One of the problems in this study is that the students have low vocabulary skills, especially in writing simple sentences. 4 Based on the above table, we can see that the students' ability to write simple sentences is very low. In this study, the writer uses pictures as an alternative technique in teaching English to get students to write simple sentences.
Based on the statement to inspire knowing in detail through a picture, the students can increase their writing skills by writing simple sentences. In addition, the students will be more interested in learning English, especially learning how to write simple sentences using pictures. The writer only focused on the students making simple sentences and the students have low ability and difficulty to match the pronoun with the verb when writing simple sentences.
Can the use of pictures increase students' writing of simple sentences in the eighth grade students of SMPN 1 KIBANG?”.
Objectives of the Study
Benefits of the Study a. For the Students
Theoretical Review
- The Concept of Teaching and Learning
- The Concept of Writing
- The Concept of Sentence, Simple Sentence and Simple Present Tense a. The Concept of Sentence
- Using Picture in Teaching Writing Simple Sentences a. Picture
It means that, the classroom situation is very influential to the teaching and learning process, so students will learn effectively and feel interesting with learning. Media for teaching English learning should preserve the characteristics of children so that students can learn the target language optimally. In the teaching process of learning the target language including English, the student should be given how to learn English and the teacher should be able to create interesting situations so that the students can learn and understand the materials.
The picture as a kind of visual aid is supposed to help the students in learning the target language. Before the pictures are presented in the classroom, the teacher should consider whether or not the picture can be used in the teaching learning process to increase students' writing of simple sentences with pictures. This way, students can see all the pictures well, even from the back seat or from the corner of the classroom.
The teacher must be careful, otherwise the students will not feel interest in your picture.
Action Hypothesis
Research Design
Setting of the Study
Object of the Study
The researcher immediately saw the condition of the students in the classroom during the processing of teaching and learning, after which the researcher draws the conclusion of processing of teaching and learning. This action was performed to know whether the students had high ability in writing simple sentences or not. After the writer did the preliminary research, the students of SMP N 1 KIBANG apparently had low skill in writing, so the writer wanted to help them increase their skill especially in writing.
According to the results of the pre-survey, only 13.3% of the students passed the simple sentence writing learning material and 86.7% of the students with the highest score of 85 and the lowest score of 30 with the minimum mastery criteria (MCC). ) for English 70. This action research was conducted on the eighth graders of SMP N 1 KIBANG, at least five sessions or more until the students reach the criteria. The writer observes the students who were the subject of the research, the writer wanted to know the problems in the learning process, after getting the problem, he arranged the curriculum/lesson plan (RPP), media and evaluation.
After teaching, the teacher gave a pre-test to the students to know the early student's ability before the treatment and the post-test was used to know the student's ability after learning simple sentences through pictures . In this classroom action research, the author conducted the research in two cycles. When planning, the writer and collaborator gave the material daily activities, work, fruits, and animals related to the material.
29 6) The teacher showed the pictures and then explained about .. the differences between "is" and "is". The author observed the process of teaching and learning by using format observation to collect the data in Action Plan II. In this step, the author compared the score before and after using the image, and I compared their score in each cycle.
To see if the use of images as a medium can be used to increase the writing skills of simple sentences and make the students active in the learning process. In addition to the above activities, the teacher observed their vocabulary targeting 60%, grammar 75%, and their pronunciation 50%.
Data Collection Method
For the kind of pre-test, the author gave a test to the students. It was described a condition of the pictures in simple sense by using the formula and the total number of item was 20 items. This test was given to know the students' ability after getting the treatment.
For a type of post-test, the writer asked the students to compose a simple sentence based on a given picture, and the total number of items was 20. The source of information was all sources of information related to formal and informal documents”8. In this research, I took data from the school's documentation, such as the total number of students, teachers, the history of the school and the state of the school.
Moreover, Kusnadi stated "that data analysis was a simple process of data in an easy to read and interpret form"9. Data analysis is performed in steps by taking the average grade of cycle I and cycle II. To recognize the achievements of the students after performing the actions and testing of the early and final cycles.
Indicator of the Successes
Result of the Research
- The description of SMPN 1 Kibang
- School Identity
- The Vision and Mission of SMPN 1 Kibang a. Vision of SMPN 1 Kibang
- The Teachers and Staffs
- The Condition of Students
- Cycle I a. Planning
- Cycle II
The students' result was obtained by test given to the students in the beginning research and the end of each cycle, while the activity data was obtained from the observation that the learning activity took place. The meeting was opened by praying, greeting and checking the attendance list, asking the students' condition and introducing the researcher to the students. The pre-test was done to measure how far the students have the ability to master the meaning of the text and their answers given before they take action.
The student's pre-test Score of writing simple sentences No Name of the student Score target>70. After the students have written the sample and heard the material, the researcher and the students discuss and discuss the pre-test from the last meeting. Then the researcher explained to the students who cannot make a simple sentence through pictures.
In the last meeting the researcher asked the students about the above material and closed it. In post-test 1 only 14 students scored well, but the students' test score was better than the students' test before they gave the treatment. There were several observations that were made such as; observation of student activities, teacher's notes and observation of assessment results.
Nevertheless, the improvement of the score from the average in pre-test was 57.3 and the average of the score in the post-test was 65.1, but it was not met KKM that at least the average of the students' score > 70. Before the next action is done, the researcher asked the students to still remember the lesson yesterday. Then the researcher read these sentences and the students imitate each sentence what the researcher says and correct the students' pronunciation.
52 observations that have been made, such as: observations of the activities of the students and observations of the activities of the teachers. Based on the result of the observational learning process in cycle II, it can be concluded that most students pay attention to the teacher and that they can accept the material more clearly. The test result shows that the learning process of the education was successful, because the score of the students increased in cycle 2.
So it was KKM that 80% of the students in the class achieved a score of at least 70.
Discussion
In Cycle 1, the English learning process has been completed successfully, although the average score of the students is still low. From the pre-test and post-test result, we knew that there was an increase in student score result. To see if the student could write a simple sentence, the researcher and the staff member applied a post-test after the treatment.
We also wanted to see the difference between students' pretest scores and students' posttest scores and find out if the treatment improved students' writing of simple sentences. 59 From the result, we knew that the students' scores have increased. It could be seen from their average score in posttest 1 65.1 became 75.03 in posttest 2. This meant that the students could reach the goal, the goal was that 80% of the students achieved a score of at least 70.
Here, data is presented to summarize the students' improvement in teaching and learning from pre-test to post-test 2. From the increase of pre-test to post-test cycle I, it can be known that images as media for teaching and learning could increase students' ability to write simple sentences. All the students participated in the class during the presentation of the material using the pictures as a medium.
However, due to the result of the students score could not reach the target; we decided to. 61 Because the students' score increased, it can be seen from their average score in pre-test 57.3 becomes 75.7 in post-test. This meant that the students could reach the target; the target was 80% students scored 70 or more.
Based on the result of the observational learning process in the II cycle, it can be seen that the teaching learning process has been successful, because the students who can achieve the result 70 are 24 students or 80% of all students. It meant that the pictures had a positive effect on the teaching and learning process, especially on the improvement of the students.
Conclusion
Suggestions
For an English teacher
For the headmaster
