ENGLISH REVIEW JOURNAL

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31 Teaching Writing By Combining Magnet Summaries With Power Strategy At Second

Grade Students Of Sma Saribuana Makassar Kanisia Yasinta Jemai¹ Nuraeni Kasim ^2,Antonius Ali Wutun³

1,2,3 Pendidikan Bahsa Inggris STKIP YPUP Makassar

Email: [email protected] Artikel info

Artikel history:

Received; xx-xx-xxx Revised:xx-xx-xxxx Accepted;xx-xx-xxxx

Abstract. This research aimed to find out the effectiveness of Combining Magnet Summaries and Power Strategy to develop students’ writing of the second grade at SMA Saribuana Makassar. The method of this research is pre-experimental method which design one class pre-test and post-test. There was 20 students as sample and applied total sampling technique. The technique of collecting data was done by giving pre-test before treatment and post-test after treatment. The result of data analysis showed that at level of significance 0,05 with the degree of freedom (df)=N-1 where N=20,there was a significant difference between pre-test and post-test by using Combining Magnet Summaries with Power Strategy in teaching English writing. The t-test value was higher than t-table. It means that alternative hypothesis ( ) was accepted and the null hypothesis ( ) was rejected. Based on the result above, it can be concluded that the use of Combining Magnet Summaries with Power Strategy is effective in enhancing the students’ English writing ability

Kata kunci:

Writing, Magnet Summaries and Power Strategy

Coresponden author:

Email: [email protected] artikel dengan akses terbuka dibawah lisensi CC BY -4.0 http://ojs.stkip-ypup.ac.id/index.php/erj

Vol 1, No, 1, Juni 2020

p-ISSN: xxxx-xxxx dan e-ISSN: xxxx-xxxx DOI.xxx-xxx

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ENGLISH REVIEW JOURNAL

32

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33 INTRODUCTION

Writing is a instrument of thinking that allows students to express their thoughts. The students can write what they think or what daily activities. It means that through writing activity, they can write what ever they want, even their schedules, their hobbies or like and dislike. Based on this statement, there are two reasons of writing skill: first, writing skill can help us to express our ideas in wrriten form in english; second, writing skill is used for communication.

From the both reasons of the use of writing skill, it can be said that writing is used for communication to express idea.

Problem Statement

Based on the previous background, the researcher formulates a research question as follows:

“Does combiningMagnet Summariesand Power strategy improve students’ writing ability at the second grade students of SMA Saribuana Makassar?”

Objective of the Research

Based on the formulation of the problem, this research is directed:

To know if teaching writing by Combining Magnet Summarise and Power Strategy is effective to improve students’ writing ability.

The Significance of the Research

The researcher hopes that result of the study gave contributed to the students will be able to mastering the writing ability better by combining Magnet Summaries and Power Strategy and the teachers know the level of students’ writing skill at the second grade students of SMA Saribuana Makasar.

Scope of the Research

In this research is focused on developed ideas of five componenton narrative text taught combining Magnet Summaries and Power Strategy and the significant different in students’ writing ability before and after being taught combining Magnet Summaries and Power Strategy at the Second Grade Students of SMA Saribuana Makassar.

Review Of Related Literature

Sri Linggar Yani (2014 ) conduced a research title “ Teaching Writing by Combining Magnet Summary Strategy with Hamburger Strategy for Senior High School Students: she conclude that the teaching writing by Magnet Summary Strategy is the strategy that helps students focus on the main ideas in each text, and can help students write summary based on the key word that the students get from the text.

Haryati (2015) conduced a research title “ Teaching Writing by Combining Magnet Summaries and Power Strategy”. She conclude that the teaching writing by combining Magnet Summaries is effective strategy to make the students write well.

Teaching Writing

Harmer (2010:79) “stated that writing is more production of graphic symbols, just symbols, just as speech is more than production of sounds. The symbols have to be arranged, according to certain conventions, to form words, and words to be arranged to form sentences, although again we can be said to be “writing” if we are merely making list of words, as in inventories of items.

Academic Writing Guideline for Writing in English (2013), “writing is necessary to place it within the context for which it is used. Writing is something you do rather than learn.

Writing in the natural sciences is different from writing in the humanities. Writing in history is different from writing in law or business”.

Based on the opinion above, they concluded that writing is one of important skills that should be mastered by students. Beside that, writing is a process. It means that a lot of practices are important in order to have a good writing. To have a good ability in writing,

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34 writers not only need to study about it, but they also need practice seriously and continuously in order to develop their skill well.

Magnet Summaries Strategy

Magnet summaries is a strategy that helps students rise above the details and construct meaningful summaries in their own words. It means the students use it to organize important information into a summary.

According, Guthrie (2004.) “summarizing refers to forming and accurate, abstract representation for text after reading all or a substantial portion of material. Furthermore, they explain that through summarizing students will identify central ideas in the passage by locating key words and identifying supporting factual information. It means through summarizing students will learn to identify the key term from a reading and organize the information. It also demonstrates the students ability to articulate and understand of what is read and involves synthesizing a lot of information. Therefore, summarizing helps students to identify or general the main ideas, eliminate the unimportant details, and remember what we have read.

In teaching English, writing summary is an important skill since it helps students to understand what they have read and also to practice their writing skill. However, some students often find it difficult to write the good summary because they lack of ability to decide topic or main idea of the text and to select the important details and eliminate the redundant ones.

In summary, it can be concluded that Magnet Summary strategy is an effective strategy to make the students write well. This strategy have simple procedure for helping students determine relevant. In procedure of Magnet Summaries strategy, the teacher can apply this procedure in teaching writing. There are some experts give their point of view about it.

Procedure of Magnet Summary Strategy

Begin by explaining how magnets attract metal objects. Explain that magnet words will do the same thing.

1) Determine the text that the researcher want students to read as they complete this exercise independently or with a partner.

2) Start the writer determine the magnet words. As the students become more familiar with this strategy, consider having them select their own magnet words distributes index card to students. Ask students to write the magnet word in the center. And ask student to read the text and write key words or phrases on the appropriate cards.

3) Show students how they can combine the information each card to write a summary sentence or two on the back of card.

4) Show students how to add transition words, adjust sentence so that they do not all begin in the same way, and include any missing components such as concluding sentence.

Advantages of Magnet Summary Strategy

Magnet summary Strategy provides many advantages for the students in order to improve their writing. According to Urquhard (2005:106) “explains that the Magnet Summary Strategy helps the students condense their reading about specific topics to several key words or phrases into a sentence or two that incorporates of all the relevant information. In notes that, this strategy makes the students can write a sentence from the key and can combine the sentence into a good text.

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35 Magnet Summary Strategy helps the students take the key words from the details of the text and construct meaningful summaries in their own words. It is useful for the students in making writing based on what they get from a text and write it in written form. It means that, the students get the key words based on the text that they have read before and then they write into a sentence with they own word in written form.

Power Strategy

The Power Strategy is one of the strategies to make student easier to write. The purpose of Power Strategy is to provide explicit instruction to students on how to write.

Procedure of Power Strategy

According to Welkes (2008) there are several steps of Power writing strategy are planning, organizing, writing, editing, revising.

Planning: in this steps, the teacher gives brainstorming to the students about what will they write on their paper like using web plan to make students easier to connect their ideas.

Organizing: in this steps, taking the information the students generated during the planning.

Making decision about the suitability of the information. Writing: in writing steps, the students start to write from the information or ideas that they have get during planning and the organizing steps on their paper. Editing: there are two aspects in editing steps are editing for content and editing mechanics. In editing for content the students can use seft questioning.

Revision: in this step, re-read essay to avoid the error essay. If the issue of lack clarify, the students must locate the sections of the essay that are unclear.

Advantages of Power Strategy in Writing Activity

Power Strategy as the staging tool is very useful for the students the writing process.

This writing strategy organized all the steps in the writing process. The first advantages of Power Strategy is that it teaches students four different organizational structures for writing papers: stories, comparison- constract, explanations, and problem/ solution. It means that Power Strategy has some stages to help students easy in writing based on what students need to write. While, second advantages of Power Strategy according to Luke is demonstrated that students can be taught to use strategies that they have developed themselves.

Teaching Writing by Combining of Magnet Summaries with Power Strategy

In applying Magnet Summaries and Power Strategy, there are some procedure, but in combining those strategy, the researcher combined the procedure from Urquhart and Welkes become one effective procedure in improving the students writing ability:

a) The researcher explained how magnets attract metal object, and explain that magnet words will do some thing.

b) Determine the text that the researcher want students to read as they complete this exercise independently or with a partner.

c) The researcher determine the magnet words, as the students become more familiar with this strategy. Consider having them select their own magnet words.

d) The researcher distributes index cards to the students, and asked the students to write the magnet words.

e) The researcher asked the students to read the text and write key words or phrases on the appropriate cards.

f) The researcher asked the students to find out the idea from the text.

g) The researcher showed the students how they can combine the information each card to write a summary sentence.

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36 h) With the summary sentences showed, the researcher constructed students to organize

then cards in the order that makes logical sense lot a summary paragraph.

i) When necessary, the researcher showed the students how to add transition words, adjust sentence so that they do not all begin in the same way, and include any missing components such as concluding sentence.

Research Design

in this research was pre-experimental method. This method involves one group pre-test, treatment and post-test. It aimed to know whether using Combining Magnet Summaries with Power Strategy can improved the writing ability at SMA Saribuana Makassar in akademic 2018/2019.

The research design represent as follow:

O1 X O2

Where:

O1: Pre-test X : Treatment O2: Post-test 3.2 Variable of the Research

There are two variables that involved in this research namely independent and dependent variables: the independent variable in this research use of Magnet Summary and Power Strategy for teaching. The dependent variable is the student writing ability.

3.3 Population and Sample a. Population

The population of this research was the second Grade students of SMA Saribuana Makassar in academic 2018/ 2019. Which consisted of one class the total number of population was 20students.

b. Sample

To get the sample in this research the researcher applied total sampling technique.

Because based on the observation before, this class haslow ability in writing that can be determined the ability of all the second year student. The total number of sample was 20 students.

3.4 Instrument of the Research

The instrument that usedin this research was writing test, that was in pre-test and post- test. Pre-test was given before treatment to know the students’ writing ability and the post-test was given after treatment to know the result of students’ achievement writing ability.

3.5 Procedure of Collection Data 1. Pre-test

The researcher given a pre-test before a treatment. It aimed to find out the students’

knowledge of writing ability by using combining Magnet Summaries with Power Strategy.

The procedure of pre-test as follows:

a. The researcher greeted to the students and check of attendant list.

b. The students’ choice the topic and there searcher given them an example of narrative text.

c. The researcher asked the students to used essay in narrative text.

d. The students take time 2x45 minutes in pre-test.

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37 e. Pre-test was given to know their achievement in writing test.

2. Treatment

After giving a pre-test, the researcher gave treatment to the students in four (4) meetings where each meeting was running 2x45 minutes. Generally the procedures of teaching writing by using Combining Magnet Summaries with Power Strategy.

1) The researcherintroduced the Combining Magnet Summaries Strategy and Power Strategy.

2) The researcher gave a topic to the students about “Malin Kundang”

3) The researcher explained the procedures of Magnet Summaries and Power Strategy : a. The researcher explained how magnets attract metal object, and explained that

magnet words do some thing.

b. Determine the text that the researcher wanted students to read as they complete this exercise independently or with a partner.

c. The researcher determined the magnet words, as the students become more familiar with this strategy. Consider having them select their own magnet words.

d. The researcher distributes index cards to the students, and asked the students to write the magnet words.

e. The researcher asked the students to read the text and write key words or phrases on the appropriate cards.

f. The researcher asked the students to find out the idea from the text.

g. The researcher showed the students how they can combine the information each card to write a summary sentence.

h. With the summary sentences showed, the researcher constructed students to organize then cards in the order that makes logical sense lot a summary paragraph.

i. When necessary, the researcher showed the students how to add transition words, adjust sentence so that they do not all begin in the same way, and include any missing components such as concluding sentence.

3. Post-Test

After giving treatment, the researcher gave post-test to the student. The test was the same with pre-test. It aimed to find out the value of treatment whether the result of post-test is better than the result of pre-test.

Findings

4.1 The classification score in five components in pre-test

Classificati

on Con. Org. L. use Voc. Mech.

F % F % F % F % F %

Ver good - 0% - 0% - 0% - 0% 5 25%

Good 2 10

%

5 25

%

0 0% 3 15% 5 20%

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38 B ased on table 4.1 above, the researche r

conclude d that in five components of students’ pre-test. In content there were 10 students (50%) gained poor level, organization there were 10 students (50%) got fairly score, vocabulary there were 10 students (50%) obtained poor category, language use there were 12 (60%) attained fairly classification and mechanic there were 8 students (40%) reached fairly level. From the data shown that almost students got fairly score in five components. It means that the stdents writing was low.

Table 4.14

4.2 The classification score in five components in Post-test

Based on the table 4.2 above, the researcher concluded in five components of students’

post-test. In content there were 8 students (40%) got very good score, organization there were 10 students (50%) got very good score, vocabulary there were 10 students (50%) got good score, language use there were 10 students (50%) got good score, and mechanic there were 10 students (50%) got good score. From the data showed that almost of the students got good score in five component

Table 4.3

The students’ mean score of students’ pre-test and post-test.

Test Total score Mean score

Pre-test (x1) 1115 55,75

Fairly 5 25

%

5 25

%

8 40

%

6 30% 8 40%

Poor 10 50

% 10 50

% 12 60

%

10 50% 2 10%

Very poor 3 15

- % 0% 4 20

1 % 5% - 0%

Classificat

ion Post-test Post-test Post-test Post-test Post-test

Cont. Org. Voc. L. use Mech.

Very good 8 40

%

10 50% 8 45% 2 10% 5 25%

Good 7 35

%

6 30% 10 50% 10 50% 10 50%

Fairly 5 25

%

2 10% 2 10% 3 15% 5 25%

Poor - 0% - 0% - 0% 5 25% 0%

Very poor - 0% - 0% - 0 - 0% - 0%

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39

Post-test (x2) 1441 72,05

Based on the table 4.3 above it shown that the mean score of students’ pre-test were 55,75 while the mean score of student’ post-test were 72,05. Referring to the table shown it can be inffered that the mean score of students’ pre-test was lower than post-test.

Table 4.4 Students’ Achievement in Writing

Variable t-test t-table

X1-X2 14,669 2,093

The table above showed that t-table was smaller that t-test value of the students writing achievement, where the value of t-test was 14,669 and t-table 2,093 it could be concluded that there was significant difference between the result of the students’ pre-test and post-test.

Discussion

This research employed the Combining Magnet Summaries with Power Strategy. The research used pre-experimental method. Consequently, there was one group pre-test and post- test. Since the skill assessed in this research is writing, the data of both pre-test and post-test were collected through written test. In order to know the exact difference between the pre-test and post-test results, the researcher distributed the same topic of pre-test and post-test. Then the students’ writing test were assessed and compared.

1. The content mean score of students’ writing on pre-test were (16,63) and mean content mean score students’ writing post-test were (19,85). It means that the content mean score of students’ writing post-test was higher than the content mean score of students’

pre-test. It shows that in the content there was enhancement after treatment

2. The organization mean score of students’ writing on pre-test were (13,3) and organization mean score of students’ writing on post-test were(16,95). It means that the students organization mean score of students’ writing on post-test was higher than students’ organization mean score on pre-test. It shows that in the organization there was enhancement after treatment.

3. The vocabulary mean score of students’ writing on pre-test were (12,15) and vocabulary mean score of students’ writing on post-test were(14,45). It means that the students’ vocabulary mean score of students’ writing on post-test was higher than students’ vocabulary mean score on pre-test. It shows that in the vocabulary there was enhancement after treatment.

4. The language use mean score of students’ writing on pre-test were (11,65) and language use mean score of students’ writing on post-test were(17,5). It means that the students language use mean score of students’ writing on post-test was higher than students’ language use mean score on pre-test. It shows that in the language use there was enhancement after treatment.

5. The mechanic mean score of students’ writing on pre-test were (2,35) and mechanic mean score of students’ writing on post-test were(3,3). It means that the students’

mechanic mean score of students’ writing on post-test was higher than students’

mechanic mean score on pre-test. It shows that in the mechanic there was enhancement after treatment.

Conclusion And Suggestion Conclusion

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40 Based on the result of data analysis and findings in the previous chapter, it can be concluded that:

The result between the pre-test and the post-test of students wwho are taught writing narrative text through Combining Magnet Summaries with Power Strategy is significant, where the mean score of students’ writing in pre-test are 55,75 classified as poor score and the mean score of students’ writing in post-test are 72,05 classified as fair score

Sugesstion

Considering the conclusion above the writer would like to suggest the following points : 1. The researcher recommended the use of Combining Magnet Summaries with Power

Strategy in teaching writing ability.

2. The researcher use a variety of learning strategies in the classroom so that students do not feel tired.

3. The researcher should have more motivation to the students in learning English REFERENCES

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