INCREASING STUDENTS' TEXT WRITING ABILITY PROCEDURE THROUGH THE CONTEXTUAL TEACHING AND LEARNING APPROACH IN EIGHT CLASSES OF STATE JUNIOR SCHOOL 7 METRO. The aim of the study is to determine whether the use of a contextual approach to teaching and learning will be able to improve students' writing ability in a procedural text at Metro Government Junior High School 7. Enhancing students' writing ability through contextual teaching and learning (CTL) can help students understand the situation in their surroundings and can develop their ideas through contextual teaching and learning (CTL).
By improving the teacher's teaching ability, it is expected that the students' ability to write in procedural text will increase. Pre-survey data for eighth grade student writing performance at State Junior High School 7 Metro.
Problem Identification
The writer assumes that by using contextual teaching learning approach in teaching procedural text, it can help students to remember the procedural text if it is taught through contextual teaching and learning, since the principle of CTL is to relate knowledge and real life. So that the students do not get bored in the learning structure and hopefully can understand better.
Problem Limitation
Problem Formulation
Objectives and Benefits of the Study 1. Objectives of the Research
- Benefits of the Research a. For the Student
- Definition of Writing
- The Process of Writing
- Social Function of Procedure Text
- Generic Structure of Procedure Text
- Significant Lexicogrammatical Features of Procedure Text
- The principles of Contextual Teaching and Learning
- The Advantages and Disadvantages of Contextual Teaching and Learning Learning
As the information for the teachers about the importance of using contextual teaching and learning (SOL) in teaching learning process. Johnson, Contextual Teaching and Learning: what it is and why it's here, (United States of America: CorwinPress, INC, 2002), p. 23Susan Sears, Introduction to Contextual Teaching and Learning, (Phi DELTA Kappa Educational Foundation Bloomington, Indiana, 2003), p.
The Procedures of Teaching Procedure Text Writing Ability Through Contextual Teaching and Learning Approach Contextual Teaching and Learning Approach
Teaching procedures Procedure Text writing ability through contextual teaching and learning approach Contextual teaching and learning approach. Students here begin to have group discussions related to the text. Do some activities such as matching the sentences to the appropriate pictures, arranging the jumbled sentences in a correct order and combining them into good writing based on contextual teaching and learning.
Action Hypothesis
The topics covered in this chapter were setting, research object, action plan, data collection method, data analysis technique and indicator of success.
Variable and Operational Definitions of Variables 1. Variable of Research
Operational Definition of Variable
The indicator of this variable is that students can more easily produce procedural text using Contextual Teaching Learning (CTL). The dependent variable is the variable you observe and measure to determine the effect of the independent variable. One way to measure this variable is using a test, the measuring instrument is a question test, and for the score is started from 0-100 to assess and measure the student's writing ability in producing procedural text.
Average to Good: Some knowledge of the subject, mostly relevant to the topic but lacking in detail. Poor or fair: limited range, frequent errors in words/idioms, form, choice, usage, meaning confused or unclear. Very good to excellent: effective complex construction, few agreement errors, tense, word order/function, article, pronoun and preposition.
Average to good: effective but simple construction, a small problem in complex construction, some errors in agreement, tense, word order/function, articles, pronouns, prepositions, but meaning rarely obscure. Weak in right: a major problem in complex/simple construction, frequent errors of negation, agreement, tense, word order/function, articles, pronoun, preposition and/or fragment, deletion, meaning confused or obscured. Very good to excellent: demonstrated mastery of convention, few spelling errors, punctuation, capitalization, paragraphs. Weak in law: frequent errors in spelling, punctuation, capitalization, paragraphs, poor handwriting, meaning confused or obscured.
Very poor: no command of conventions, dominated by errors in spelling, punctuation, capitalization, paragraphs, handwriting, illegible or not enough to judge31.
Setting of the Study
Subject of the Study
Research Procedure
- Classroom Action Research
- Action Plan
- Acting
- Observing
- Reflecting
- Fieldnotes
Based on the above explanation, the researcher concludes that action research, among other things, conducts research to increase or improve the teaching-learning process. Here is the Classroom Action Research (CAR) design proposed by McNiff Jean and Whitehead Jack:33. Based on the research design of McNiff Jean and Whitehead Jack, the steps of the study include four phases in each cycle.
In this action, the researcher will do the pre-test, treatment and post-test for the students. In this step, the researcher and the teacher used the test, observation and questionnaire to identify the activity of the students and the teacher, as well as the assessment in writing the text of the procedure through contextual teaching in the classroom. Reflection is the process of analyzing the data to determine how much the data collected has shown the success of the strategy in solving the problem.
If the researcher encounters problems in the reflection process, the process research will be done. In this step, the researcher will observe the process of teaching and learning by using an observation sheet. When writing a procedural text, the researcher observes, among other things, student activities, student communication, pronunciation, vocabulary and grammar.
In the step, the researcher will compare the score distribution of pretest and posttest.
Data Collecting Technique
Test
The writer will give the students tests to know the improvement of their writing ability. Pre-test will be conducted in the first meeting before implementing the meaningful learning strategy, to know the level and ability of the students' writing ability before conducting the action research. Post-test will be carried out at the last meeting after the implementation of the meaningful learning strategy, to know if the implementation of the meaningful learning strategy contributes to the students' writing ability in the eighth grade at Statens Ungdomsskole 7 Metro.
The increase could be known if the post-test score was higher than the pre-test and the score could pass.
Observation
Documentation
Research Instrument
Observation Guidance
Therefore, the researcher makes the observation list to directly know the students' activity in the classroom.
Documentation Guidance
Data Analysis Technique
Indicators of Success
Result of the Research
The Description of Research Location
The number of students in 7 Metro State High School at each level is different. Learning activities for all students of Government High School 7 Metro from classes IX, VIII and VII start at 7.15 am to 2.00 pm. According to the results of the observations made by the researchers, the facilities and infrastructure that support the learning process of the students in the 7 Metro State Junior High School is a permanent building and not a terraced one, with the number of buildings in the school being 21 buildings, including offices, libraries, administration area, classroom, UKS room, classroom, lab.
The condition of the building in the State Junior High School 7 metro are all in good condition and comfortable to use in the process of teaching and learning activities.
Description of Research Result
So, it was the reason why the researcher used the Procedure Text to improve the writing ability of the students. Based on the result of the pre-test score, the researcher has identified and found the problems after receiving the pre-test score of the students. It means that in cycle 1 the students' writing ability could be improved enough, but it was still not successful.
According to Table 8 and Figure 4, students' score improved than the previous test. In the learning process, there were five activities that knew the activity of the students during the lesson. The percentage of the results of students' writing ability in the pre-exam and after the exam 1.
From the results of the pretest and posttest 1, we knew that there was an improvement in the students. Although there was an improvement in students' writing ability, cycle 1 was not yet successful because only 7 students (28.00%) successfully completed post-test 1. Five indicators of students' knowledge were also used in the learning process. ‚ activities as before in the learning process.
Percentage of student writing proficiency result score in post-test 1 and post-test 2.
Interpretation
Although there was an improvement in student achievement, Cycle 1 was not yet successful because only 7 students (28.00%) successfully passed Posttest 1. This means that in Cycle 1, student achievement could increase, and the indicator no success was achieved. After analyzing the results of the students in the post-test of the 1st cycle, the researcher had to conduct the next cycle.
Furthermore, the researcher analyzed the result of post-test 2 and concluded that there were 22 students (88.00%) who passed the test. From the result of the students' score of post-test 2, it could be concluded that the scores were improving. The comparison of students' score in pre-test, post-test 1 and post-test 2 The English learning process was successful in cycle 1, but the students' English learning process was successful in cycle 1, but the students.
Based on the results of the pre-test, post-test 1 and post-test 2, it was known that there was a positive significant improvement in the students'. Therefore, the researcher concluded that the research was successful because the indicator of success whether the students' scores and the students' activity in the learning process in this research was achieved. Percentage of result scores of students' writing ability in pre-test, post-test 1 and post-test 2.
It is supported by improvement in student scores from pretest to posttest 1 and from posttest 1 to posttest 2.
Discussion
Taking into account all the data collected from this classroom action research, the researcher has formulated a conclusion of the research and a suggestion that supports the research result.
Conclusion
Suggestion
Johnson, Contextual teaching and learning: what it is and why it's here, United States of America: CorwinPress, INC, 2002. Knapp, Peter and Megan Watkins, Genre, Tex, Grammar : Technologies For Teaching and Assessing Writing, Australia: UNSW Press, 2005. Susan Sears, Introduction to Contextual Teaching and Learning, Phi Delta Kappa Educational Foundation Bloomington, Indiana, 2003.
APPENDICES
CURRICULUM VITAE
