IMPLEMENTASI STRATEGI INKLUSIF DUA HARIAN UNTUK MENINGKATKAN KETERAMPILAN MENULIS SISWA DELAPAN SMP MUHAMMADIYAH 1 TRIMURJO. Hasil penelitian ini menunjukkan bahwa strategi Memasuki Dua Jurnal memberikan hasil yang positif dalam meningkatkan keterampilan menulis siswa kelas VIII SMP Muhammadiyah 1 Trimurjo.
DEDICATION PAGE
ACKNOWLEDGEMENT
Problem Identification
Problem Limitation
Problem Formulation
The Objectives and Benefits of the Research
- The Objective of the Research
- The Benefits of the Research
The purpose of this research is to investigate whether the implementation of double letters increases students' ability to write descriptive text and their learning activities in eighth grade in SMP Muhammadiyah 1 Trimurjo. As the solution for the students, so students can not only easily write descriptive text in writing, but also can be the positive contribution to increase and develop their writing skills by using Double Entry Journal strategy.
Prior Research
- Concept of Writing Ability a. Definition of Writing Ability
The differentiation between this research and the second previous research is the sample of the research. When deciding on the subject of writing, the writers must consider who will be the reader of the writing.
Concept of Double Entry Journal Strategy
- The Nature of Double Entry Journal Strategy
- The Benefits of Double Entry Journal Strategy
- Example of Double Entry Journal Strategy
By using a dual journaling strategy, students can analyze, synthesize, question, and write about what they read. There is an example on double letter strategy:26 Title: Favorite Colors and Bar Charts.
Action Hypothesis
- Operational Definition of Variable
Dependent variable is a variable that can improve with an independent variable.29 The dependent variable of this research is students' writing ability which focuses on the students' ability. The students are able to compose descriptive text based on the appropriate generic structure of descriptive text.
The Research Setting
According to Evelyn, independent variable is variable that the researcher suspects may relate to or improve the dependent variable.
The Subject of the Research
It is called CAR because the research aims to develop a certain teaching technique to solve problems in a class. Jean Mc Niff also said that “Action research is a name given to a particular way of researching one's own learning.
Students
- Data Collecting Technique
- Observation Sheet
- Documentation Sheet
- Field Note Sheet
- Data Analysis Method
- The Indicator of Success
- Result of the Research
- Description of SMP Muhammadiyah 1 Trimurjo
- The mission of the school
- Description of the Research
In conducting the research, the researcher collaborated with the real English teacher of SMP Muhammadiyah 1 Trimurjo as an observer and collaborator. Then the researcher also collects and analyzes data together with the teacher to know the result of their student's writing result. In this phase, the researcher acted as the teacher and the actual teacher becomes the observer.
On the other hand, the researcher uses the students' final writing score as pre-test and post-test to obtain the quantitative data. In this case, the researcher observed the students directly in the classroom and takes a description of the students' activity in the lesson. In order to identify the writing skills of the eighth grade students of SMP Muhammadiyah 1 Trimurjo, the researcher was subjected to the writing test.
The researcher used an observation sheet to observe the learning activity and each cycle. In addition, the researcher had to compare the results before and after the test to find out the result.
Pre-test
Acting
At this stage, the classroom situation was effective because the collaborator handed over to the researcher to ensure the effectiveness of the students before the researcher did research in the classroom. At first, the researcher asked the students to investigate the texts. The researcher applies the double journal and the students write summaries or write notes on the left side of the journal activity. The researcher started the lesson by praying, greeting, checking the attendance list and asking about the condition of the students.
The researcher applies a double entry diary and the students write the summaries or notes on the left side of the activity sheet of the diary. The second step is for students to write their own passages on the right side. In addition, on October 23, 2019, the investigator gave post-test 1 performed in cycle I with a similar task on pre-test before.
The test type was the written test that asked students to describe based on the text and students to draw arrows to show connections and relationships between the content summary and their personal thoughts and reflections. The students' test score in the post test 1 was better than the test in the pretest before.
Post-test 1
Source: Post-test Iat Grade VIII written score of SMP Muhamadiyah 1. Trimurja, October 23, 2019. Based on the above result, it was seen that 6 students (29%) scored up to standard and 15 students (71%) scored below standard. The criterion for students who have successfully mastered the material should be the minimum mastery criteria, at least 70.
The students who were active in the discussion would get the point by ticking it on the observation sheet for meeting 1 and meeting 2. Source: Student Activity of Eighth Grade in VIII SMP Muhammadiyah 1 Trimurjo on October 23, 2019. The percentage of Student Activities in cycle I The table showed that not all students are active in the learning process.
From the result observation in learning process in cycle I, it could be concluded that in the learning process the Minimum Mastery Criteria (MMC) of the research has not yet been reached. At the end of this cycle, the researcher analyzed and calculated all the processes such as students' pre-test grade and the results of students.
The Student's activity
Deviation Explanation
Planning
The researcher and the colleague prepared a lesson plan, an observation sheet of the students' activities, identified the problem and looked for the causes of the problem in the first and last learning activities. The researcher also designed an assessment to measure students' mastery of the given materials. The researcher started the lesson with a greeting, a prayer, checking the attendance list and asking about the condition of the students.
In the first meeting of cycle 2, the researcher asked the students to analyze the text. The researcher applies double-entry journaling, and the students write the summaries or write notes in the left-hand side of the journal activity sheet. The second meeting of cycle 2 was held on 30 October 2019 for 2x45 minutes after the students gave the action. In the second meeting, the researcher asked students to examine text. The researcher applies double-entry journaling, and the students write the summaries or write notes in the left-hand side of the journal activity sheet.
The subject of the writing test in post-test 2 is three random subjects, the students choose one subject. This was reflected in the post-test II result in Table 13.
Observing
Post-test 2
Source: Eighth grade students' written essay in grade VIII of SMP Muhammadiyah 1 Trimurjo on October 31, 2019. Students' activity that had high percentage, students paid attention to the teacher's explanation 81%, then.
Learning activities
Reflecting
At the end of this cycle, the researcher and the collaborator analyzed and calculated all the processes such as student's post-test II grade and observation of student's learning activities. The comparison between students after test I grade and after test II grade can be compared on the following table. The Comparison of Students' Grade Post-test I and Post-test II Interval Criteria Post-test.
From the table above, it was clear that the students' grades in posttest I were different. It was higher than after test 1 in cycle I. This means that the success indicator of this research was achieved, namely >75% of the students got a score of 70. Based on the above result, it can be concluded that this classroom action research ( CAR) ).
INTERPRETATION
- Result of Students Learning a. Result of students Pre- Test Grade
In this research, to recognize students who write essays after the implementation of the treatment, the researcher conducted posttest I. At this stage, the researcher continued to cycle II, because the grade of posttest I in cycle I has not yet met the MMC . it was only 29% past MMC. The researcher introduced the post-test II to measure the students' ability after the implementation of the treatment. The researcher obtained the data through the test in the writing test which was completed in 60 minutes. It was seen that the grade of the students in the post-test II was different.
It was higher than post-test 1 in cycle I. It means that the success indicator of this study was reached which was >75%. Comparison of grade in Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II. The comparison of students' pre-test, post-test I grade in Cycle I and post-test II grade in Cycle II.
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the
- DISCUSSION
- Conclusion
- Suggestion
- Core Competence
- Learning Objective
- Learning Procedure 1 st Meeting
- Assessment
- Pre Test
- Treatment 1 Cycle 1
- Post Test 1
- Treatment 2 Cycle 2
Based on the graph above, it could be concluded that the double-entry diary strategy could increase the writing skills of the students. It is supported by improving the students' grade from pre-test to post-test I and from post-test I to post-test II. 2. The outcome of the learners' learning activities in Cycle I and Cycle II The data on the learners' learning activities are obtained from the observation sheet. The learners' learning activities are obtained from the whole learner's learning activities. The students' attention to the teacher's explanations from the first meeting to the next meeting was increased.
Activity 1 Activity 2 Activity 3 Activity 4 . cycle 1 cycle 2. the students showed good progress in essay writing as double entry journal strategy was used in the learning process from cycle I up to cycle II. d) The students' ability to perform the task. Based on the explanation of cycle I and cycle II, it could then be deduced that the use of dual journal strategy increases the students' written essay. Based on the explanation of cycle I and cycle II, it can be demonstrated that the use of dual journal strategy could increase students' written essay.
The teacher must motivate the students to be active in the learning process. The teacher tells the students to read the text again. After reading the text, students correlate information from the first step. The teacher tells the students to read the text again, after reading the text the students correlate information from the first step.
Students are able to prepare simple oral and written descriptive texts about people, tourist attractions,.
