Enhancing the Students' Writing Ability through Herbartian Method (A Classroom Action Research at Class XI of SMA Muhammadiyah Bontomarannu, Gowa). How is the improvement of students' ability to write a narrative paragraph viewed from the perspective of language use. The research findings indicated that the use of Herbartian Method can improve the students' writing ability.
INTRODUCTION
Problem Statement
How to improve students' ability to write narrative paragraph from generic structure through Herbartian method. How is the improvement of students' ability to write a narrative paragraph from the use of language through the Herbartian method seen.
Objective of Study
The improvement of students' writing of narrative paragraphs, viewed from the perspective of language use after using the Herbartian method.
Significance of the Study
Scope of the Study
- What is Herbartian Method
- Herbartian Five Steps Teaching
- The advantages of Herbartian approach
- Steps of Teaching Approach
The teacher tries to receive most of the marks from the pupils by questioning so that the new knowledge can be related to the previous knowledge. He compares them so that the new knowledge can be stabilized and clarified in the minds of the pupils. By relating new knowledge to the previous knowledge of the pupils, their learning is simplified.
The Concepts of Writing
- Definition of Writing
- The Importance of Writing
- Components of Writing
- The Characteristics of a Good Writing
- Purpose of writing
- Process of Writing
- Prewriting
- Drafting
- Revising
- Editing
- Publishing
- Types of Writing
- Narrative
All subjects should be studied after connecting with each other in the form of a single unit. In organizing, writing deals with the writer's ways to arrange and organize ideas or messages in writing. Good writing reflects the writers' ability to write persuasively, to interest readers in a topic, and to demonstrate a thoughtful and sound understanding of it.
In the process approach to writing, students write and refine their compositions through a series of drafts. In the editing phase, students go through three activities: (1) distancing themselves from the composition, (2) proofreading to detect errors, and (3) correcting errors. In the final stage of the writing process, students publish their writing and share it with an appropriate audience.
One thing happens, and then another thing happens, and the events are told in the same order. Types of narrative include short stories, novels, and new stories, as well as much of our daily social intercange in the form of the latter and conversation. One thing happens, and then another thing happens, and the events are told in the same order.
Types of stories include short stories, novels and novels, as well as much of our daily social exchange in the form of latest stories and conversations.
Concept of Teaching writing 1. The purposes of teaching writing
- Approaches in Teaching Writing
The paradigm in teaching writing has shifted from the traditional paradigm, which focuses on the finished product, to a new paradigm, which emphasizes the process. Genre approach became popular in the late 1980s for its benefits in learning different types of written text, Gerot and Wignell associate genre with particular characteristics, such as particular purposes, particular stages and particular linguistic features. In the English curriculum in Indonesia, this approach is used and some genres are taught in the classroom.
In relation to the curriculum, this study used a genre approach used in teaching the writing of one of the texts based on specific social purposes, especially narrative. When teaching children to write, we must be aware of the complexity of the process; therefore it must be supported (ZPD and construction scaffolding). This refers to the act of gathering ideas and working with them until they are presented in a way that is polished and understandable to readers.
It deals with the final product of writing; in other words, an essay, a project, a report, what the product should look like. Writing is treated as a product and students are assessed on what they write in that product. Because writing is a personal skill; asking students to continue the story, write a diary entry, discuss an opinion is not suitable for working in pairs or groups.
The children can work on a writing project to write different parts or sections of an assignment as long as it is carefully organized.
The Concept of Paragraph 1. Defenition of Paragraph
- Characteristics of Good Paragraph
- The Parts of Paragraph
Completeness, a complete paragraph provides information well enough and it develops the truth for the reader. In complete paragraphs, writers provide readers with limited topic sentences and sufficient information to explain and support the main idea stated in the topic. Order in paragraph can be achieved by presenting the information of paragraph in a desired order.
The order of information in a paragraph depends on the topic, the purpose of the writing and the writer's preference. Coherence means staying together and in a paragraph can be achieved by connecting one sentence to another. It takes the reader logically and smoothly from one sentence to the next so that ideas stick together.
It not only names the topic of the paragraph, but also narrows it down to one or two areas that can be fully discussed in the space of a single paragraph. Supporting sentences develop the topic sentence, that is, they explain the topic sentence by giving defenses, reasons, examples, facts and incidents, comparisons, analogies, and effect. Concluding sentences signal the end of the paragraph and leave the reader with important points to remember.
Conceptual Framework
RESEARCH METHOD
- Planning
- Action
- Observation
- Reflection
In the first meeting, the teacher explains to the students about the strategy and material that will be discussed. The teachers prepared the students to be ready for the new lesson by asking the previous knowledge of the students. The teacher gave assignments or tests to the students to ensure that they learned the new lesson.
Students do the task together with their group based on the topic they gave. After students choose the topic, students write a narrative paragraph with their group and determine the overall structure and use of the past tense and conjunction in the paragraph. The reflection aimed to see the result of the action process of the first cycle, analyze and tentatively complete the action in the first cycle.
1. Planning
- Research Variables and Indicators
- Successful Indicators
- Research Subjects
- Research Instruments
- Data Collection
- Data Analysis
- Findings
- The Students’ Improvement in Generic Structure
- The Students’ improvement in Language use
- The Students’ Improvement in Writing Narrative Paragraph by Using Herbartian Method
- The Implementation of Herbartian Method to Improve Writing Ability The teacher conducted planning before the action, where the teacher prepared
- Discussions
- Improvement of the Students’ in Writing Narrative Paragraph by Using Herbartian Method
- Suggestion
And the score result of the students shows the rising score according to the implemented herbart method. Students improved but did not meet the school's minimum grade criteria. He continued the data from the I cycle in the II cycle.
It means that there is improvement in students' writing skills in terms of generic structure. Therefore, the improvement of students' past tense and conjunction from cycle I to cycle II is 26.27%. Based on the table, it can be seen that the improvement of students' writing skills through the Herbartian method is successful.
To clearly see the improvement in students' writing ability, the following chart is presented. In the analysis of the students, the researcher found that the mean score of the students' writing ability using the Herbartian method was improved. Improving students' achievements in writing the narrative paragraph through the Herbartian method has an effective effect.
The improvement of the students' generic structure which includes orientation, complication and solution from cycle I to cycle II is 21.36%. The improvement of the students' language use which includes past tense and conjunction from cycle I to cycle II is 26.27%. The improvement of the students' writing ability (generic structure and language use) from Cycle I to Cycle II is 20.25%.
DEDICATION
I dedicate this thesis especially for my parents, my aunt, and my big family that support me to finish this thesis
Alhamdulillahi Rabbil Alamin, the writer wishes to express her praise and thanks to Allah. for the blessing, love, mercy, guidance and above all for the completion of this thesis. They would not have been solved without the help, motivation, support, criticism and advice of many people. All the pedagogy, especially for the English pedagogue for supplying knowledge and learning while studying.
The principal of SMA Muhammadiyah Bontomarannu, Gowa Mustainah, S.I.Pem, the eleventh grade English teacher of SMA Muhammadiyah Bontomarannu, Gowa Muslimin, S.Pd for the time allotted to the researcher maintained this. To her loving family, her parents Sulaiman Amir and Siti Halimah, for their love, sacrifices, love and advice and prayers during her studies. And also thanks to her brother Alam, and also her aunt Rubiah, S.Pd who always gave her spirit and prayers.
Her special gratitude was also delivered to her best friends in B class of 2008, who could not name one by one for their togetherness, their kindness, help and understanding for each other. Finally, the author realized that this thesis has still not been prefect yet and still needs more suggestions and critics, so there is a strong need for more improvements to this thesis.
CONCLUSIONS AND SUGGESTIONS
Make a narrative paragraph about the topics below that you think interesting!
Make a narrative paragraph according to the pictures below and figure out the generic structure of the story. There he saw a crocodile so he asked the crocodile to take him across the river. Unfortunately, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey: “My father is very sick.
I left it under a tree, near some coconuts on the riverbank.” The crocodile agreed and turned around. As soon as they reached the bank of the river, the monkey jumped off the crocodile's back. After reading the above story, write a narrative paragraph based on your past experiences.
Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk paragraf naratif dalam konteks kehidupan sehari-hari. Pada pertemuan pertama, guru menjelaskan kepada siswa tentang strategi dan materi yang akan dibahas. Cukup Untuk Miskin 3.6-6.5 Penggunaan bahasa yang samar-samar bagi pembaca melalui tata bahasa, konjungsi waktu dan waktu tertentu.
Very poor 0-3.5 The language used is incomprehensible to readers due to grammar, tense conjunction and specific tense.
