The research aims to know that the use of Brain Sketching technique can improve students' writing ability in descriptive text in the learning process of teaching. This can be seen from the performance of the average score in the pre-test, post-test 1 and post-test 2. The conclusion of this research was that the use of Brain Sketching as a technique especially in the English subject was very effective to improve students' writing. proficiency in descriptive text in the seventh grade of SMP Muhammadiyah 3 Metro.
Hasil penelitian ini menunjukkan bahwa terdapat peningkatan kemampuan siswa dalam menggunakan teknik Brain Sketching untuk menulis teks deskriptif. Peningkatan ini dapat dilihat dari peningkatan nilai rata-rata siswa pada pre-test, post-test 1 dan post-test 2. Kesimpulan dari penelitian ini adalah penggunaan teknik Brain Sketching, khususnya di kelas Bahasa Inggris. , sangat efektif dalam meningkatkan keterampilan menulis deskriptif siswa kelas VIII SMP Muhammadiyah 3 Metro.
INTRODUCTION
- Identification of The Problems
- Problem Limitation
- Problem Formulation
- Objective and Benefits of The Study
- Prior Research
Descriptive Text Proficiency Using Brain-Sketching Technique Among The Seventh Graders At SMP Muhammadiyah 3 Metro.”. Can implementation of Brain Sketching Technique improve descriptive text writing skills among seventh graders of SMP Muhammadiyah 3 Metro. The first previous study entitled Brain-Sketching Technique for Descriptive Text in Improving Writing Skills at Unismuh Makassar Senior High School conducted by Erwin Akib.5 The first previous study used the brain sketching technique in learning to write.
In addition, another previous research was entitled “Effectiveness of brain sketching technique in writing descriptive text”. 6 Ratu Yulianti Nashir, “Effectiveness of Brain Sketching Technique in Descriptive Text Writing”, Exposure 27 Magazine, Muhammadiyah University of Makassar. The third preliminary research was entitled "Brainsketching and how it differs from Brainstorming", conducted by Remko van der Lugt.7 The third preliminary research used brain sketching techniques.
LITERATURE REVIEW
- The Nature of Writing
- The Writig Ability
- The Descriptive Text
- The Writing Ability in Descriptive Text
- The Concept of Brain Sketching Technique
- The Nature of Brain Sketching Technique
- The Functions of Brain Sketching
- The Benefits of Brain Sketching Technique
- The Implementation of Brain Sketching Technique in
- Action Hypothesis
And according to Wikipedia “ability can be defined as the quality or state of being able; the power to perform, whether physical, moral, intellectual, conventional or legal; capacity; ability or competence to do; sufficiency of strength, ability, resources, etc. According to Anker Susan said that Description is a piece of writing that creates a clear and vivid impression of the subject. According to Jenny Hammond in Mursyid, the general structure of descriptive text consists of identification and description.21.
Brain sketching includes elements of brain writing, but uses pictures rather than words.24 The Brain sketching method recommends sketches in addition to key words and short words. Based on the above explanation, we can conclude that the brain sketching technique is a teaching technique that helps the teacher to make the learning process interactive and fun because it can stimulate the student's creativity and imagination. 27 Erwin Akib, “Brain Sketching Technique for Descriptive Text in Improving Writing Skills at Unismuh Makassar Senior High School”.
RESEARCH METHOD
- Variables of Research
- Operational Definition of Variable
- Research Setting
- Research Subject
- Research Procedures
- Cycle I
- Cycle II
- Data Collection
- Test
- Observation
- Documentation
- Field Note
- Research Instrument
- Writing Test
- Observation sheet
- Documentation Check List
- Field Notes Table
- Data Analysis
- Indicator of Success
From the above data, it could be seen that the grade for the students in post-test 2 was different. From the result of the students' scores in the pre-test and post-test 1, there was an improvement in relation to the students' result scores. This was the reason why the researcher chooses brain sketching technique to improve students' writing ability in descriptive text.
Then, it could improve students' writing ability in descriptive text after it was trained continuously. This means that brain sketching technique could improve students' writing ability in descriptive text. Aspek- aspek yang gemandi adalah content (C), organization (O), grammar (G), vocabulary (V), and mechanics (M). The rubric for writing descriptive text) Pedoman talkansi.
RESULT AND DISCUSSION
Description of Research Location
Description of Research Data
Students are able to compose descriptive text based on the appropriate generic structure of descriptive text. The subject of this research is the seventh grade students of SMP Muhammadiyah 3 Metro, especially the students of VIIA. In observation, the author must be able to analyze the learning process, the students' activities, the material and the result of plays.
The writer reviewed and reflected on the students' attitude, whether it is positive or negative. Pretest of this research is essay form that asked students to write a short composition of descriptive text in English. In order to identify the students' writing ability in seventh grade in SMP Muhammadiyah 3 Metro, the author uses writing test.
In addition, it was known that the average score of the students was 56, so the researcher used Brain Sketching as a technique to improve the writing ability of the students. Frequency of Student Activities in Cycle II No Student Activities Frequency Percentage 1 Students pay attention to. The table showed that the frequency of students who paid attention to the teacher's explanation was 17 students (85%).
Based on the above result, the researcher indicated that the learning process in cycle II was successful because the students.
Interpretation
The treatment in the cycle I was carried out by teaching the students using the brain sketching technique. It could be seen from the average score in pre-test was 56 and post-test 1 was 65. Although there was an improvement in student performance, cycle I was not yet successful because only 7 or 35% students passed the test in follow-up test 1.
This means that cycle I was able to improve the students' writing ability in descriptive text, but it was not yet successful, because the students did not yet pass the indicator of success. After analyzing the students' score in the post-test 1, the researcher had to perform the next cycle, because only 7 students (35%) passed the test and obtained the score that was ≥75. Because the performance of the students improved enough and the indicator of success was reached, the research was successful and could be stopped in cycle II.
Based on the results of the pre-test, post-test 1 and post-test 2, it was found that there was an improvement in the students' scores. The students' learning activity data were obtained from all the students' learning activities on observation sheets. Students' attention to the teacher's explanation from Cycle I to Cycle II improved.
The students' writing ability in descriptive text improved by using brain sketch technique was improved from the cycle I to cycle II, in cycle I was only 25% and in cycle II 85%, it was improved by 60%. It showed when in the learning process the students were able to improve text using brain sketching technique. The students do not find problems in writing a new word using brain sketching technique has been improved.
Based on the above data, it can be concluded that the students felt comfortable and active in the learning process, as most of the students showed good improvement in learning activities when the teacher used brain sketching technique to improve the writing skills of the students in cycle I and cycle II.
Discussion
Sebutkan tindakan-tindakan atau yang berkaitan dengan orang, binatang, benda, yang semuanya itu sesuai dengan fungsi sosial yang ingin dicapai. Siswa mencari bersama dan mengumpulkan teks deskriptif sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, termasuk dari. Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Sikap tanggung jawab, kerjasama, cinta damai dan percaya diri yang menyertai tindakan menamai dan menanyakan tentang deskripsi orang, binatang, benda dalam teks deskriptif. Orang, binatang, benda-benda di sekitar dan relevan dengan kehidupan siswa dengan memberikan contoh perilaku disiplin, percaya diri, tanggung jawab, cinta damai dan kooperatif. Secara kolaboratif, siswa meniru contoh yang ada untuk membuat teks deskriptif sangat pendek dan sederhana tentang orang, binatang, dan benda untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan sesuai konteks.
Siswa membandingkan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan dari beberapa teks deskriptif tentang orang, binatang, benda, yang telah dikumpulkan dari berbagai sumber. penilaian yang ditujukan untuk memberikan umpan balik yang lebih cepat). Siswa menyusun beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, di kelas, di sekolah dan di lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan kenyataan fungsi sosial yang harus dicapai. (membanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.). Beberapa teks deskriptif yang telah mereka baca atau buat sendiri diteruskan kepada teman-temannya, antara lain dengan membaca. menyalin/menulis dan mem-posting di jurnal dinding, bertanya, saling berdiskusi tentang isi deskripsi, dll. bahasa indonesia sederhana tentang pengalaman belajar memahami dan membuat teks deskriptif tentang orang, binatang, benda, termasuk kemudahan dan kesulitannya.
Tes tertulis Membaca dan menulis menuntut teks deskriptif. memahami dan menjelaskan deskripsi orang, hewan, benda. Kumpulan teks deskriptif sangat pendek dan sederhana tentang orang, hewan, benda yang dibuat. Siswa mendiskusikan kesulitan yang mereka alami dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.
Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah, di sekolah dan sekitarnya, dengan atau tanpa kata keterangan cukup, sangat, pintar.
CONCLUSION AND SUGGESTION
Suggestion
Di bawah bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. Siswa menerima umpan balik dari guru dan teman tentang fitur sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan. Di bawah bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang isi pesan dan unsur kebahasaan.
Siswa membandingkan isi pesan dan unsur kebahasaan dalam lagu yang berbeda dalam buku lagu di atas atau dengan lagu lain. Siswa terampil menyusun teks deskriptif tulis dan tulis sangat pendek dan sederhana tentang orang, binatang dan benda di sekitarnya dengan memperhatikan fungsi sosial, struktur teks dengan unsur kebahasaan yang benar, percaya diri dan penuh tanggung jawab.
