The research aimed to find out the improvement of students' writing using the information gap method of SMK PANCA MARGA in the 2016/2017 academic year. The research questions of the study are: how does the skill of students in writing narrative texts improve in terms of generic structure by using the information gap method in students of Smk Panca Marga Makassar. The result of the study indicated that students' skills in using narrative text in writing generic structure and mechanics differ significantly in pre-test and post-test.
The average score of the posttest in mechanics (7.92) was higher than the average score of the pretest (5.16). The researcher concluded that using the Information Gap method improved students' ability to use generic structure and mechanics in writing.
Background
Schewelger in Fatmawaty (2009: 1) states that writing is one of the most difficult things people do because it requires thinking. Teacher must be smart to choose the good method for making narrative text in learning process, one of ways to make narrative text; this is the use Information Gap method. This activity can make the students have a good motivation to study narrative text because all the students must be active in the class.
In addition, students will be able to easily understand the plot of the narrative text and easy language.
Problem Statements
Objective of the study
Significance of the study
Scope of the study
The Concept of Information Gap Method
- What is a gap?
- Types of Gap
- The procedure of information Gap Activity
- The advantage of using information Gap
Harmer argues that an information gap activity is one where students miss the information they need to complete a task and have to talk to each other to find it. Information gap is the communicative information that is transferred of the interpersonal or social type rather than the actual one. The information gap is ideally suited to duo and small group work and usually relies on pre-prepared information cards.
The paper is outside the classroom and the Runner must read the information and pass it on to his partner, the Writer.
The concept of writing
- The Important of Writing
- Components of Writing
- The Characteristic of Good Writing
- The Types of writing a. Narration Writing
The main idea is stated in the topic sentences and each or every supporting sentences and related to that idea of the topic sentences. In the organization of the writing concern about the ways by writer arrange and organize the ideas in order of the message in the words. Good writing reflects the writer's skill in using the approach that suits the purpose and audience of the occasion.
A writer with a good description is like an artist who paints a picture that can be "seen" clearly in the reader's mind.
The Concept of Narrative Text
The Generic Structure of Narrative Text
Hansen et al. categorizes the generic structure of narrative text into five types, namely: orientation, complication, resolution, and evaluation. Evaluation: A step back to evaluate the story or the moral massage of the story. In orientation, the narrator tells the audience who is in the story, when it happens, where it is.
Then, in the next step, sequence of events, the narrator tells how the characters react to the complication. In this part, the narrator includes a coda if there is a moral or message to be learned from the story. To make it short and easier to understand, the generic structures of a narrative essentially consist of three points: orientation, complication and resolution.
The other two components proposed by Anderson and Anderson (2003) are merely variations or can even be considered optional since the two are not fundamentally different.
The purpose of Narrative
Example of narrative text
You must line up from this side of the river to the other side," said Deer Mouse. Two." And the other crocodile, “Three.” The mouse deer kept jumping until he reached the other side of the river.
Conceptual Framework
Process refers to the process of teaching and learning to write during the classroom interaction by using information gap method. Output refers to the students' writing skills after being taught using the information gap method.
Hypothesis
RESEARCH METHOD
Research Design
Step 2: The researcher explained about the types of writing and presents the narrative text to the students. The paper is outside the classroom and the runner must read the information and relay it to the writing partner. The post-test aims to recognize the differences of significance between the achievements of students before and after the application of the information gap method.
Research Variable and Indicators 1. Variables
The indicators of this research were known to use the information gap to improve students' writing skills, focusing on generic structure in narrative text and mechanics. The population of this research was the tenth year at SMK PancaMarga Makassar in the academic year 2016/2017. Based on an interview with a teacher at this school, this class has the lowest English proficiency than the others and is more confident in exploring their ideas in writing.
In this case, the researcher took one existing class where Class XII (TKJ) consisted of 30 students.
Research Instrument
Data Collection
Technique of data analysis
This chapter presents in particular the results of research covering the description of students' improvement in writing narrative text and mechanics.
Findings
- The Students’ Improvement in Narrative Text
- The Students’ Improvement in Mechanics in Narrative text Tabel 4.2 The students’ Improvement of mechanics
- T-test Value
- Hypothesis Testing
This is evidenced by the students' average score on the follow-up exam for orientation 78.33, complication 70 and reorientation 83.33. Thus, the improvement of students' achievements in the generic structure of the narrative text is 59.30% in orientation, 42.36% in plot and 85.17% in redirection. This means that using the information gap method is effective to improve students' generic structure in narrative text.
The students' average score for complication is 42.36, and the average score for re-orientation is 85.17. Thus, using the information gap method is effective in improving students' generic structure in narrative text. 2. Pupils' improvement of mechanics in narrative text Table 4.2 Pupils' improvement of mechanics Table 4.2 Pupils' improvement of mechanics.
This is evidenced by students' average posttest scores of 79.1, spelling scores of 77.5, and capitalization scores of 81.17. So the improvement of students' generic structure in narrative text in punctuation is 48.32%, spelling is 78.85% and capitalization is 39.15%. Thus, using the information gap method is effective in improving students' generic structure in narrative text.
The result of the t-test generic structure in the narrative text is t = 12.96 and the result of the t-test mechanics in the narrative text is t = 14.09 The following table shows the calculation result of the t-test. In other words, an information gap method that is effective for use in teaching written narrative text.
Discussion
Therefore, the researcher indicated that there is a significant improvement in students' performance after the application of information gap method. After applying information gap method, the researcher finds that this method is very effective to apply in the class. During the application process of treatment, the researcher shows that the students are very interested in material presented by the researcher.
Based on the results of the writing process, the students' ability to write a narrative text improved. Compared to the t-test value in the statistical analysis, at the 0.05 significance level, it was higher than the t-table value with the degree of freedom (df) = n–1 (29). It was found that the t-test value was higher than the t-table value. The t-test result of generic structure in narrative text is t = 12.96 and the t-test result of mechanics in narrative text is t = 14.09. it is concluded that between the pretest and posttest score.
Through the explanation above, the researcher that information gap method is effective in improving the students' writing ability especially for narrative text. This chapter contains conclusion and suggestion based on the research findings in previous chapter, the author makes the following conclusion and suggestions:.
Conclusion
Suggestion
- PRE-TEST
- POST-TEST
- Mean score of students’ in Orientation
- Mean score of students’ in Complication N
- Mean score of students’ in Reorientation
- Complication
- Re-Orientation/resolution
OVERALL PERCENTAGE AND IMPROVEMENT OF STUDENTS IN THE PRE-TEST AND POST-TEST OF THE GENERIC STRUCTURE. T-TEST DATA IN GENERIC STRUCTURE no. CLASSIFICATION RESULT OF PRE-TEST AND POST-TEST IN MECHANICS.
STANDAR KOMPETENSI
KOMPETENSI DASAR
INDIKATOR
TUJUAN PEMBELAJARAN
The purpose of the text is to amuse or amuse the readers or listeners of the listener about the story. In other words, a narrative is a kind of retelling, often in words (although it is possible to mime to show a story), of something that happened (a story). Narrative is not the story itself, but rather the telling of a story, which is why it is so often used in phrases such as written narrative, oral narrative, etc.
METODE PEMBELAJARAN /TEKNIK Information Gap method
LANGKAH-LANGKAH KEGIATAN a. Kegiatan pendahuluan
Siswa kemudian secara bergiliran bersama pasangannya mengumpulkan informasi dalam cerita, kemudian menyusun kembali dan menulis kembali potongan-potongan yang campur aduk tersebut menjadi sebuah cerita. Setelah masing-masing kelompok menulis ulang ceritanya, salah satu teman kelompoknya mendapat kesempatan untuk menulis di papan tulis.
ALAT SUMBER BELAJAR
PENILAIAN
- INSTRUMENT
Then the man became so angry that he shouted again and again, "Tell Catano, or I will kill you!" but the bird would not speak. One day after trying for many hours to get the bird to say Catano, the man became very angry. Will you help me do something?"" what can I help you?" asked the crane. "I have a bone in my throat.
You have a long bill and so you can take it out, - said the wolf. - If you do this for me, I will give you a reward. let me try, - said the crane. - it is not difficult for me. to do so.". He ate so fast that a bone stuck in his throat. He tried hard to get it out, but all was in vain. He called one of the elephants of his herd, which were not trapped, to go seek help from the king and told him about the trapped elephants.
However, a group of elephants crossing the jungle unwittingly destroyed all the rats' homes. Some policemen came two days ago and dug up the whole potato field. What do I do now?" the prisoner wrote back immediately, "plant the potatoes, of course." A potato farmer was sent to prison just as he was supposed to be digging the ground to plant potatoes.
2003.” Moving and Thinking Information Gap Activity Available at: http/www.jalt-pulication.crg/article on 26 July 2016. Improving students' writing skills through controlled free access in second-year students of SMAN 1 Barru (Action Research in the Classroom). Improving students' writing ability through fun writing activities (A Classroom Action Research in the early years of SMP Negeri 3 Sungguminasa).
She started primary school at the SDN Inpres 12 7/9 Ulubalang in Bone regency and graduated in 2006.
