USING ROUND TABLE TECHNIQUE TO INCREASE DESCRIPTIVE WRITING SKILLS UNDER EIGHTH GRADE. But there are some problems faced by the eighth grade students of the Junior High School 2 Purbolinggo Lampung Timur in writing descriptive text. The purpose of this research is to know if Roundtable Technique can increase the descriptive writing skill among the eighth grade students of the state Junior High School 2 Purbolinggo Lampung Timur.
The result of this research shows that the round table technique has a positive role in increasing descriptive writing skills among eighth grade students of State Junior High School 2 Purbolinggo Lampung Timur. It can be concluded that the round table technique can increase descriptive writing skill among eighth grade students of State Junior High School 2 Purbolinggo Lampung Timur.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefits of the Study
The students find it difficult to organize their ideas, the students have low vocabulary skills, the students find it difficult to use grammar, the students find it difficult to use grammar, the students find it difficult to use punctuation, and the students find it difficult to build up the descriptive text. The writer conducted the data of a pre-survey on April 15, 2017 among the eighth grade students of the State Junior High School 02 Purbolinggo Lampung Timur to know the writing skills of the students, especially in descriptive text. This explanation revealed that the writing skills of the eighth grade students of State Junior High School 02 Purbolinggo Lampung Timur are classified as poor.
Can the round table technique improve students' descriptive writing performance in eighth grade at State Junior High School 02 Purbolinggo East Lampung. Can round table technique improve learning activity at State Junior High School 02 Purbolinggo East Lampung.
REVIEW OF THE RELATED THEORIES
Theoretical Review
- The Concept of Descriptive Writing Skill
- The Concept of Rountable Technique
- The Use of Rountable Technique to Increase the
In the process of producing the good descriptive writing, Wigle elaborates from Jacobs' scoring profile that there are some skills that should be concerned as follows:11. An organization is also an important skill that should be mastered in order to write the descriptive text. Therefore, there are many skills that students should understand in order to write descriptive writing.
All skills must be mastered and properly applied during the writing process to write good descriptive writing. 16 Hassan Alrayah, “The Effectiveness of Cooperative Learning Activities in Enhancing EFL Learners’ Fluency”, English Language Teaching, (Canada: Canadian Center of Science and Education), Vol.
Action Hypothesis
In the action, the teacher will use the steps of the round table technique to increase the students' learning activities and the students' score in descriptive writing skills.
RESEARCH METHOD
- Research Setting
- Research Subjects
- Research Procedures
- Data Collection
- Data Analysis
- Indicator of Success
Therefore, The writer first explained what English text is before explaining about descriptive text. The indicators of students' activities were: .. e) Students' attention to the teacher's explanation. f) Student and teacher interaction. g). Based on the above result, the writer showed that the learning process in cycle II was successful because the students' activity received a percentage.
The table above showed that the students' scores on post-test II were diverse. It is supported by increasing the student's score from pre-test to post-test I and from post-test I to post-test II. 3. The outcome of the learners' learning activities in Cycle I and Cycle II The data on the learners' learning activities were obtained from the learning activities of all learners on the observation form.
RESULT OF THE RESEARCH
Result of the Research
- Description of Research Result
The students' result of writing descriptive text was obtained through a test that consisted of pretest and posttest that was given to the students at the beginning of the research and at the end of each cycle, while the students' activity was obtained from the observation of the students' . First, the collaborator opened the class by greeting, praying, checking the attendance list and asking about the condition of the students. In addition, the writer made an observation sheet that consists of a list of students' names and a list of students' activities that will be observed during the teaching learning process.
The writer put some pictures on the board and the students had to describe what they were. During the observation, the writer analyzed the learning process, the students' activities, the material and the result of the operation based on the prepared observation paper. Some students were not satisfied because most of the students did not pay attention to the teacher's explanation, and some students failed the cycle I test.
In addition, the writer has prepared an observation sheet consisting of a list of the names of the students and a list of the activities of the students that will be observed during the teaching-learning process. After the explanation was done, the teacher asked the students about the material to know the students' understanding. If the students still have problems later, the students can ask the teacher.
Before the time is up, the teacher gives motivation to the students and reminds them to keep learning at home. The second meeting was held on Friday 27 July 2018 at A.M., this meeting used to post-test II in the last cycle II, for 2x45 minutes after the students gave the action, the author gave the post-test II to the students. It is 84% of the students who got at least 70 for the minimum standard criteria and on the other hand cycle II was successful.
Interpretation
- Result of Students Learning
- The Comparison of Score in Pre Test, Post Test I and
In this phase, the author presented the pre-test to measure the students' ability before implementing the treatment. The results of the pre-test showed that most of the students found it difficult to do the test. In this research, to get to know the students writing descriptive test mastery after implementing the treatment, the author conducted the post-test I.
It showed that most of the students have not passed the minimum standard criteria, at least 70. Based on table 16, the average of the students was 75, it showed that most of the students achieved the Minimum Standard ceiteria (MSC) reached at least 70. Comparison of score in pre-test, post-test I in cycle I and post-test II in cycle II.
Comparison of writing the descriptive text of the pre-exam, post-exam I in the first cycle and post-exam II in the II. Comparison of students' results before the test, the result after test I in cycle I and the result after test II in cycle II. Based on the pre-test, post-test I and post-test II results, it was known that there was a positive significant increase in student scores.
Comparative result of students who write a descriptive text in the pre-exam, after exam I in cycle I and after exam II in cycle II. Based on the graph above, it could be concluded that the round table technique could increase students' ability in writing descriptive text. From graph 10, it can be seen that the average grade and sum of the students who passed the test increased from 0 of the pre-test, post-test I to post-test II.
Discussion
Siswa menyalin dengan tulisan tangan yang rapi beberapa teks deskriptif tentang orang, hewan, dan benda, dengan sangat singkat dan sederhana dari berbagai sumber, dengan ejaan dan tanda baca yang benar. deskriptif dalam kata dan tulisan, pendek dan sederhana. Sebutkan perbuatan-perbuatan dari atau yang berkaitan dengan orang, binatang, benda, yang semuanya itu sesuai dengan fungsi sosial yang ingin dicapai. Bersama-sama, para siswa mencari dan mengumpulkan beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, termasuk internet, film, surat kabar, majalah, buku teks, dll.
Dalam kolaborasi, siswa meniru contoh yang ada untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda untuk mencapai fungsi sosial. Orang, hewan, benda sekitar dan relevan dengan kehidupan siswa dengan memberikan contoh perilaku jujur, disiplin, percaya diri, kerjasama dan tanggung jawab. Siswa membandingkan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan dalam beberapa teks deskriptif tentang orang, binatang, benda yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas.
Siswa menulis beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah dan sekitarnya dalam bahasa Inggris. 2. Menyusun teks deskriptif lisan dan tulis sangat pendek dan sederhana tentang orang, binatang, dan benda dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara akurat dan sesuai konteks. Kata sifat untuk orang, binatang, benda dalam kehidupan siswa di rumah, sekolah dan sekitarnya, dengan atau tanpa kata keterangan cukup, banyak.
Secara kolaboratif, siswa mencari dan mengumpulkan beberapa teks deskriptif sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, antara lain dari internet, film, surat kabar, majalah, buku teks, dll. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks deskriptif tentang orang, binatang, benda, yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Setiap anggota kelompok bergiliran memberikan ide dengan formasi Roundtable untuk membuat beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, benda yang ditemukan dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks yang sama dan unsur kebahasaan sesuai dengan fungsi sosial yang sebenarnya ingin dicapai (membanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll).
CONCLUSION AND SUGGESTION
Conclusion
This can be seen on the progression from pre-test to cycle I and cycle II. Based on the table above, it can be concluded that Roundtable Technique can improve the descriptive writing skills of the students.
Suggestion
Dengan bimbingan guru, siswa mengidentifikasi fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci), dan unsur kebahasaan dari masing-masing teks tersebut. Dengan bimbingan dan arahan guru, siswa bertanya dan. mempertanyakan fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. Siswa mendapatkan umpan balik dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
Pembelajaran kegiatan pembelajaran dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang ingin dicapai (menyombongkan diri, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll). Dengan bimbingan dan arahan guru, siswa mempertanyakan dan menanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut.
