This condition was found by the researcher at the seventh grade of MTs Muhammadiyah Metro it is caused that the students still have difficulty when they have to start describing about something. To improve the students' writing of descriptive text, the researcher used scaffolding technique as the technique in the learning process. The purpose of this research was to use the scaffolding technique to improve the students' ability to write descriptive text at the seventh grade of MTs Muhammadiyah Metro in the academic year of 2017/2018 which consisted of 20 students.
Regarding the research process, the researcher administered the pre-test so that the students can know their writing descriptive score.
MOTTOS
Trisna Dinillah Harya, M.Si. Pd dan seluruh dosen-dosen saya tercinta Jurusan Pendidikan Bahasa Inggris Institut Agama Islam Negeri Metro. Terakhir, teman-teman kelas E tercinta, khususnya Eksanti, Retno Eviyanti, Selly Wulandari, Ika Sri Wahyuningsih, Novi Teryzzeta, Elya Mawarni dan teman-teman IAIN Metro tercinta. Pertama, Ibunda Marsinah tercinta, Kakak tercinta Bagas Gumawang dan tunangan (Pratu) tercinta Oreda Sanjaya.
Secondly, my beloved sponsor mrs. Dra Umi Yawisah, M.Hum and co-sponsor Mrs. Trisna Dinillah Harya, M.Pd and all my beloved lectures from English Education Department of State Institute of Islamic Studies of Metro.
INTRODUCTION INTRODUCTION
Background of the Study
In addition, the writer must provide materials that are suitable with the curriculum and suitable method in the learning process of teaching, for the writing skill of the students. Enhancing the student's descriptive text writing using the scaffolding technique can help the student understand the situation in his surroundings and can develop his idea. There are so many ways to improve students' writing skills by using appropriate teaching technique in the teaching and learning process.
Therefore, the writer will conduct a research entitled ―Improving the students‘ writing descriptive text by.
Problem Limitation
Problem Formulation
- Benefits of the Study a. For the Students
- Purpose of Scaffolding Technique
- Benefit of Scaffolding Technique
- Steps to teach writing using Scaffolding technique
The purpose of writing is to convey information from the writer to the reader and convey the message or information accurately, effectively and correctly. 9 Brown stated that the purpose of writing is to give some information.10 Types of writing purposes are given as follows:11. This type of writing can also be "entertaining" in the sense that it reads well.
Meanwhile, Grenville stated that each writing will attempt to do at least one of the following: 12.
Action Hypotesis
The purpose of Text Patterning is to turn the author's text, which students can now read and write accurately and fluently, into a tool that students can use to compose their own text.
Object of Research
Setting and Subject of Research
Research Procedure
- Classroom Action Research
- Action Plan
While, the purpose of this research in the descriptive text at grade seven of MTs Muhammdiyah Metro. Action research is a form of collective self-reflective inquiry undertaken by participants in a social situation in order to improve the rationality and fairness of their own social or educational practice, as well as their understanding of this. In this classroom action research, there are four steps in each cycle that are related to each other.
See the illustration above, the explanations about four steps in the action research procedure are carried out in each cycle:.
1. Planning
- Acting
- Observation
- Reflecting
In this step, the researcher observed the teaching learning process using observation of the format and observation outlines in this step, such as the student's ability to answer the question, the teacher's participation in the learning process, the student's good participant writing and the student's error. The researcher analyzes and discusses the result of the observation during the teaching process, such as the weakness and strength of action in these steps, the researcher uses the data from the evaluation to make improvements for the second cycle.
1. Planning
Acting
The teacher gives the students the opportunity to ask if there is anything about the material that they have not yet understood. The teacher gives the students a picture and the teacher asks them to compose a descriptive text and choose one in the picture. Together with the students, the teacher draws conclusions about the completed learning process.
The teacher asks the students to review the material learned in their home and then closes the class.
Observing
The teacher started the lesson by greeting the students and then motivates them to participate actively in the learning process.
Reflecting
Data Collection Method
- Observation
- Test
- Documentation
- Field Note
In this research, the writer has taken the data from the school's documentation, such as the profile of the school, the total number of students, teachers, and the condition of the school.
Data Analysis Technique
Indicator of Success
- Description of Research Location
- Description of the Research
The students' result of writing descriptive text was obtained by test which consisted of pre-test and. First, the associate opened the class by greeting, praying, checking the attendance list and asking the students' condition. Furthermore, the researcher made an observation sheet consisting of a list of students' names and list of the students' activities that will be observed during the teaching learning process.
The researcher gave some pictures on whiteboard and the students had to describe what they were. Then the students who did not complete the minimum standard criteria were 85% or 17 students below the interval <70. After explanation, the teacher asked the students about the material to know the students' understanding.
If the students still have problems later, the students can ask the teacher. The second meeting took place on Thursday, November 28, 2017 at AM, this meeting was used for post-test II in the last cycle II, for 2x45 minutes after the students gave the action, the researcher gave post-test II to the students. That is, 85% of the students achieved a score of at least 70 for the minimum standard criteria and on the other hand, cycle II was successful.
Comparison of students writing descriptive text Score after test I and scores after test II in cycle II. From the table above, it can be seen that the scores of the students in the post-test II were different.
INTERPRETATION
- Result of Students Learning a. Result of students Pre- Test Score
- Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post- Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‘ learning activities data was gotten from the whole
From the result of the pre-test it showed that most of the students found it difficult to perform the test. Based on the table 7 the average of the students was 51.95, it showed that most of the students have not yet passed to achieve the minimum standard criteria of at least 70. In this research, the students' knowledge of writing skills of the descriptive test after the implementation of the treatment. the researcher conducted the I post-test.
Based on table 9, the student average was 63.2, it showed that most of the students have not passed the latest in achieved the minimum standard criteria of at least 70. Also, the average score of the students in cycle II was higher than cycle I. the following was the table of illustration scores in cycle I and cycle II. The comparison of the students' pre-test, post-test I scores in cycle I and post-test II scores in cycle II.
Based on the pre-test, post-test I and post-test II results, it was known that there was a positive significant increase in student scores. Based on the graph above, it could be concluded that the stage construction technique could increase students' ability in writing descriptive text. The students' attention to the teacher's explanation increased from the first to the next meeting.
Then, based on the interpretation of Cycle I and Cycle II, it can be concluded that the use of scaffolding technique increases students' ability in writing descriptive text. From graph 10, it can be seen that the average grade and the total number of students who passed the test increased from the pre-test, post-test I to post-test II.
DISCUSSION
In addition, the criterion standard with the lowest score in this research was 70, in posttest I, 4 students or 20% passed the test with an average score of 63.2, and in posttest II 17 students or 85% passed the test. who passed the test with an average score of 74.6. From the reasoning, the researcher concluded that the research was successful and can be interrupted in II. cycle, as the performance indicator of 70% of students, who achieved a grade >70, was achieved. Pay attention to the teacher's explanation 80% becomes 85%, students ask/answer the question 65% becomes 70%, students who are able to do the task 75% becomes 90%, students active in class 80% becomes 85 %.
As a result of students' activities in cycle I and cycle II, there is an increase in students' learning activities.
CONCLUSION
Conclusion
Suggestion
- For The Students
- For The English Teacher
- For The Headmaster
The students need to be more active in the learning process to understand the material and improve their results, especially in writing performance. The English teacher can apply the Scaffolding technique which is effective in increasing and motivating the students in learning to write, especially when writing descriptive text. The rector should take a positive side of this scaffolding technique. This technique for learning in the classroom, because this technique can make the students more attractive in the classroom.
Kompetensi Inti
Menghargai dan menghayati ajaran agama yang dianutnya
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
- Kompetensi Dasar
- Indikator Pencapaian Kompetensi ( IPK )
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
- Kegiatan Pembelajaran
- Instrumen
- Penilaian
- Kompetensi Inti
Guru explained pengertian tentang recount texts, generic structure and important grammatical feature of the lexicon in recount texts. Solid knowledge of the topic, adequate scope, limited development of a thesis that is mostly related to the topic but lacks detail. Does not demonstrate knowledge of the subject, is not substantive, is not appropriate, or is not sufficient for assessment.
Virtually no mastery of sentence construction rules, dominated by errors, does not. communicate, r not enough to evaluate. Effective, complex constructions, few mismatches, tense, number, word order/function, articles, pronouns, prepositions. Effective but simple constructions, smaller. problems in complex construction, multiple mismatches, tense, number, word. order/function, articles, pronouns, prepositions, but meaning is rarely obscured.
Major problems in simple/complex constructions, frequent negation errors, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or. fragments, run-on, deletions, meaning confused or blurred. No mastery of conventions, dominated by spelling errors, punctuation, capitalization,. paragraph writing, handwriting illegible or not enough to assess.
Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan
- Kompetensi Dasar
- Indikator Pencapaian Kompetensi ( IPK )
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
- Kegiatan Pembelajaran
- Instrumen
- Kompetensi Inti
Major problems in simple/complex constructions, frequent negation errors, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or.
Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan
- Kompetensi Dasar
- Indikator Pencapaian Kompetensi ( IPK )
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
