concludes that the research is successful and can be stopped in cycle II because the indicator of success which is 75% of the students who scored >70 has been reached.
The students understand make a question based on 5w+1h in narrative text 72% becomes 80%, The students answer based on 5w+1h question 60%. Journalistic questioning strategy can be used as an alternative way in the learning process of writing. Student activity average in Cycle I is 80%, then improved to 88% in Cycle II.
This can be seen in the progression from pretest to cycle I and cycle II. It is suggested that the teacher use journalistic questions as a teaching strategy because it can improve the students' writing ability. It is suggested that the English teacher include journalistic question strategy in the teaching process.
The teachers must creatively use journalistic question strategy in the teaching, especially the writing class, to engage the students to be active in the learning process.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
