Dipersembahkan sebagai salah satu persyaratan untuk memperoleh gelar sarjana (S.Pd) di Jurusan Pendidikan Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui apakah cue pictures dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif dengan benar dalam proses pembelajaran. Dalam penelitian ini, mahasiswa diberikan tes prasurvei sebelum melakukan penelitian dan tes akhir (postes) setelah survei dilakukan.
Hasil penelitian ini menunjukkan adanya peningkatan kemampuan siswa dalam menggunakan gambar isyarat saat menulis teks deskriptif. Peningkatan ini terlihat pada perkembangan nilai rata-rata siswa pada tes prasurvei, postes I dan postes II. Allah, Tuhan semesta alam dengan rahmat dan berkah-Nya, tidak satu pun dari ini yang mungkin.
The result of the students' descriptive writing score in post-test I and post-test II.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- The Objective of the Study
- The Benefit of the Study
Source: The result of the descriptive writing skills of students in the tenth grade of SMA Muhammadiyah Pekalongan. Based on the pre-survey result above, the researcher assumed that the descriptive writing ability of the tenth graders of SMA Muhammadiyah Pekalongan is still low. Based on the above problem, the researcher wants to improve the descriptive writing skills of the students by using cue cards.
The researcher hopes that by using the cue card as a media, students can find it easier to write what they need to write in the descriptive text. We hope that this media is expected to help students understand more and have interest in writing a descriptive text. According to the above problem, the writer would like to limit the problem to number 5, namely: Students have difficulty in starting to write a descriptive text with the use of engaging media to help students improve their writing skills in the classroom tenth of SMA. Muhammadiyah Pekalongan.
Can the use of cue card picture improve the descriptive writing skill of the tenth grade students of SMA Muhammadiyah Pekalongan. As the consideration to create school environments to be better by improving school management to solve students and teachers.
THEORITICAL REVIEW
Theoretical Review
- The Concept of Descriptive Writing Ability
A good writer can read his own writing from the point of view of the mind of the target audience. This process is of course influenced by the content of the writing, the type of writing and the medium in which it is written. First, they need to consider the purpose of their writing, as this will affect not only the type of text they want to produce, but also the language they use and the information they include.
Thirdly, the writer must take into account the content structure of the work, that is, as best as possible. In the drafting phase, the writer focuses on fluent writing and does not concern himself with grammatical accuracy or neatness of the draft. As students revise, they revise their text based on the feedback provided in the response phase.
From the example of descriptive text above, it can be seen that the generic structures of the text consist of two parts: they are introduction and description. Procedure of Cue Cards Picture to Teaching descriptive text The procedure of the Cue Cards Picture ie.
Action Hypothesis
RESEARCH METHOD
Setting
This research was classroom action research and the research is conducted in SMA Muhammadiyah Pekalongan from tenth grade in second semester, academic year 2016/2017.
Subject Of The Study
Classroom Action Research
- Cycle 1
- Cycle 2
In this classroom action research, the researcher likes to keep the research in two cycles. Planning was the first step of the teaching context and it was prepared before the researcher did the action. Before the treatment was done, the researcher gave the pre-test to the students, and the students were given some pictures, then they have to do it with appropriate ability.
The teacher asked the student's condition before starting the learning process and taught the students by checking the student list. The teacher introduces cue card images to the students to help them build their ideas in writing. The teacher gave feedback to the students about the process and learning performance, it could be like rewarding the students who want to explain more about descriptive text by using the picture on the card.
After the students were given the treatment in cycle 1, they were given the post-test. In this step, the researcher compares the score distribution of pre-test and post-test, the writer assesses and reflects on the students' attitude whether it is positive or negative, enough in the second cycle or need for next second.
Data Collection Method
The post test will be done after the treatment, after the treatment; the student must have a postal test. The post-test will be given in the last meeting after three treatments to find out if the treatments have contributed to the students' performance in the experiment. The researcher uses observation to get data about students and teacher activities in the learning process.
The researcher used this method to obtain the data on the history of the school, the sum of the teachers, employed civil servant and students at SMA Muhammadiyah Pekalongan, and classroom learning activities. Field note is various observations on aspects of classroom learning, classroom atmosphere, classroom management and interaction of teachers with students, interaction of students with students and some other aspects.
The Data Analysis
Result of the student's score in the pre-exam No name of the student's target Target score >72. Based on pretest results showing that student scores varied. In addition, you can see a comparison of students' activities in cycle 1 in Figure 1.
Furthermore, to see the comparison of the students' activities in cycle 1 can be seen on figure 2. The result of the students' scores in posttest II can be seen in the following table:. This means that the average score of the students improved 6.86 from pretest to posttest 1. 2) The result of the students' learning in cycle 2.
The data in the table above presents the result in improving the students' descriptive writing ability. Based on the students' score, the data showed that there were improvements in cycle 2.
Indicators of Success
