This bachelor's thesis gives the title "increasing students' ability to write procedural text through a silent demonstration strategy in the eighth grade at the state junior high school 8 Metro". In this research, the researcher focused on increasing students' writing procedure text ability in SMP Negeri 8 Metro.
Identification of the Problem
By using silent demonstration as a strategy for teaching procedural text, students will be more interested and more active in learning. The writer chooses silent demonstration as a strategy in teaching writing procedure text because the student can be mentally alert after the learning process.
Problem Limitation
Problem Formulation
Objectives and Benefits of The Study A. The Objectives of the Study
The Benefits of The Study
The result of the study can be applied in the teaching-teaching process of the English language, especially in the writing class. The research findings can be applied in the teaching and learning process of English to make students more interested in understanding and writing the procedure text using the silent demonstration strategy.
Prior Reserarch
Writing Process
Third, authors must consider the content structure of the work - that is, how best to do it. In the drafting stage of the writing process, students begin to put their ideas on paper.
Teaching Writing
Writing (as one of the four skills of listening, speaking, reading and writing) has always been part of the syllabus in teaching English. The activities that follow mainly focus on the writing phases, but other skills are also covered.
Component of Writing
Effective, complex constructions, some errors in agreement, tense, number, word order/function, articles, pronouns, prepositions. Does not master conventions, errors in spelling, punctuation, capitalization, paragraphs prevail, handwriting is illegible or insufficient.
Text Types
Text is a form of exchange and the fundamental form of a text is that of dialogue, of interaction between speakers. This is the kind of text where people fully exploit the resources of language they have; the kind of situation in which they improvise, in which they innovate, in which changes in the system take place.
Definition of Procedure Text
Instruction to describe how to make or do something Explanation to explain how or why something works Informational report to define, classify and give. A procedural text describes how to do something in such a way that other people can do it easily.
Generic Structure of Procedure Text
Language Features of Procedure Text
According to Silberman, silent demonstration is a strategy to use when teaching any step-by-step process. From the definition above, the researcher concludes that silent demonstration is a teaching strategy where the teacher demonstrates the skill/procedure of something with little or no explanation.
The Procedure or Steps of Silent Demonstration There are fourprocedures of silent demonstration : 26
Demonstrate the first part of the procedure again, with little or no explanation or commentary. Once you've mastered it, move on to a silent demonstration of the remaining parts of the procedure, practicing each part in pairs.
The Variations of Silent Demonstration
Advantages and Disadvantages of Silent Demonstration as aStrategy in Teaching Learning Process
Action Hypothesis
Subject of the Study
The subjects of this research are the students of State Junior High School 8 Metro, this research is 26 students of class VIII.A of State Junior High School 8 Metro. The researcher chooses class VIII.A because the students have low English ability in Especially in writing skill.
Object of Study
The Concept of Classroom Action Research (CAR)
The teacher asked the students about their activities in the past and the teacher wrote on the board “what did you do last morning. In his data, the teacher marked the names of the students who answered the teacher's question. The teacher chose some pictures of food. d) Then the teacher asked the students to watch the video and do the whole process of how to make something (food or drink). e) The teacher tells the students that they will learn how to write a procedure text using the silent demonstration method.
The teacher checked the student assistant's list. f) The teacher motivated the student to be active. The teacher asked the student about their previous activities and the teacher wrote it on the board “what did you do this morning. The teacher ticks the name of students who answer the teacher's questions in his/her data.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
In this step, the researcher analyzed all the results to know the strength and weakness of the action by comparing the score of pre-test and post-test. When collecting data, the researcher observed students' learning process and put it in the data sheet. This data consists of the name of the student who is actively involved in the learning process.
The data is made to know the students' development and as a reference for the teacher to arise the participation of the student who has not involved yet. The researcher used to document obtain data on the condition of the students, the history of the State Junior High School 8 Metro, the condition of the environment, the condition of the teachers, the staff and organizational structure, and the geographical condition of the school. Including description of the atmosphere of the classroom, the attitude of the students and the creativity of the teacher in the presentation of the writing material.
The Data Analysis Technique
The Indicator of Succes
- The Profile of the School
- Mission
- Strategy
- The Teachers Data
- Number of the Students at State Junior High School 8 Metro Number of students of State Junior High School 8 Metroin
- Organization Structure of State Junior High School 8 Metro
- Ika Listikarinah 3. Eli Novitasari
- Mariyam
State Junior High School 8 Metro is one of the junior high schools in Metro City and is located in 23 Karang Rejo village which was established in 1997. This state provides opportunities for elementary school graduates to compete to become students of State Junior High School 8 Metro. . The learning process at State Junior High School 8 Metro imposed an educational unit curriculum for grades VII to class IX by applying contextual learning.
8 Metro State Junior High School was established in 1998, located at Karang Rejo 23, Metro North District. The state high school 8 metro is located in a strategic place, fresh and comfortable because away from the noise. Creating a good graduation of Junior State High School 8 Metro who have good quality of skills in religion and competent.
WALI KELAS
Toto Andri Puspito PUSTAKAWAN
Infrastructure Situation of Underground State Junior High School 8 Infrastructure Conditions of Underground State Junior High School 8.
The Infrastructure Situation of State Junior High School 8 Metro The infrastructure conditions of State Junior High School 8 Metro
KLS 8.C
KLS 9.B
GUDANG UKS
- First Meeting
- Second Meeting
The score of the students from writing the text of the procedure was obtained through the test which consisted of the pre-test and the post-test that was given to the students at the beginning of the research and at the end of each cycle, while the students. First, the associate opened the class by greeting, praying, checked the attendance list and asked about the students' condition. In this part the researcher and the collaborator prepared several plans for action based on the problems faced by the students.
This meeting was started with prayers and greetings, checking the attendance list and asking the condition of the students. Then, the researcher provided teaching materials about the definition, social function and generic structure of writing procedure text to the students. The teacher demonstrates used silent demonstration strategy to show the procedure text is "how to make instant coffee" and the students pay close attention.
- Cycle 2
- Discussion
- Result of Students Learning
- ObservationResult of Students’ Activities
- Conclusion
- Suggestion
- For Students
- For English Teacher
- For Headmaster
The table above showed that the students' activity in cycle II improved significantly from the previous cycle. From the table above it could be seen that the scores of the students in post-test II were different. The results of the pre-test showed that most of the students found it difficult to do the test.
In this study, the researcher conducted the post-test I to know the writing skills of the students while writing the text after implementing the treatment. Criteria (MSC) minimum 70. Then the participation of the students to ask the teacher increases from cycle I to cycle II.
SMP NEGERI 8 METRO
SILABUS
Mereka memahami pentingnya teks lisan fungsional dan monolog pendek sederhana berbentuk deskripsi dan narasi untuk berinteraksi dengan lingkungan sekitar. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan narrative untuk berinteraksi dengan lingkungan sekitar. Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar.
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan narrative terkait dengan kompetensi lingkungan. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima terkait lingkungan sekitar dalam teks berbentuk descriptive dan narrative. 6.: Menulis: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
Indikator Pencapaian
Tulislah sebuah teks prosedur sederhana tentang cara membuat sesuatu yang biasa dilakukan dalam kehidupan sehari-hari.
Materi pembelajaran 1. Materi Pertemuan ke I
Kegiatan Pembelajaran Pertemuan Ke I
Secara kolaboratif, siswa mencari dan mengumpulkan teks prosedur tentang cara melakukan sesuatu yang biasa dilakukan dalam kegiatan sehari-hari dengan cara sederhana dari berbagai sumber, antara lain dari internet, film, koran, majalah, buku pelajaran, dan lain-lain. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks prosedur tentang cara melakukan sesuatu yang biasa dilakukan dalam kegiatan sehari-hari dengan cara sederhana yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa membuat beberapa teks prosedur sangat pendek dan sederhana tentang bagaimana melakukan sesuatu yang biasa dilakukan dalam kegiatan sehari-hari sederhana dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan sesuai dengan fungsi sosial yang sebenarnya ingin dicapai. membanggakan, hadir,. mengidentifikasi, memuji, mengkritik, dll.).
Secara bersama-sama, siswa mencari dan mengumpulkan beberapa teks prosedur tentang cara melakukan sesuatu yang biasa dilakukan dalam kegiatan sehari-hari secara sederhana dari berbagai sumber, antara lain internet, film, surat kabar, majalah, buku pelajaran, 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. Siswa menghasilkan beberapa teks prosedural yang sangat pendek dan sederhana tentang bagaimana melakukan sesuatu yang biasa dilakukan dalam kegiatan sehari-hari sederhana dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang ingin dicapai (memuji diri sendiri, memperkenalkan, mengidentifikasi , memuji), mengkritik, dll.).
Teknik penilaian (scoring rubrics)
Kompetensi Dasar
Indikator Pencapaian
Materi pembelajaran 3. Materi Pertemuan ke I
Kegiatan Pembelajaran Pertemuan Ke I
Tanya jawab secara detail tentang fungsi sosial (tujuan, topik dan manfaat). kosakata, tata bahasa, pengucapan, tekanan kata, ejaan, tanda baca yang digunakan. Siswa berusaha lancar berbicara dengan pelafalan, penekanan kata, intonasi dan penulisan yang benar dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi. Guru memasuki kelas langsung menyapa dan menggunakan bahasa Inggris sehingga lingkungan bahasa Inggris dapat segera tercipta.
Guru memotivasi siswa dan mengucapkan kalimat “selamat pagi siswa”, pastikan semua siswa menjawab. Guru meminta siswa mengamati teks yang berkaitan dengan materi di buku. Dengan bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut.
Teknik penilaian (scoring rubrics)
Turn off the heat and add the lemon juice and sugar and stir well until the sugar is completely dissolved. Notes: You can add the ice cube if you want to make lemon iced tea.
WORKSHEET – Post Test 1
TEST OF FREE WRITING PROCEDURE TEXT (CYCLE I )
Tujuan dari teks ini adalah untuk menjelaskan bagaimana membuat atau mengoperasikan sesuatu dengan langkah-langkah yang jelas dan berurutan.
