IMPROVING THE ABILITY OF STUDENTS IN WRITING THE NARRATIVE TEXT USING THE THINK-SPEAK-WRITE STRATEGY IN THE EIGHTH GRADE OF 8 METRO HIGH SCHOOL IN THE ACADEMIC YEAR. In this research, the writer focused on improving students' narrative text writing skills of VIII Metro Secondary School.
Background of the Study
Based on this problem, the researcher will improve the students' skill in writing narrative text to describe story by using Think-Speak-Write strategy. From the problems, the author would like to improve the students' skill in writing narrative text by using think-speak-write strategy.
Problem Identification
So, in this research, the writer helped the students to solve their problem in writing, especially in narrative text by using think-flato-write. Therefore, the writer is interested in conducting the research entitled "Improving students' skills in writing narrative text using Think-Speak-Write in the eighth grade of junior high school 8 Metro in the academic year of.
Problem Limitation
Based on the problem identification above, there are four main problems students face in writing, especially writing narrative text. Based on the four problems above, the writer will focus on the fact that the students find it difficult to put together their idea in writing narrative text.
Problem Formulation
The Objectives and Benefits of the Study 1. Objectives of The Study
Benefits of The Study a. For the Students
Writing is a psychological activity of the language user to put information into the written text1. It means that writing is the activity of language to communicate and give information in written form.
Drafting
Editing (Reflecting and Revising)
Final version
Based on the diagram above, we can see that there are four writing processes, they are planning, dafting, editing and the last one is the final version or final draft. According to Cynthia A Boardman explains that there are three characteristic features of good writing, they are: 5.
Coherence
Cohesion
Coherence is the relationship between sentence in a text, a sentence in a text, and the sentence in a text can only follow one another. Cohesive unit is the method of connecting sentence.
Unity
Based on the above statement, the writer can conclude that narrative text is a paragraph that tells or tells us more about events to enable the reader as if he can experience it as he or she does. In this case, the function of the narrative text is to tell what is being told to the readers.
These events can reach a crisis point and the main characters must act to save the situation or disaster will strike. With symbols written to make other people or readers understand the ideas conveyed and students describe the actions that take place within a paragraph and usually contains about a story or fairy tale (can be folklore (fairy tale), an animal story (fairy tale ), legend. (legend), short story, etc.).
Content
Vocabulary
Grammar
Syntax
Organization
According to Heather Wolpert, Gawron Think-Talk-Write is a strategy I originally learned from the writing project in California. According to Huinker and Laughlin clarified that Think-Talk-Write's processes are in three procedures: 18.
Action Hypothesis
Students discuss with their friends in groups about the content of the note they made (conversation). In this activity, students discuss the result of a collection of ideas they make individually in notes about what they know about the zoo. f).
RESEARCH METHOD RESEARCH METHOD
- The Variable and Operational Definition of Variable
- Dependent Variable (Y)
- Setting
- Object of the Study
- Action Plan
- Cycle 1 a. Planning
- Cycle II
- Data Collection Method
- Test
- Observation
- Documentation
- Field Note
- Data Analysis Technique
- Indicator of Success
Planning was the first step of the educational context and was prepared before the researcher took the action. In this process, the researcher analyzes and discusses the observation and the result during the teaching-learning process. The researcher informs the students about the competence, the indicator and the objectives to be achieved.
In this research, the researcher will use field notes to record the student's activity during the learning process in narrative form. To analyze the data, the researcher completed data of the average rates of pre-test (X-pre) and post-test (X-post) using the formula as follows:26.
RESEARCH METHOD
The Variable and Operational Definition of Variable
The measuring instrument is a written test and the grade starts from 1-4 to assess and measure the students' written narrative text. 16-13 Very poor Does not show knowledge of the topic, non-substantive, not relevant or not enough to assess. 9-7 Very poor Virtually no command of sentence construction rules, dominated by errors, does not communicate, does not.
Setting
- Object of the Study
The researcher chooses class eight of Junior High School 8 Metro in academic years of 2018/2019 There are 25 students in the class. The purpose of the study is the students who write Proficiency in narrative text at the eighth grade of Junior High School 8 Metro in the academic year of 2018/2019.
Action Plan
- Cycle 1 e. Planning
- Cycle II
The teacher starts the class by greeting the students. f) The teacher and the students pray together. g). The teacher informs the students about the competence, the indicator and the target test to be achieved. j) The teacher asks the student about their past activities and the teacher writes it on the board “what did you do this morning. And what did you do this afternoon "T" (question, inquiry). k) The teacher ticks the names of students who answer the teacher's questions in his/her data (authentic assessment). l) The teacher reads the sentences on the board correctly and the students repeat after her (modeling and reflection). m).
The teacher records the names of the student who asks or questions the teacher on my data sheet (authentic assessment). o) The teacher divides the students into small groups, each group consisting of three to four students. p) The teacher gives a development containing some questions of a daily activity that the students did last morning and last afternoon and tells them not to show theirs to the group. The teacher asks about the student's difficulties in learning to write a narrative text. h) Summarize the material and reflect on what has been done (self-reflection). i) Motivate students to study more about writing narrative text correctly. j) The teacher closed the meeting by saying Sallam.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
In this step, the researcher would compare the score distribution of pre-test and post-test, the researcher assessed and reflected on the attitude of the student whether positive or negative, enough in the second cycle or needed for the next second. The pre-test was given at the first meeting before the treatments were done to know the students' ability before doing the action research Post-Test. The post-test was given at the last meeting after doing treatments to find out whether the treatments limited the students' performance in class or not.
Documentation was a tool to collect information in the form of written source or documenter such as books, magazines, daily notes, etc.32 The researcher used documentation to obtain the data about the state of students, the history of Junior High School 8 Metro, condition of the environment, the condition of teachers, staff and organizational structure, and geographical condition school. Field note was observational tool in the form of narrative in which the observer provides the paper and records the activity related to practice in the classroom before and after the action.
Data Analysis Technique
- Indicator of Success
Pidato, tekanan kata, intonasi, ejaan, tanda kunci dan informasi terperinci) dan elemen linguistik dari masing-masing teks ini. Secara kolaboratif, siswa meniru contoh yang ada untuk membuat teks naratif sangat pendek yang berkaitan dengan pengalaman pribadi di masa lalu. Siswa mendiskusikan masalah yang mereka hadapi ketika membaca, mendengarkan dan menulis teks naratif dengan fokus pada tujuan komunikasi, struktur dan unsur kebahasaan.
Siswa menerima umpan balik dari guru dan teman sebaya tentang fungsi sosial, struktur teks, dan unsur kebahasaan. Siswa menyusun beberapa teks deskriptif sangat pendek dan sederhana terkait pengalaman pribadi masa lalu yang pernah ada dalam kehidupan siswa di lingkungan rumah, kelas, sekolah dan bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial.
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
2. Menyusun teks naratif lisan dan tulis sangat pendek dan sederhana terkait pengalaman pribadi di masa lalu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
Materi Pembelajaran
- Fungsi Sosial dari ungkapan
- Struktur Teks ( gagasan utama dan informasi rinci )
- Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu
Metode Pembelajaran Think-Talk-Write
Media, Alat, dan Sumber Pembelajaran
Kegiatan Pembelajaran Pertemuan Ke 1
Siswa membaca semua teks naratif tentang pengalaman pribadi masa lalu yang telah dikumpulkan. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai teks naratif terkait pengalaman masa lalu pribadi yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa menyusun beberapa teks naratif sangat pendek dan sederhana yang berkaitan dengan pengalaman pribadi di masa lalu yang ada dalam kehidupan siswa di rumah, kelas, sekolah dan sekitarnya dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang ingin dicapai . (untuk dibanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.).
Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks naratif yang berkaitan dengan pengalaman masa lalu pribadi yang telah dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif yang berkaitan dengan pengalaman masa lalu pribadi.
Penilaian Hasil Belajar 1. Teknik Penilaian
Bagi siswa yang memiliki nilai di atas 70 mendapatkan pengayaan berupa tugas mandiri untuk membuat teks naratif.
Rubrik
VERY GOOD TO EXCELLENT - effective complex constructions - few errors in agreement, tense, number, word order/function, articles, pronouns and prepositions. VERY GOOD TO EXCELLENT - demonstrates mastery of conventions - few spelling, punctuation, capitalization and paragraphing errors. There are activities designed for students to discern or gather the ideas contained in the readings and to translate them into their own language.
After students have collected and discussed the results of their ideas, they conclude the results of their ideas in a text narrative and then they determine where the generic structure of the text they make (write). The last activity is for the students to write down the text narrative they make in a paper. The last activity is for the students to write down the text narrative they make in a paper.
Please choose one of the themes below and then write narrative text based on the theme you have chosen.
