USING THREE-STEP INTERVIEW STRATEGY TO INCREASE DESCRIPTIVE WRITING SKILLS UNDER THE SECOND. The researcher concluded that using a three-step interview strategy can improve the descriptive writing skills of the second graders of SMP N 5 Metro.
MOTTOS
INTRODUCTION INTRODUCTION
Background of the Study
The students' test result on writing skills in the second graders of SMP N 5 Metro;. Based on the above problem, the researcher found that the writing skills of the students were still low.
Problem Identification
It could help the students improve their writing skills by interviewing other students based on the topic. In this study, the researcher tried to find the effective solution to increase the writing skills of the students through a three-step interviewing strategy in the second grade students of SMP N 5 Metro.
Problem Limitation
Problem Formulation
- Benefits of Study
- Kinds of Writing Skills a. Kinds of writing
- The Definition of Descriptive Paragraph
- The Problems of Teaching Writing Skill
- The Measurement Rubrics of Descriptive Writing Skill
Writing is the skill of communicating information and expressing ideas from writer to readers through written language. Regarding writing skill, we can conclude that writing skill is the ability to use idea, information and knowledge in written language.
- The Principle of Three step interview
Kagan developed the so-called Three-Step Interview, which is a simple activity introducing cooperative learning. The three-step interview is preferably done while working in groups of four students.
Using three step interview to increase descriptive paragraph in writing skill
- The Procedure of Three Step Interviewto increase descriptive writing skill skill
The teacher gives the topic to each group and allows thinking time before starting to use the Three Step Interview. The teacher asks the students to make a list of questions to interview the partner about the topic.
Action Hypothesis
1 shares with the classmate what he or she learned in the interview, followed by taking turns. The researcher chose a class that is second graders with a total of 29 students because their writing skills are still low.
Subject of Study
This research is about increasing the students' writing skills using three-step interviews among the second grade learners of SMP N 5 Metro. It was based on the result of the pre-survey score of students at the second grade of SMP N 5 Metro.
Research Procedure
- Classroom Action Research (CAR)
In classroom action research, the researcher must also implement a good procedure. In this research, one of the procedures was for the researcher to carry out at least two cycles, if the first cycle failed, it is continued in the second cycle. The researcher developed a lesson plan on the material that used the three-step interview strategy, with the guidance and consideration of the eighth grade (VIII) English teachers at SMPN 5 Metro.
In this action, the researcher gave pre-test, treatment and post-test to the students. In this step, the researcher observed the process of teaching learning using format observation. In this step, the researcher analyzes and observes the test result during teaching learning process.
If cycle 1 is successful, cycle 2 is a continuation of cycle 1. The result in cycle 1 is for evaluation material and for reflection to the second research. The minimum cycle in Classroom Action Research (KAR) is two cycles. In this step, the researcher observed the students' learning activity in the classroom such as; classification, learning process, activity.
Data Collection Method
By reflecting, the researcher knew the strength and weakness of action, the researcher compared the score distribution of pretest and posttest. If all Cycle 2 students were successful, the cycle could be stopped until Cycle 2 only. Post-testing behavior to assess the effectiveness of the independent variable.42 After the teacher has given the treatment; the student had a posttest.
This approach is based on direct observation of the construct of interest, which is often some type of behavior.” 43 This technique collects data through direct and detailed observation of a field study. The researcher used documentation to learn about students' increasing writing skills through a three-step interview strategy. The researcher used the photo to collect documents such as the students' test result given by their English teacher and the teaching situation of the writing process.
The researcher used field note to record activities while teaching and learning or writing through a three-step classroom interview. Including description of the atmosphere in the classroom, the attitude of the students and the creativity of the teacher in presenting the writing material.
Data Analysis Technique
Indicator of Succes
Result of The Research
- A brief history of the SMP N 5 Metro
- List of Teachers and Staff in SMP N 5 Metro
- Building Condition of SMP N 5 Metro
- Total of The Students at SMP N 5 Metro
Description of the Research Result
- BHJ 50
Student Grade Frequency of Writing Skills Pre-Test No Grade Frequency Percentages Category. Based on the result of the students' pre-test, only 7 (25%) students passed the Minimum Mastery Criteria (MMC) of 70. In the pre-test, the researcher discovered the students' problem, such as that they are still still didn't know how to make a descriptive paragraph.
This is the reason why the researcher chose to increase their descriptive writing skill in SMP N 5 Metro.
Description of The Research 1. Cycle 1
- The Second Meeting
- Cycle II a. Planning
In addition, the researcher makes an observation sheet, which consists of a list of the students' names and a list of the students' activities that will be observed during the teaching process. Then the teacher asked the students to make a list of questions to interview the partner about the topic. The teacher asked the students to make a list of questions to interview the partner about the topic.
Here, the researcher was a teacher and the English teacher was a collaborator observing the students' activities during the teaching-learning process. Based on the result of the first meeting, it can be seen that most of the students struggled to write descriptively. This means that the time was over and the researcher ended the lesson and reminded the students to study about descriptive paragraph again.
It can be concluded that the teaching process went well and the students were more active in the classroom than in the first cycle. From the result of the first meeting, it can be seen that most of the students do not find it difficult to express their ideas in words and how to construct sentences. makes a good pregraph.
Discussion
- The Result of Pre Test
- The result of post test cycle I
- The result of post test cycle II
- The comparison of pre test, post test I, post test II
Even in the second cycle, the students were more active in completing the task and the test than before. Looking at the pre-test and post-test score, it showed that the students' score increased from the pre-test average before it was 61 and the post-test average score in cycle 1 was 68. Post test result cycle II, showed that the result of the cycle II post-test meets the minimum mastery criteria (MMC) in which 23 students scored ≥ 70 and only 6 students were still successful.
The average score of the post-test cycle II was 75, which means that they were successful. Based on the observation and reflection in this cycle, the researcher and the colleague definitely assumed that the use of the three-step interview strategy in teaching descriptive paragraph writing brought much benefit to the students in improving their skill. It is supported by students' pre-test, post-test 1 and post-test 2 scores.
Interpretation
70% of students scored at least 70 in descriptive paragraph writing and 70% of students became more active in class, so we can conclude that the research was successful. Therefore, the three-step interview strategy can be used in the classroom to make students more engaged in the learning process. Thus, the teacher can use this strategy as a medium in teaching writing, especially the descriptive paragraph.
Conclusion
Suggestion
The students are advised to improve their descriptive writing skills by using the three-step interview strategy. The English teacher is recommended to have interesting media to teach English, especially to improve students' writing skills. The Rector is suggested to support the English learning process by fully preparing the facilities and instruments.
The principal is recommended to conduct further research into increasing the descriptive test through the three-step interview strategy. Holt, Cooperative Learning A Response to Linguisticand Cultural Diversity, United States of America: Center for Applied Linguistics and Delta Systems (1993). David Hopkins with the help of ElpidaAhtaridou, A teacher's guide to classroom research Fourth edition, (London: McGraw-Hill Education) 2008.
Ibrahim Mohamed Alfaki, “Students' Writing Problems in English: Diagnosis and Remedy” (Nile Valley University Atbara, Sudan: UK European Center for Research Training and Development), Vol.3, No.3. LailatulHusna, Zainil, YenniRozimela, "An Analysis of Students' Writing Skill In Descriptive Text At Grade X1 Ipa 1 Of Man 2 Padang", Journal English Language Teaching (ELT) , (Padang: UniversitasNegeri Padang), Volume 1 Nomor 2, July 2013 .
APPENDIX
- Standard Competence
- Basic Competences
- Indicators
- The Purpose of Learning
- Teaching Technique -
- Teaching Learning Activities Pre-activity
- Media in Learning Activities
- References
- Evaluation
- Teaching Technique
- Media in Learning Activities
- References
- Evaluation
Students are expected to be able to create a simple descriptive paragraph based on their own words. Students can use Simple Present Tense to describe the common object in a descriptive paragraph. Partner one interviews partner two and then partner two interviews partner one on the topic.
After the interview is over, each of the four team members writes a descriptive paragraph related to the outcome of the interview. The teacher guides the students to correct the whole project and write on the board how many mistakes there are for each group. Then the teacher evaluates and explains more about the descriptive paragraphs that relate to the students' writing error.
SILABUS MATA PELAJARAN
SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH (SMP/MTs)
MATA PELAJARAN
BAHASA INGGRIS
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN JAKARTA, 2016
FIELD NOTES
The teacher asked the students what they were learning to write a descriptive paragraph with a leading question. The teacher divides the students into several groups, there are 4 students in one group, 2 members of the group become a pair. After all the students had written a descriptive paragraph with a guiding question, the teacher asked the students about their difficulties in learning to write.
Finally, the teacher gave the conclusion about the material that had been given to the students. The last, the teacher asked the students to review the material they learned at home, and closed the class. The teacher continued to review material given in the previous session to help the students remember better.
The teacher asked the students what they find difficult in learning to write the descriptive paragraph. The teacher did not divide the students into groups again, but the students use the same group for the interview.
