Rustam S., M.Humand Jufriadi.S.S., M.Pd as the first and second research consultant who have provided guidance, explanation, corrections, suggestions and some ideas until the researcher can finish this thesis. Madehang, S.Ag.,M.Pd and Andi Tenrisanna Syam, S.Pd.,M.Pd as the first and second researcher examiner who have provided guidance, explanation, corrections, suggestions and some ideas until the researcher can finish this thesis . Thanks to all research friends, especially in the English department of BIG C and all the people who have helped and given motivation and participation in completing this thesis.
Finally, the researcher prays to God, Allah SWT pays attention to all the people who helped the researcher.
INTRODUCTION
- Background
- Problem Statement
- The Objective of the Research
- The Significance of Research
- Scope of the Research
- Operational of Term
However, based on the observation in class XI MIA 5 SMA Negeri 3 Palopo, the researcher found that the students' writing ability does not meet the ideal conditions for teaching and learning English in senior secondary schools. Considering the conditions of students' writing ability and the importance of good writing ability, the researcher believes that efforts should be made to improve it. Based on the fact stated in the background above, the researcher formulates the problem statements as follows: "What is an effective way to develop students' writing skills" using the collaborative writing technique of the eleventh grade at SMA Negeri 3 Palopo.
Writing ability here means how the students are able to describe an object keeping to the rules of the descriptive text.
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
Nelma Hartati Simamora, (2017).Dissertation; "Thesis of English Education Department, Tarbiyah Faculty of State Islamic University of Sunan Ampel Surabaya 2017" titled "The Effect Of Collaborativewriting Technique On Students Writing Ability Atthe Eighth Grade Of SmpNegeri 8 Pematangsiantar". The experimental group was treated using the Collaborative Writing Technique, while the control group was treated using Direct Instruction. The results of the research .. show that: 1) collaborative writing is effective in improving students' writing skills.
Finally, the researcher concludes that the collaborative writing technique can improve students' writing skill for the second grade of SMA N 1 Andong Boyolali.
Some Pertinent Ideas
- Definition of Writing
- The Process of Writing
- Collaborative Writing Tehcnique
- The Definition of Collaborative Writing
- The Nature of Collaborative Writing
- Group Formation in Collaborative Writing
- The Step of Collaborative Writing
- Advantages of Collaborative Writing
- Definition of Descriptive Text
- Kinds of Descriptive Text
Collaborative writing is one of the effective ways to improve students' writing skills, especially in descriptive text. Storch (2005) says that collaborative writing refers to joint responsibility for the creation of the text. Therefore, it is important to consider the size of the group in collaborative writing in order to make it work effectively.
From a social perspective, the most important benefit of collaborative writing is group interaction.
ConceptualFramework
Using collaborative writing to improve writing skills can help students write descriptive text. Therefore, we hope that the use of collaborative writing can improve the student's ability to write descriptive text. The researcher is conducting a research on the improvement of students' writing skills in XI MIA 5 SMA Negeri 3 Palopo using collaborative writing.
METHOD OF THE RESEARCH
- Research Design
- Time and Place of The Research
- Technique and Instrument of Collecting Data
- Research Procedure
- Data Analysis
Designed a lesson plan for using collaborative writing in teaching writing skills in descriptive text. The results of the study explain the learning cycle and the learning process using collaborative writing to improve writing skills. In this research, the researcher prepared a lesson plan about using collaborative writing to improve writing skills.
The result of the Test in Cycle 1. The average grade of the students in the test of cycle 1 P. The result of the observation about the students' responses during the teaching and learning process. After the group finished the simple sentences, the researcher asked the students to use the writing collaboratively. The researcher then distributed the worksheets and asked the students to fill in the blanks.
Evaluation of students' understanding in learning descriptive text using collaborative writing showed that students in this cycle got better marks than in the first cycle. Most of the students were happy and enjoyed learning descriptive text using collaborative writing that was well displayed. Most of the students are active in learning because it is fun to use collaborative writing.
Collaborative writing skills are effective in teaching descriptive text in the eleventh grade of SMA Negeri 3 Palopo Palopo. The researcher concludes that it can be proven that students improve learning descriptive text through collaborative writing in eleventh grade SMA Negeri 3 Palopo.
FINDING AND DISCUSSION
Findings
Then the researcher asked the students to count one by one, and the students who had the same number were gathered into one group. The researcher asked the students, "have they studied descriptive text using collaborative writing?" Some students responded that they had studied descriptive text but did not use collaborative writing. In the first cycle, the researcher explained about the meaning of descriptive text, and explained one by one about the types of descriptive text.
The researcher then asked the students to work on writing with other students and explain how they could apply it. In this case, the researcher drew conclusions about the studied material together with the students. The researcher told the students that the material would be studied in the next meeting and concluded the class with a corporate prayer.
Then, most of the students were not conductive when the researcher asked them to describe the image explained by the previous researcher because most of them had no writing skills, especially describing text. After observation in the first cycle, the researcher concluded that the learning process was still not effective. In the second cycle, the researcher first asked questions about the material and explained the descriptive text well and easily using collaborative writing, and gave them more guidance on how to understand it well and easily.
In the first cycle, the researcher asked the students to write a descriptive text for each group on the paper they distributed, and asked the students to describe the picture without doing the exercises with the group first. Then the researcher asked again what problems the students have during the teaching and learning process.
Discussions
The findings of this study are systemic to previous research on the use of collaborative writing to improve writing skills, related to the findings of previous studies. Among three previous related studies, all findings show that students all use descriptive text that students learn in collaborative writing. The first preliminary research was conducted by Mokhammad Faisal Vicky Bahari (2017) Effectiveness of collaborative writing method on writing ability.
Therefore, the aim of this study is to determine the students' writing performance before they start teaching with the collaborative writing method. The purpose of this is to determine the value of students' writing using the collaborative writing method. Based on the research, the use of collaborative writing in learning descriptive text in the eleventh grade of SMA Negeri 3 Palopo, the results of data analysis, the researchers found that teaching basic descriptive text through collaborative writing had a good response, but most students experienced an increase in the use of collaborative writing methods .
Based on the description in Chapter IV, it is concluded that teaching descriptive text using collaborative writing can be achieved by motivating the students before the researcher starts the lesson. Collaborative writing is the right medium for learning to write English because students learn in different situations where students can cooperate with other students so that students are interested in learning it. By using collaborative writing, students are more active in solving problems and students are more interesting during the learning process.
Using collaborative writing skills, students can understand the lesson and create descriptive text easily, and students become more interesting in the learning process. According to researchers, teachers in the learning process, especially in descriptive teaching, should adopt better models in the classroom, such as collaborative writing.
CONCLUSION AND SUGGESTION
Conclusions
Teaching is one of the effective and interesting ways of learning that can be used in the teaching and learning process. Students are more interested and enthusiastic when researchers teach through collaborative writing, which means it is effective in improving students' English writing skills in the learning process. The ability to improve the student's writing skills is evident from the evaluation results, which increased from cycle I (66.75) to cycle II. cycle (87.50).
Improvement in the quality of learning can be seen from the percentage of students who experienced an increase in activity from cycle I (67%) to cycle II (87%).
Suggestions
Anne Burns, Doing Action Research in Language Teaching: A Guide to Practitioners (London & New York: Routhledge,2010), s. 2014 Teaching Writing Descriptive Text by Using Crossword Puzzle for Second Grade of Junior High School Students. Hui-mien Tan, En undersøgelse af EFL-elevers skrivefejl og instruktionsstrategier (Journal of Khun Shan University 4, 2007), s.
Application of word choice in writing descriptive text in second year students of Mts Muhammadiyah Cambajawaya. Constraints in Writing I classes in the Department of English Language Education, Faculty of Languages and Arts, Yogyakarta State University in the academic year 2002/2003. Tawakal, Encouraging students to speak English using picture at the second level ESC Family Palopo students (a CAR), A S1 thesis, unpublished, (Palopo: perpustakaan STAIN Palopo), p.
Students are expected to be able to understand, know, identify and write simple descriptive texts: about people, animals and objects, by paying attention to social functions, structures and linguistic elements, correctly according to context. The language features of Descriptive text are: Use attributives for example be (am, is, are) and identifying processes, use adjectives, use simple present tense, for example: go, eat fly, etc c. It is expected that this learning would focus on writing skills (critical thinking, creative thinking, collaboration, communication, choice and voice and result product descriptive text of students.
The language characteristics of Descriptive texts are: Use of attributives, for example be (am,er,are) and identifying processes, use of adjectives, use of simple present tense, for example: go,eat fly, etc f. The language characteristics of Descriptive texts are: Use of attributive for example be (is, is, is) and identifying process, use of adjectives, use of simple present tense, for example: go, eat fly etc. i. The language features in Descriptive text are: Use of attributive for example be (am ,er,are)and identifying processes, use of adjectives, use of simple present tense, for example:go,eat fly, etc. l.
This learning is expected to focus on the skill of writing (critical thinking, creative thinking, collaboration, communication, choice and voice and output of students' descriptive text).
