MENGGUNAKAN TEKNIK DRAW LABEL CAPTION (DLC) UNTUK MENINGKATKAN KEMAMPUAN PENULISAN PARAGRAF NARASI. Tujuan penelitian ini adalah untuk menunjukkan bahwa penggunaan teknik Draw Label Caption (DLC) dapat meningkatkan kemampuan siswa dalam menulis paragraf narasi dan aktivitas belajar pada siswa kelas X SMAN 1 Trimurjo Lampung Tengah.
نِنإإففَ عفمفَ رإسسععلسااررسسيع
Restuning, S.Pd as an English teacher in SMAN 1Trimurjo and of course to the students who sit with the tenth graders in SMAN 1 TrimurjoCentral Lampung. 81 Table 17 Comparison of completed students' scores on pretest, posttest 1 and posttest 2.
INTRODUCTIONINTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Subtitle technique increases the students' learning process and narrative paragraph writing ability in the tenth grade of SMAN 1 Trimurjo?”.
Objective and Benefit of The Study
- The Definition of Narrative Paragraph According to Sanggam Siahaan, narrative paragraph is a paragraphAccording to Sanggam Siahaan, narrative paragraph is a paragraph
- Narrative Paragraph Writing Ability
- The Features of Narrative Paragraph Writing Ability
- Kinds of Abilities to Write Narrative Paragraph Writing Ability
- The Measurement of Narrative Paragraph Writing Ability
Planning is a set of strategies designed to find and produce written information. The planning is like the beginning of writing, it allows identification of different topics and encourages gendering of information on those topics from different perspectives. Based on the above explanation, the researcher might conclude that the student's ability to write narrative paragraphs is the ability to understand and write elements of a narrative paragraph, including the ability to write narrative paragraphs by using generic structures.
The Concept Draw Label Caption Technique
- Draw
- Label
- Caption
Based on the above definition, the researcher concluded that the Draw Label Caption (DLC) technique is a technique that can help students capture a scene and focus on important details. Steve Peha suggested some tips for developing students' writing skills in the Draw Label Caption technique, namely:36.
Based on the explanation above, it can be inferred that the use of Draw Label Caption (DLC) technique can improve students' paragraph writing ability. The teacher asks the students to write a single sentence under the picture that tells what is happening.
Action Hypothesis
From the third process in Draw Label Captain (DLC) technique above, the researcher concluded that this technique has three steps, namely: first, draw a picture that will be the main idea of their story, second, give as many words as possible around the image, then write a caption at the bottom of the image to match with the image (start with a phrase), then make a sentence from the label and finally each sentence can be included in a narrative paragraph .
RESEARCH METHODRESEARCH METHOD
Object of The Study
Independent variable of this research was the use of sign-label captions as technique which can be defined as design or plan used to explain or illustrate something in general. Dependent variable of this research was the variable observed and measured to determine the effect of the independent variable. Dependent variable of this research was narrative writing skill which was defined as activities to tell something that had the purpose the readers got information and understood what is the meaning of the paragraph.
Action Plan
- Classroom Action Research (CAR)39
The research used classroom action research because the researcher was the teacher in the classroom. In this research, the researcher used the principle of classroom action research (CAR) to collect data. Action research in the classroom consisted of four activities that were carried out in each cycle, namely planning, action, observation and reflection.40.
The researcher explained the narrative paragraph and the researcher asked the students to make a narrative text entitled .. our holidays last week” individually, .. c) The researcher gave an assessment to the students. In this step, the researcher observed the teaching learning process using observation format and observation outlines. The researcher analyzed and discussed the result of the observation during the teaching process, as well as weaknesses and strengths from the action in this step.
Data Collecting Method
- Test
- Documentation
- Observation
42 So Lorraine said that a test is a formal, systematic procedure, usually involving paper and pencil, or collecting information about people's cognitive and affective characteristics.43 In addition, the researcher used the test as a method of collecting data to measure variables. The post-test ended after the treatment to find out if using this technique could improve the students' skill in writing narrative paragraphs. The researcher used the documentation method to get detailed information about the history of the school, the sum of the teachers, employees, students and organizations of the tenth graders of State Senior High School 1 Trimurjo in academic year 2017/2018.
Research Instrument
- Blueprint Instrument
- Calibration Instrument
In addition, the calibration of the instrument was the review or examination of the instrument items done by the researcher. Based on this quote above, it can be concluded that instrument calibration was the scale of measurement that would be used to establish the action in this research done by the researcher. In writing, there were indicators that could be used to recognize students' writing performance.
Data Analysis Technique
Tabulate the result of the test and find the mean of the pre-test and post-test.
Indicator of The Successes
- Research Setting
- Research Data
- Acting
- Observing
- Reflecting
Then the researcher announced to the students to draw a picture of a real or imagined scene. Orientation is when the characters, time and place of the story happened. The researcher said, 'Excellent, give. The result of the test of the students in post-test 1 was better than the test in pre-test before.
Improve
Planning
Based on the reflection done in cycle I, the researcher and the collaborator made the planning of the action as follows.
Action
The teacher reviewed the material about the title of the drawing label that he studied in cycle I. f) The teacher gave the topic to make the narrative paragraph. The teacher and students made a conclusion about the material and closed the class. about the material and closing the class. The teacher gave the topic to make a narrative paragraph .. f) Students are asked to draw a picture and make a narrative paragraph based on the picture. g) The teacher and students made conclusions about the material and closing the lesson.
Post test 2
Observation
Based on the result in II. cycle, we can conclude that the learning process went well. From the above result, the researcher concluded that this research was successful and it will not be continued in the next cycle.
Reflection
100%) did an assignment to write a narrative paragraph based on the topic and the last 20 students (100%) did the collating narrative paragraph to the researcher.
INTERPRETATION
- Interpretation the Result of Students’ Score in Cycle I and Cycle II
During the research process, the researcher noticed that the students were interested in teaching and learning writing skills. Using labels to draw stickers made it easier because students could practice how to identify vocabulary, how to make a narrative paragraph, and how to understand writing skills more easily and effectively. You can see the students' scores in the narrative paragraph from pre-test, post-test I to post-test II in the table below.
Post- Test II
In this session, the researcher will discuss the interpretation of the results of the research. The researcher would like to explain the result score by comparing the data as follows.
I Increasi ng
- Action and Learning Result in Cycle I
- Action and Learning result on cycle II
- Discussion
- CONCLUSION
- SUGGESTION
- For the teacher
- For Students
- For the Principal
The researcher concluded that drawing labels was an alternative technique that had improved the students' ability to write paragraphs. More specifically, there was a positive and significant improvement of using drawing label captions on students' narrative paragraph writing ability after treatment. Using Draw Label Caption could increase the students' narrative ability to write paragraphs in the tenth graders in SMAN 1 Trimurjo, Central Lampung.
APPENDICES
Pendahuluan A. Rasional
Bagi siswa SMA/MA/SMK/MAK di Indonesia, belajar Bahasa Inggris bukanlah pengalaman pertama, melainkan kelanjutan dari apa yang telah dicapai di bangku SMP. Pendekatan berbasis kompetensi, pendekatan berbasis genre, dan pendekatan ilmiah semuanya diselaraskan dengan berbagai teori pengajaran dan pembelajaran yang dikembangkan selama berabad-abad. Berdasarkan semua pendekatan tersebut, proses pembelajaran yang berhasil adalah yang menekankan pentingnya keterlibatan siswa secara langsung.
Kompetensi Bahasa Inggris di Pendidikan Menengah Secara umum kompetensi Bahasa Inggris Umum di
Penguasaan setiap jenis teks melibatkan tiga aspek, yaitu fungsi sosial, struktur teks, dan unsur kebahasaan yang ketiganya ditentukan dan dipilih sesuai dengan tujuan dan konteks. Sikap meliputi menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, tanggap dan proaktif, serta menunjukkan sikap sebagai bagian dari pemecahan berbagai masalah. Tingkat kecakapan bahasa Inggris SMA/MA/SMK/MAK Diikuti kompetensi bahasa Inggris dan kompetensi spasial.
Kompetensi Bahasa Inggris Jenjang SMA/MA/SMK/MAK Berikut ini adalah kompetensi bahasa Inggris dan ruang
Kerangka Pengembangan Kurikulum Bahasa Inggris Seperti kurikulum mata pelajaran lainnya, Kurikulum
Niat untuk melakukan suatu tindakan/kegiatan, dengan memperhatikan unsur kebahasaan dari kata kerja bantu go to, would like (10). Keadaan/perbuatan/kegiatan/peristiwa yang dilakukan/terjadi di masa lalu mengacu pada waktu terjadinya dan berakhirnya, dengan memperhatikan verba dalam bentuk past tense vs present tense (10). Keadaan/perbuatan/kegiatan/peristiwa tanpa perlu disebutkan pelakunya dalam teks ilmiah, dengan memperhatikan verba dalam bentuk pasif (11).
Pembelajaran dan Penilaian
Pengembangan KD diharapkan mampu menghasilkan siswa yang mampu melakukan tindakan linguistik, dalam bentuk wacana interpersonal, transaksional, dan fungsional. Teks yang diucapkan, didengar, dibaca, dan ditulis oleh siswa dimaksudkan untuk melakukan fungsi sosial secara otentik atau mendekati otentik dari segi sumber dan kegunaannya. Penilaian dilakukan secara integratif, meliputi sikap, pengetahuan, dan keterampilan dalam penggunaan bahasa Inggris lisan dan tulis dalam konteks, sesuai dengan tujuan sosial dan fungsinya.
Kontekstualisasi Pembelajaran sesuai dengan Keunggulan dan Kebutuhan Daerah serta Kebutuhan Peserta Didik
- Kompetensi Dasar, Materi, dan Kegiatan Pembelajaran Berikut ini adalah silabus untuk kelas X, XI, dan X Tentang kegiatan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran 3.1 Fungsi Pelaksana. sosial, struktur tekstual, dan unsur kebahasaan teks interaksi. kegiatan transaksional lisan dan tulisan yang melibatkan pemberian dan permintaan informasi yang berkaitan dengan identitas dan hubungan keluarga, tergantung pada konteks penggunaannya. 4.5 1 Menangkap makna secara kontekstual yang berkaitan dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks tertentu berbentuk notice. pemberitahuan). Guru memerintahkan mereka masing-masing untuk menuliskan legenda tersebut di buku catatan masing-masing, sambil mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang ada.
Kompetensi Inti (KI) KI 1 dan KI 2
As a reminder
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
- Pertemuan Kedua ( 2JP ) Indikator
- Pertemuan Ketiga (2 JP) Indikator
Bertanya dan bertanya terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks naratif. Membahas tentang perbedaan fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus berbentuk narasi yang disiarkan. Bersama-sama mereka mendiskusikan teks naratif yang ditulis oleh masing-masing individu mengenai tujuan, struktur, dan unsur kebahasaan yang digunakan.
Penilaian Hasil Belajar 1. Teknik Penilaian
- Program Tindak Lanjut 1. Remedial
Bagi siswa yang memiliki nilai di atas 70 mendapatkan pengayaan berupa tugas mandiri untuk membuat teks naratif dan mempresentasikannya di depan kelas. Kabayan ingin meminta banyak uang, tetapi istrinya berpikir mereka harus meminta beras yang melimpah. Ayunan Kabayan segera diizinkan, dan dia melihat istrinya berubah menjadi monyet di depan matanya.
Rubrik
- Post-Test 1
- Post-Test 2
Banyak kesalahan tata bahasa.. begitu arti dan isinya. teks dapat dipahami dengan jelas. dengan makna .. kalimat dan isi teks. dan isi teks masih dapat dipahami. teks yang sulit dipahami. Tidak ada kesalahan tata bahasa yang berarti, makna dan isi teks dapat dipahami dengan jelas. Tata bahasa terjadi hampir banyak Tata bahasa .. tidak ada kesalahan tata bahasa. beberapa kesalahan tata bahasa tapi tidak. mempengaruhi makna. kesalahan tata bahasa terjadi yang mempengaruhi makna dan seringkali harus mengatur ulang kalimat percakapan. begitu banyak sehingga percakapan itu sangat sulit untuk dipahami.
