INCREASING THE ABILITY OF WRITING NARRATIVE TEXTS USING THE FOUR-SQUARE METHOD AMONG THE ELEVENTH CLASS OF SMŠ N 1 TRIMURJO. This research aimed to increase the ability to write a narrative text using the four-square method among eleven classes of SMA N 1 Trimurjo Central Lampung. The purpose of this research is to determine whether the use of the four-square method can increase a student's ability to write a narrative text.
The results of the research showed that the method of four squares played a positive role in increasing the ability to write narrative texts. This means that by using the four-square method, you can increase the student's ability to write narrative texts. The conclusion of this research is that the four-square method is one of the effective methods to increase narrative text writing ability among eleventh graders at SMA N 1 Trimurjo Central Lampung.
The bachelor's thesis titled "Increasing the Narrative Text Writing Ability Using Four Squares Method among the Eleventh Grade in SMA N 1 Trimurjo Central Lampung".
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of the Study
- Benefits of the Study
- Prior Research
It can be made easier and much simpler for students to understand because the four squares method is a graphic organizer that teaches the students concept, grammar and. Then the students chose one of the subjects to write the story of their cartoon as a narrative text. The result of the students of narrative text showed that the students have some difficulties in learning the English language, especially in writing narrative texts.
The problem of the students is that the students have difficulty writing narrative texts when they try to construct the narrative text correctly. The students score in writing skills in narrative text in the eleventh grade of SMA N 1 Trimurjo. Therefore, the researcher limits the problems to the fact that the students have difficulty writing a narrative text.
Related to the previous research above, this present research is now whether the four-square method can increase students' ability in writing narrative text in the eleventh grade of SMA N 1 Timurjo Central Lampung.
REVIEW OF RELATED THEORIES
Theoretical Review
- The Concept of Writing Ability
- The Concept of Narrative Text
Furthermore, Brown stated that "writing is simply the graphic representation of spoken language".8 Brown also stated that the written products are often the result of thinking, drafting and revising procedures that require specialized skills, skills that not every speaker naturally develops. not. ‟s means that the script is text as a representation of spoken to communicate and give information. 5Rika Dartiara, "The Use Of Reflective Journal Writing In The Teaching Writing Through Recount Text at The Tenth Grade Student Of SMAN 1 Pagelaran Lampung" in Pedagogy Journal of English Language Teaching, (Lampung: Institut Agama Islam Negeri Metro), Vol. So, this means that revision is the choice that created a piece of writing, reevaluate.
According to Virginia, a narrative presents a connected series of events, either invented or based on one's own experience.14 In addition, the function of a narrative text is to entertain readers or listeners. 15Eny Maulita Purnama Sari, “Increasing Students' Narrative Text Writing Skills Using Brainstorming Technique”, in English Language Teaching Pedagogical Journal, (Lampung Timur: UNU Lampung), Vol. 5, no. 28/ December 2017, p. 151. Furthermore, according to Nikki and Sally Yates, “narrative is omnipresent in our lives, it is the way people make sense of their experiences; the narrative text can be fiction or non-fiction; .. then narrative non-fiction texts include informative stories, biographies and autobiographies, diaries and letters.
They are sometimes called "combination words", for example: ..because‟, „and‟, „so‟. 4) The story can be written in the first person (me, we) or in the third person (he, she, they). somehow use the passive voice, e.g. "The clue was discovered by one of the children."
The Concept of Four Square Method
- The Definition of Four Square Method
- The Characteristics of Four Square Method
- The Procedures of Using Four Square Method
- The Benefit of Using Four Square Method
Gould, Four Square Writing Method A Unique Approach to Teaching Basic Writing Skills, (USA: Teaching and Learning Company, 1999), s. 24 Juitania, Hanif Pujiani og Anti Suryanti, Effekten af at bruge fire kvadraters metode på elevernes skrivefærdighed, (E-journal, Jakarta: UNPAK, 2013), s. Gould, Four Square Writing Method A Unique Approach to Teaching Basic Writing Skills, (USA: Teaching and Learning Company, 1999), s. 81.
Then the main idea, board or general idea is placed in the middle box of the four squares method (box 1). 27 Juitanië, Hanif Pujiani en anti Suryanti, The Effect of Using Four Square Method on Students' Writing Skill, (E-journal, Jakarta: UNPAK, 2013), p. The explanation above about the procudere of using the four squares method and there are four steps.
There are several benefits of using the four squares in the writing process to help students organize their thoughts and ideas in writing.
Action Hypothesis
It's a great way to help students put together similar ideas to easily create a simple paragraph. The four-square method helps organize thought or plan before writing, can be applied to expository, narrative, persuasive, and descriptive writing, and can be modified to meet students' needs.31.
RESEARCH METHODOLOGY
- Setting of Research
- Subject of The Study
- Research Procedure
- Data Collection Methods
- Data Analysis Method
- Indicator of Success
The data analysis performed from the students' result score of the pre-test and post-test in cycle 1 and cycle II. Based on the result of the students' score after test 1 in cycle I, it can be analyzed that the average of the students' score was 69.57. Finally, the researcher analyzed and calculated all the processes such as the score of the students' pre-test and result of students.
From the data above, there was an increase in the students' results between post-test 1 and post-test 2. Rika Dartiara, "The use of reflective journal writing in the teaching writing through retell text by the tenth grade student of SMAN 1 Pagelaran Lampung" in Pedagogy Journal of English Language Teaching.
RESULT OF THE RESEARCH
Result of the Research
- Description of The Research Location
- Description of The Research Result
This research used classroom action research and aims to increase the students' activity and the students' learning result of the study at SMAN 1 Trimurjo. Pre-test was given to the students which aimed to find out students' ability before the treatment was implemented. The researcher also planned to give evaluation to measure the students' mastery on the given material.
At the beginning of teaching the learning process, the researcher asked the students about the narrative text and their difficulties in understanding the text. The meeting began with a prayer, a greeting, a review of the list of those present and questions about the state of the students. Based on the above data, it showed that 14 students (54%) followed the teacher's explanation carefully, 13 students (50%) asked and answered the teacher's question, 17 students (65%) followed the learning process, 8 students (31%) ) students were active in building teamwork, 12 (46%) students were fluent in narrative text, and the average student activity in the 1st cycle was 9.46%. 4) Reflection.
Based on the data above, it showed that students' activities in cycle II were increased. This means that the researcher indicated that the learning process in Cycle II was successful because the students' activities got a percentage of ≥70%. From the above data, it could be seen that the students' scores in posttest 2 increased.
Discussion
In this research, to know the students' narrative text mastery after implementing the treatment, the researcher conducted posttest 1. It means that most of the students passed in obtaining material and the research was successful. Based on the above data, it was known that there was a positive significant increase in the students' scores.
Based on the graph above, it can be concluded that the four-square method can increase students' ability to write narrative text. It is supported by increasing students from pre-test to post-test 1 and from post-test 1 to post-test 2. The result of students' learning activities in cycle I and cycle II The data of students' learning activities were obtained from all the learning activities of the students on the observation sheet.
The students' attention to the teacher's explanation increased from the first to the next meeting. The students followed the learning process from the first meeting to the last meeting. Based on the above data, it can be concluded that the use of the four-square method increases the learning activities of the students, as most of the students showed good progress.
So it made it easier for the students to understand the material and it can increase the students' motivation in English study. This was supported by the increase of students' average score of the pre-test was 57.30, in post-test 1 the students' score was 69.57 and the average score of post-test 2 was 79.69. It would be better for English teacher to apply the Square method as an alternative way in teaching English, especially to increase the students' narrative text writing ability.
Many students who were noisy did not pay attention to the researcher's explanation. Some students met the Minimum Standard Criteria (MSC) but many students did not meet the results.
CONCLUSION AND SUGGESTION
Suggestion
Disarankan untuk meningkatkan kemampuan siswa dalam pembelajaran khususnya dalam penguasaan menulis dan lebih aktif dalam proses pembelajaran di kelas. Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran 3.1. sosial, struktur tekstual, dan unsur kebahasaan dalam beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerpen, sesuai dengan konteks penggunaannya 4.1. kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks. naratif, lisan dan tulisan, cerita pendek terkait. Siswa dapat menunjukkan perilaku peduli, percaya diri dan bertanggung jawab dengan melakukan komunikasi terkait teks naratif sederhana.
Siswa dapat identify fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederahan dengan benar. This is where the writer sets the scene for the story, informs the reader about the time, place and main characters of the story. Well, maybe one day, when I have time, I can teach you some simpler ones,” answered the fox lightly.
Dengan gumatan dan arahan guru, siswa mempertanyakan pengetian topic, main idea and generic structure dari teks naratif sedera. Please select one of the titles below and then write narrative text based on the titles you have chosen. Please select one of the titles below and then write narrative text based on the title you have chosen.
