But there are some problems that the eighth grade students of Muhammadiyah 1 Metro Junior High School face in writing descriptive text. The objective of this research is to know if Clustering Technique can improve students' ability to write on descriptive text in eighth grade at Junior High School Muhammadiyah 1 Metro. The result of this research shows that Clustering Technique has a positive role in improving students' writing ability on descriptive text in eighth grade at Junior High School Muhammadiyah 1 Metro.
Dapat disimpulkan bahwa Teknik Clustering dapat meningkatkan kemampuan menulis teks deskriptif siswa kelas VIII SMP Muhammadiyah 1 Metro. Tujuan dari penelitian ini adalah untuk mengetahui apakah teknik pengelompokan dapat meningkatkan keterampilan menulis teks deskriptif siswa kelas VIII SMP Muhammadiyah 1 Metro. Dapat disimpulkan bahwa teknik pengelompokan dapat meningkatkan keterampilan menulis teks deskriptif siswa kelas VIII SMP Muhammadiyah 1 Metro.
All praise to the almighty God, Allah SWT for his gracious mercy and immense blessing that enables the author to complete this undergraduate thesis titled “The Use of Grouping Technique to Improve Students' Writing Ability on Descriptive Text in the Eighth Grade of SMP1 Muhammadiyah Subway”.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Study
If students have good paragraph description writing skills, they would get or give information from other people. In the second year of junior high school, the basic competence to be achieved in the English subject is that students are able to develop and produce written simple functional text in descriptive text, narrative text and narrative text. The researcher chose this topic because she wants to prove that using the clustering technique can improve students' ability to write a descriptive text, as students will not only be interested in the descriptive text with the clustering technique, but will also develop their imagination by using the technique . clustering technique.
Can the use of grouping technique improve the students' writing ability on descriptive text and students' learning activity at the eighth grade of SMP Muhammadiyah 1 Metro?”. The purpose of this research is to know if the use of grouping technique can improve the students' writing ability on Descriptive Text and Student Learning Activity at the Graders of SMP Muhammadiyah 1 Metro. The result of this research is that the information to effectively apply the English writing will make the students more interested and motivated to learn English.
The result of this research is as the contribution for the English teacher in order to apply the grouping technique to increase the students' score and activity in the English learning process, especially in the students' writing skills.
REVIEW OF RELATED THEORIES
It is difficult for students to arrange a good paragraph if students do not understand well about tenses and mastery of structure. Therefore, there are many skills that students should understand in order to write descriptive writing. Technique is the teacher's way of teaching the students in the learning process to be easier to understand the material or subject.
Regarding the clustering technique, the teacher had to introduce it as a pre-writing activity and practice students generating ideas using clustering. The teacher exercises the students on generating ideas by grouping them for the target topic. The teacher moves among the students to monitor their activities and help them if necessary.
The use of grouping technique can improve the ability to write descriptive text among the class, the students' ability to write descriptive text and their learning activities at the Graders Eight of SMP Muhammadiyah 1 Metro can be improved.
RESEARCH METHODOLOGY
Research Procedure
The researcher used the cycle of Classroom Action Research (CAR) by Jean McNiff and Jean Whitehead as the figure below:24. The researcher prepares the lesson plan (RPP) on material to be carried out using Clustering Technique by the guidance and consideration of the eighth grade English teacher (VIII.C) of Junior High School of Muhammadiyah 1 Metro. The researcher observed the students' learning activity in the classroom such as; class situation, students' response using observation sheets.
In this step, the researcher observes the learning activity of the students in the classroom, such as classroom situation, learning process, activity. By reflecting, the researcher will recognize the strength and weakness of the action that the researcher compares the distribution of pre-test and post-test scores. The researcher will review and reflect on the students' activity and the teacher's performance whether it is positive or negative.
If the result is satisfied in the second cycle, the researcher will not proceed to the third cycle.
Data Collection Method
The research will take field notes on the behavior and activities of individuals at the research site. Observation plays an important role in any kind of data collection and most action research projects use it as a tool.28 In this research, the researcher will organize observation directly in the field research; the researcher looking for the information related to the students' writing in that school and the researcher will take the data from the class VIII.D. Documentation is a tool to collect information in the form of written source or documenter such as books, magazines, daily notes, etc.
Documents can often provide relevant documentation and are very useful in constructing the whole picture.29 The researcher uses for documentation to obtain data on the condition of the students, the history of the junior high school in Muhammadiyah 1 Metro, the condition of the environment, the condition of the teachers, the personnel and organizational structure and the geographical condition of the school. In addition, the researcher uses documentation about archives that plan learning activity and the results of the students' activity and uses document in the images from to prove about the students' image during the learning process.
Data Analysis Technique
Indicator of Success
- Description of Research Location
- Description of Data Research
The colleague opened the introductory lesson with a greeting, a prayer, a review of the attendance list and asking about the state of the students. The researcher told the students that the researcher would conduct a survey in their class to learn about the students' abilities before taking action. Based on the results of the pretest scores in the table above, the researcher receives a total score of the pretest scores, and the score sums the questions to get the students' total score.
The researcher asked the students about descriptive text in the teaching and learning process. Some of the students have forgotten and only a few of them have known the definition of descriptive text. At the end of the meeting, the researcher gave feedback to the students about the learning process.
The researcher motivated and informed the students about the activities in the next meeting. The post-test was conducted on Wednesday September 12, 2018 to find out how the students write descriptive text after giving a treatment. Based on the result of post-test I scores in the table above, the examiner is given a total score of post-test I with a score that summarizes the questions to get the total score of the students.
The researcher gave pre-tests for the students to do individually in the first meeting. From the above table, it can be seen that the process of teaching and learning activities in writing descriptive text using Clustering Technique the students who scored 70 or more in pre-test only 5 students out of 26 students. The result of the second meeting, we can see the difference in the students' understanding of the ability to express an idea in a paragraph in the first meeting and the second meeting.
This can be seen from the increase in students' scores between the first meeting and the second meeting. In the first meeting in cycle II, the students started to be active and interested in the learning process.
Interpretation
- Interpretation action and learning result cycle I
- Interpretation action and learning result cycle II
- Interpretation action and learning result cycle I and cycle II
In II. cycle, students are more active, more eager to express their ideas in easy and interesting writing in accordance with the teacher's instructions, students are more motivated to learn English. From the pre-test and post-test results, we know that the students' scores increased. Based on the results of the follow-up test on cycle I and the post-test on cycle II.
Based on the increase in each cycle, it can be seen that the application writing descriptive text through clustering technique is able to improve students' writing skills. Students understand the material and are excited to follow the lesson from Cycle I to Cycle II. From the explanation above, we could see that there was an increase in the average score and the total of the students who passed the test from pre-test, post-test I to post-test II.
Furthermore, in post-test I, 14 students reached the test with an average of 67.6 and 24 students reached post-test II with the average. It made it easier for the students to understand the material, so that the students could write descriptive texts. There was an improvement in the students' average score from pre-test 61.5 to post-test I 67.6 to 75.1 in post-test II.
The students are suggested to improve their vocabulary mastery so that they can understand their writing successfully. Englishmen are advised to use Clustering Technique as an alternative way in the classroom as this technique is effective in improving student writing in the teaching and learning process. It is also recommended for the teacher who is going to use clustering technique to make the material as interesting as possible as it can easily grab the attention of the students and increase their participation in the learning process.
Improving Second Year Student Participation and Achievement through Clustering Technique at SMA N 1 Payakumbuh”.
CONCLUSION AND SUGGESTION
Suggestion
Johnson, Mengajar Membaca dan Menulis: Buku Panduan untuk Bimbingan dan Remediasi Siswa, New York: Sebuah Divisi Rowman &. Teks lisan dan tulis untuk menunjukkan dan menanyakan tentang unsur kebahasaan dan struktur teks dalam teks deskriptif. SANGAT BAIK SAMPAI SEMPURNA - menunjukkan penguasaan konvensi - sedikit kesalahan ejaan, tanda baca, kapitalisasi, dan penataan paragraf.
