1
THE EFFECT OF USING ROUND TABLE ROUND ROBIN STRATEGY TOWARD STUDENTS’ WRITING ACHIEVEMENT AT THE EIGHTH
STUDENTS OF SMP N 2 BUKITTINGGI
Oleh:
Rahmi *)
**) Suharni dan **) Dona Alicia,Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk menemukan pengaruh dari Round Table Round Robin Strategi terhadap pencapaian siswa dalam menulis pada kelas VIII SMP N 2 Bukittinggi. Jenis penelitian ini adalah penelitian ekperiment dan menggunakan tekhnik Cluster Random Sampling untuk pemilihan sampel.
Partisipan dalam penelitian ini adalah VIII.4 sebagai kelas eksperimen dan VIII.5 sebagai kelas control yang dipilih berdasarkan uji normalitas dan homogenitas yang dilakukan kepada semua kelas delapan di SMP N 2 Bukittinggi. Untuk pengumpulan data, peneliti menggunakan instrument yaitu menulis tentang recount dan descriptive paragraf. Analytical Scoring Rubric untuk menilai tugas menulis siswa..Hasil ttest 4,5766 > ttable 1,67109. Berdasarkan hasil analisis data, peneliti menyimpulkan bahwa Strategi Round Table Round Robin dapat meningkatkan kemampuan siswa dalam menulis. Kemudian dapat disimpulkan bahwa hipotesa dari penelitian ini (H1) diterima dan Round Table Round Robin Strategi memberikan dampak signifikan terhadap peningkatan kemampuan menulis siswa.
Key Word: Round Table Round Robin Strategy, Cluster Random Sampling, recount, descriptive.
*) Penulis
**) Pembimbing
INTRODUCTION
Writing is one of important skills beside listening, speaking, and reading that should be learned by the students in the school.
Furthermore, there are some reasons why writing is an important skill for the students. First, writing is a skill set, not a singular set that let the students to convey their ideas. Second, writing is practical skill; it means that every day the students should write in order to complete a task. Third, writing is an important form of communication. The last, writing as a helpful way to express students’ idea that cannot be expressed in speaking.
As stated in Indonesian Curriculum, Curriculum 2013 of the eighth grade junior high school in second semester, the standard competence of writing will be achieved by the students. It is by expressing the meaning in short functional text and monolog text of descriptive
and recount in daily life context. It means that the students will learn and master in writing and the students are hoped to be able to write a monolog text based on the genres that are taught.
Unfortunately, there are some problems that students face in writing. Based on researcher’s observation at Junior High School 2 Bukittinggi, the problems involved two factors: First, the problem came from the students themselves. The researcher assumes that the students often got difficulties in developing ideas into paragraph. It is caused by the students cannot arrange the words into a good sentence. They could not develop their ideas because the teacher gave different topics for every group in the class. It could make students confuse to write on the paper.
The second problem came from the teacher.
The researcher observes the teacher when she taught the students by using Hot Potato Strategy.
It made the students was confused, because in
2 using Hot Potato Strategy the teacher gave different topics to the groups. It made noisy in the class. Then, it was assumed that the strategy was not appropriate for the students in junior high school. By using this strategy, the students got low score in the class as stated on the mean score of writing exercise.
REVIEW OF RELATED LITERATURE Writing
Writing is an activity to express ideas and produce a writing product, like essay, paper, journal and others. Oshima and Hogue (1991:3) state that writing is a process, not a product. The process refers to prewriting, planning, writing and revising draft and writing the final copy. In writing, the process is important part to become a good writer, because a process in writing gives instruction to writers so that their paper becomes perfect. On the other hand, the writer always possible to review and revise, and review and revise again. So, the writer should follow and do the good process in writing.
Process of Writing
Brown and Hood in Harsyaf (2009:7) mention that in fact there are three main stages of the writing process: preparing to write, they should prepare what is topic and they should make draft if they want to manage their idea. Then, they can arrange the ideas into some texts. Finally, the students should know how much they wrong in writing like grammatical correctly, low vocabulary and spelling correctly
Teaching Writing
Teaching writing is to facilitate the students in developing ideas and a knowledge in the process of writing. According to Harmer (1998:79), teaching writing to students of English as foreign languages include reinforcement, language development, learning style and most importantly, writing as a skill in its own right. In learning process, some students get language in a purely oral way, but written down have big influence for most of students. Then, writing can help students to understand of how it all fits together and help students do the new language to memory. Language development helps students to learn the writing. And also, writing is a basic language skill, just as important as speaking, listening and reading.
Round Table Round Robin Strategy
In using Round Table Round Robin, the students give responds in writing form and the teacher just monitors in the class. Gregory and Burkman (2012:69) remark that Round Table Round Robin is the strategy in
Each learner responds or writes in turn, which allows the teachers to monitor allows the participation. The meaning of Round Table Round Robin is a strategy that makes students think creatively because the teachers only monitor the students. The students write their ideas in paper that turn in the group.
Procedure of Round Table Round Robin Strategy
According to Blaz (2013: 106), the teaching procedures in using Round Table Round Robin Strategy are:
a. The original version of this activity is to place the students in circle of about 10 students each. The meaning is a group consist of ten students.
b. Students are given only one paper on which to respond and pass it around and around the circle until it is complete. It means that the teacher only give one paper to one group.
c. Each students, in addition to completing the next item on the paper, is told to read the previous one, both as example of how to do the exercise and to correct any errors they may see in the work of others; if an errors is detected it must be presented to the group and the group determination made that it is actually an errors before correction are made.
The meaning is after the first students write their opinion on the paper the next students read it and if the previous students have errors the next students should correct it and discuss together in their team.
d. After any correction and the addition of the new answer the paper is passed to the next teammate. It means that if there are correct answers; continue to the next friend in the group.
Advantages of Round Table Round Robin Strategy
According to Blaz (1998:107), the advantages of Round Table Round Robin strategy is effort involves some sort of project, such as a poster, instruct the students on proper behaviour, remind them to stay in the target language and then let the groups briefly do Round Table Round
3 Robin strategy to view each other’s product. It means that Round Table Round Robin Strategy not only develop academic of the students but also student’s behaviour, because the students work together and combine their idea. The students should share idea in written form in their group.
Hot Potato Strategy
Hot Potato Strategy is a group work consist 3-6 per group. According to Gregory and Kuzmich (2007: 84), Hot Potato is a strategy consist each group or station has a different problem or question or sub topic which is a part of the umbrella topic. It means that Hot Potato is a strategy that the class is divided into group and each group has different topic.
Procedure of Hot Potato Strategy
There are some procedures of Hot Potato Strategy in teaching writing. According to Gregory and Kuzmich (2007: 84), there are some steps to teach Hot Potato Strategy:
1. Divide the class into the groups. Each group is to have a large sheet of paper and one pen or pencil.
2. Each group is given a different problem to solve, which can be sub-topics of one problem.
The problem is to be written clearly at the top of the sheet. At a given signal, each group begins to discuss their problem, with one person writing down the responses or ideas.
3. After a period of time a signal is given by the teacher then each sheet is moved to the table on the left. In this manner, each group now receives different problem address.
4. Each group now reads and clarifies the new problem topic, reads the responses on the sheet and continues to discuss the problem. As ideas flow, they are written on the sheet.
5. Repeat the swapping process until each group has dealt with each problem.
6. The results can be posted on the wall for all study or general discussion can take place based on all the information generated. A more organized process may be to give all sheets to a smaller group which is given the brief to put together a final report containing solution or a series of solution.
Descriptive Text
Descriptive text is a kind of text that should be learn in junior high school. Pardiyono (2007:94) state that descriptive text is a text that has function to describe person, place, animal and
thing. This text has function to describe person, place, animal and thing. The generic structure of narrative text is orientation, sequence of event, reorientation.
Recount Text
Recount is a kind of the text that tells about experience in the past. It is supported by expert. According to Pardiyono (2007:94), recount is appropriate kind of the text to tell activities or event in past. Then, the purpose of recount text is to inform to the reader. It means that recount text is a text to inform the reader to know their experience or activities that can interest for writer to write.
METHOD OF THE RESEARCH This research was an experimental research because the problem and purpose of the research had some characteristics of experimental research.
Gay and Airasian (2000:367) argue that experimental research is the only type of research that can test hypothesis to establish cause and effect relationship. The researcher uses experimental research to know the effect of Round Table Round Robin Strategy toward students’ writing achievement.
The design of the research was quasi experimental research. Mc. Milan and Schumacher (2001: 334) state that quasi experimental research includes of pre-test and post-test. So, the researcher did pre-test and post test for two groups. The first group was experimental group that taught by using Round Table Round Robin Strategy. The second group was control group. The researcher used Hot Potato Strategy. The experimental group as a independent variable and dependent variable was the control group. The statement supported by Gay and Airasian (2000:418), the independent variable was called the experimental group and dependent variable was called the control group.
FINDINGS
The researcher found some finding as follow:
1. The result of mean score pre test in experimental class was 56,25. Then it was divided by 30 students. Therefore, the mean score in post test was 81,25 . In control class the result of mean score pre test was 55,12.
4 Then it was divided by 31 students and 77,13 was the post test result.
2. The result of ttest(4,5766) was higher than t
table(1,67109) at degree of freedom ((n1+n2)- 2) 59 and the level of significance of α 0.05.
Therefore the null hypothesis (H0) was rejected.
Based on the data above the researcher concluded that the Round Table Round Robin Strategy was significant to improve students writing achievement. H1was accepted and H0was rejected.
CONCLUSION
The researcher did the experiment at the eighth grade students of Junior High School Bukittinggi in 2014/2015 academic year. The design of this research was quasi experimental research which involves a sample group that was given treatment by using Round Table Round Robin Strategy. Before giving the treatment, the researcher gave pre test to the class. Then the researcher gave treatment as long as eight meetings. After giving the treatment, the researcher gave post test to know the improvement students writing achievement.
Based on the result of pre test and post test. It was found that there was significant effect of students’ writing achievement at eighth grade students of Junior High 2 Bukittinggi that was taught by using Round Table Round Robin Strategy in 2014/2015 academic year. It was supported by data. The data analyzed showing that for report’s scoring, ttest(4,5766) for experimental class that were taught by using Round Table Round Robin Strategy. There was a significant effect of using Round Table Round Robin Strategy on students’ writing achievement.
SUGESTION
Round Table Round Robin Strategy gave positive effect on the students’ writing achievement, that’s why the researcher would like
to draw some suggestions. First, for English teacher, have to introduce and apply this strategy in teaching writing, because this strategy can help the students to improve the students’ achievement in writing in understanding to make a text and organize the ideas. Second, for students of English Department of STKIP PGRI Padang who want to know about Round Table Round Robin in teaching strategy in writing, read this thesis.
REFERENCES
Blaz, Deborah. 2013. Teaching Foreign Language In The Block. New York: Library of Congress Cataloging in Publication Data.
Brown, H. Douglas. 2004. Language Assessment:
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Gay, LR and Peter Airisian. 2000. Educational Research: Competencies for analysis and application (6theds). NewYork: Prentice Hall.
Gregory, Gayle H. And Amy Burkman. 2012.
Differenciated Literacy Strategies for English Language Learners: Grade 7-12.
California: Corwin.
Gregory, Gayle H. And Lin Kuzmich. 2007.
Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities.
California: A Sage Publication Company.
Harmer, Jeremy. 1998. How to Teach English.
Kuala Lumpur: Longman.
McMilan, James H and Sally Schumacher. 2001.
Research and Education: a Conceptual Introduction. New York: Addison Wesley Longman, Inc.
Oshima, Alice and Ann Hogue. 1991. Writing Academic English: Second Edition.
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