The purpose of this study is to demonstrate the effectiveness of applying Small Group Discussion Technique on the writing skills of the students. This result also led to the conclusion that Small Group Discussion Technique could improve the students' writing skills in descriptive text. Tujuan penelitian ini adalah to do menunjukkan bahwa penerapan Small Group Discussion Technique terhadap kemampuan menulis siswa.
Hasil tersebut menggambarkan bahwa teknik diskusi kelompok kecil dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif. Skripsi ini berjudul “Penggunaan Teknik Diskusi Kelompok Kecil untuk Meningkatkan Keterampilan Menulis Deskriptif Siswa Kelas Sepuluh SMA N 1 Raman Utara Lampung Timur”.
Background of Study
The data from pre-survey among tenth grade students of SMA N 1 Raman Utara East Lampung. Based on the above preliminary research, it was known that most students were not able to achieve the mark 65 as the minimum mastery criterion. Therefore, to solve the above problem, the researcher decided to apply a teaching technique that was effective in improving students' writing skills in descriptive text.
The researcher would conduct a research that would focus on the use of small group discussion technique to improve students' descriptive writing skills. According to the above reason, the researcher has given the title of this research as “USING SMALL GROUP DISCUSSION TECHNIQUES FOR THE IMPROVEMENT OF STUDENTS”.
Problem Identification
Problem Limitation
Problem Formulation
Benefit of the Study
The students can easily create a descriptive text using small group discussion technique to develop their skill in writing. The small group discussion technique can be an alternative for the teachers to solve the problems in the class. For the principal, this research was an input of material to improve and facilitate the learning process of English.
THEORETICAL REVIEW THEORETICAL REVIEW
Theoretical Review
- The Concept of Small Group Discussion Technique a. The Definition of Technique
8 Natanael Saragih, et al., “Effectiveness of using recount text to improve writing skills”, IOSR Journal Of Humanities and Social Science (IOSR-JHSS), (www.iosrjournals.org), Vol.XII, February 19, 2014, p. .57. . A paragraph is like easy organization, but it's smaller in space, so it can be easier to think of order as a direction. When teaching "writing for writing", the teacher must make sure that our students have a written purpose. Personal and literary descriptions are generally about individual things, for example: my favorite toy, my house, my big bear c. General structure of the descriptor.
Thus, the small group discussion technique is one of the techniques in teaching and learning writing because it is a teacher technique that is implemented in the classroom. For small group discussions that seek consensus, it is important to summarize to ensure that all participants are thinking in the same direction.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
- Variable and Operational Definition of Variable There are two variable in this research, they are
- Research Setting
- Research Subject
- Research Procedure
- Data Collection Technique
- Test
- Observation
- Documentation
- Field Note
- Data Analysis
- Indicator of Success
- Description of the Data 1. Research Setting
Moreover, the indicator of this variable is that students can write in class about descriptive text writing ability. It is related to the ideas of 'reflective practice' and 'the teacher as researcher'.29 So one of the main aims of action research in the classroom is to identify a 'problem'. situation or issue that participants—who may include teachers, students, managers, administrators, or even parents—consider worthy of deeper and systematic examination. If the time allotted for the small group discussion technique interaction is less than 45 minutes, or if the students progress at such a pace as that lesson is not completed, it was still important to build review and reinforcement into each lesson.
The researcher used writing text test of some texts to measure students' prior knowledge in writing descriptive text. Furthermore, the researcher used tests to collect the data consisting of pre-test and post-test as data collection method to measure the students' writing descriptive text skill. This step will be done before the special treatment is offered to find out the ability and to know how far the students' descriptive text writing skill.
The post-test was used at the last meeting after doing treatments to find out whether the treatments make any contribution to the students' performance in class or not. This step is performed after the treatment can improve students' writing skills in descriptive text by applying the technique of small group discussion. The researcher used the technique to get the data about students' activities, such as students' understanding in question answer, students.
The object of observation was the teacher as a use of small group discussion technique, and students' learning activities. This section was taken in each cycle to get the data on the implementation of small group discussion technique to improve students' writing of descriptive text. This method was also used to collect the valid data of the students' writing skills in pre-test and post-test.
STUDENTS
Description of the Research Result
- Cycle I
- Cycle II
Based on the teacher's experience and the result of writing descriptive text proficiency test in SMA N 1 Raman Utara, the researcher concluded that the problem faced by the students is as follows: Many students could not understand the descriptive text. The results of the students' tests were better than the students' tests before they gave treatment. In this session the researcher got the results of the students' . post-test 1 in cycle I.
According to the result of observation above, the learning process was improving, because there is difference between the students' . activities in the first meeting and the second meeting. Based on the result of cycle I, it showed that there was an improvement of the result of pre-test and post-test 1. The students were sufficiently interested in learning process although the condition of learning process was still uncontrolled. Based on the students' result in cycle I, the researcher came to the conclusion that the problem is that the students feel difficult to understand the structure descriptive text due to their low level of practice.
The teacher was quite active in cycle I, but in cycle II the students were active to complete the task. The researcher taught while the teacher and the assistant followed the class observing the students' activities. In cycle II, the researcher was still working with the collaborator to observe the students' activities during the learning process.
It can be inferred that the learning process has worked well and the students were active in the class than cycle I. From the above table it could be seen that at the first meeting the percentage of active students was 65% (13 students). and 35% (7 students) were inactive. b) Second meeting. After passing cycle II, the researcher decided not to continue driving forward because the result showed that the students' scores had improved.
Interpretation
- Cycle 1
IMPROVING EXPLANATION
In cycle I, based on the table above, there was a point of increase especially in the average grade of 20 students in class X1, in which the average pre-test was 45.35 and in the post-test I was 54.8. There were only 6 students who did not improve their scores on the post test I, while the rest of the class improved their scores. From the figure above it can be seen that there was an improvement from pre-test to post-test I.
Most of the students achieved a score of ≥65 in 45%, and an improvement in student activity is also noticeable.
IMPROVING EXPLANATION
Result of the Study
EXPLANATION
Conclusion
Based on SMA N 1 Raman Utara student score average, observation sheet result and student activity, implementation of cycle I and cycle II was active. This means that small group discussion technique can improve students' ability to write descriptive text. It means that there was an improvement in the results of the students from the Pretest to cycle I and cycle II.
Suggestions
8 Fetwa Suwigati, S.Pd Bahasa Inggris Wanita 9 Hairul Syahri, S.Pd Bahasa Inggris Pria 10 Hamidah Mei Suryani,.
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Karakter siswa yang diharapkan 1. Dapat dipercaya (Trustworthiness)
Materi Pembelajaran
- Kegiatan Awal
- Kegiatan Inti a. Eksplorasi
- Kegiatan Penutup
Solid knowledge of the topic, adequate scope, limited development of a thesis that is mostly related to the topic but lacks detail. Effective, complex constructions, some errors in agreement, tense, number, word order/function, articles, pronouns, prepositions. Effective but simple constructions, minor difficulty in complex construction, more errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning rarely obscured.
Kesulitan utama dalam konstruksi sederhana/kompleks, seringnya kesalahan negasi, kesepakatan, tegang, angka, urutan/fungsi kata, artikel, kata ganti, preposisi dan/atau fragmen, berjalan terus, penghapusan, membingungkan atau mengaburkan makna. Tanpa penguasaan kaidah sintaksis, masih banyak kesalahan dan tidak komunikatif 5 Sangat Baik sampai Sangat Baik. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk teks deskriptif dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dalam bentuk deskriptif tulis secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari. Respek dan Pertimbangan 3. 1. Descriptive text adalah deskripsi yang bertujuan untuk mendeskripsikan seseorang, sesuatu, tempat atau benda dengan kata-kata. Deskripsi : Penjelasan untuk memberikan informasi tentang ciri-ciri subjek, seperti sifat kejiwaan, tingkah laku, penampilan fisik, ciri-ciri, kualitas dan sejenisnya.
Orientasi Penilaian
Hairul Syahri, S.Pd NIP.19650818 199203 1 012
Note: Tick (√) for each positive activity a : Pay attention to the teachers explanation b: Join enthusiastically in the learning process.
DOCUMENTATION OF ENGLISH LEARNING
After the teacher's explanation about descriptive text, the teacher gives a topic about descriptive text, then the teacher divided some students to discuss the topic. The teacher divided the students into the group discussion, then the teacher asks the students to put the difficult in writing and the teacher helps them. The teacher made the students active in class with the answer question one by one in front of the class.
Give students post-test I on the descriptive text topic to discuss in groups. Then the teacher divided the students into several groups and the teacher explains the material clearly. Students were able to ask the question given by the teacher in front of the class.
And finally, the teacher gives motivation and spirit to the students to study more diligently.
