USING GUIDE QUESTION TECHNIQUE TO ENHANCE WRITING COUNTING SKILLS IN SECONDARY SCHOOL 2 SEKAMPUNG EAST LAMPUNG. TO ENHANCE STUDENTS' COUNTING ABILITY FOR WRITING IN SECONDARY SCHOOL 2 SEKAMPUNG EAST GRADE SEVEN.
Background of the Study
It is necessary for students to be motivated to write English in class m. The researcher chooses this technique to enhance students' descriptive writing ability because it gives students the opportunity to freely develop their idea by answering the questions given by the teacher.
Proble m Identification
Regarding the problems that the students faced when trying to express their ideas in written for m, a teacher should choose an appropriate technique in teaching and learning, one of the ways to solve the problems is too loose The researcher who gives the questions as a guide follow the questions while writing, they will express the idea easily for m oof writing easily and their writing will be better r organized and make students'.
Proble m Limitation
Proble m Formulation
Objectives and Benefits o f The Study 1. The Objectives o f the Study
Benefits o f the Study a. Fo r the teache r
From the statement above, it can be concluded that writing is a process of transferring the idea to writing for m. Based on the above statements, the writing completion guide question is used in writing to guide a student to write something by asking some questions to express his idea.
The Types o f Question
The answer to a wh-question is expressed with a constituent that corresponds to the wh-phrase in the question. We often refer to m as WH words because y includes the letters WH (for example Wh y, Si). Based on the quote above, writing r uses types of questions using who, what, when, where, how w and what y as y asks for information answers.
The writer uses this questioning technique hopefully to give the questions a format in writing so that the students have the opportunity to express more of their own opinions and interpretations about the topic being discussed.
The Characteristi c o f Guiding Questions Technique
Concise means that the question must be taken into account and that the themes must be central.
The Procedure o f Guiding Questions Technique
After the students have understood the WH question, the teacher tries to give the students a treatment by giving exercises. And the teacher shows the question with the WH-Question for each group as the leading questioning technique.
The Advantages and Disadvantages o f Using Guiding Questions Technique
Students will not be confused about what to write because the answers to the questions related to the topic will guide their writing. Students not only learn on their own, but can share their knowledge with friends during the writing process. Furthermore, the guiding question technique has disadvantages when this technique is used in the classroom, just as guiding questions may be difficult to use in a large group of students.
Therefore, it can be seen that teaching through the use of guiding question has more advantages than disadvantages than the researcher applying guiding question technique for teaching descriptive text writing.
Teaching Writing Throug h Guiding Questions Technique
Because sometimes by answering the questions given before writing, the students are helped to discover details that need to be put in their writing paper when they get stuck with their writing piece. The Guided Writing Technique in the form of guiding questions will provide the students with the information, the facts and the details about the subject before they start writing. We should not be able to choose the most suitable questions to develop the topic from the questions we have made.
Action Hypothesis
Setting and subjec t o f the study 1. Setting o f the Study
Subjec t o f the Study
The Concep t o f Classroo m Action Researc h (CAR)
Planning is the first step in any activity, without planning the activity the writer is doing will not focus. The teacher asks the student about their past activities and the teacher writes on the board what you did last morning. The teacher ticks the names of the students who answer the teacher's question in his/her data. c) The teacher gives a topic and asks the students to create descriptive text to use the topic. d) After writing a descriptive text by answering the teacher's question, the students submitted their work. e) Post – Activity . f) The teacher asks the student about what they have learned. G).
The teacher asks the students about the difficulties in learning the writing skill. h) Summarize the material and reflect on what was done (self-reflection). i) Motivate the student to study hard. j). In this step, the researcher observes the student's .. learning activity in the class, successes as; class situation, learning process, activity. Pupils are given tests according to CA R in II. cycle, then the teacher calculates the test result after cycle 1 and the test result after cycle II. d) Reflection.
Through reflection, the researcher will know the strength and weakness of the action, and the researcher compares the distribution of the pretest and posttest results. The researcher will review and reflect on student activity and teacher performance, whether positive or negative. If the result is satisfactory in the second cycle, the researcher will not continue with the third cycle.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
The data is made to know the students' development and as a reference for the teacher to encourage the participation of the student who has not been involved yet. Documentation is all about collecting some information in the form of written sources or documents, such as books, magazines, daily notes, etc. The researcher is used to document to obtain data about the condition of the students, the history of high school 2-sekampung, the condition of the environment, the condition of the teachers, staff and organizational structure and geographical conditions in the school. .
To collect data more accurately, the researcher uses field notes to facilitate data analysis.
The Data Analysis Technique
Then, in order to find out the result, the researcher will compare between before and after t. The minimum cycle in CA R (Classroom Research) is two cycles, if all students have been successful from cycle II, the cycle can be stopped until cycle II.
The Indicato r o f Succes
Resul t O f The Research
Description o f Researc h Location
The Condition of Teacher and the Official Employers at Senior High School 2 Sekampung In the academic year of
Description o f the Researc h
Based on the results of the pre-test score, the researcher identified and found the problems after taking the students' pre-test score. The researcher gave motivation and informed the students about the activities in the next meeting. In the learning process, there are four used and mentioned to know the students' activity.
From the results of the pre- and post-tests I, we knew that there was an increase in the students' scores. After the pre-test was completed, the researcher gave treatment to the students in cycle I. According to the students' results in the results before and after the test I, there was an increase from the students' results.
From the results of the students' results from the II post-tests, it can be concluded that there was an increase in points. Based on the results of pre-tests, post-tests I and post-tests II, it was known that there was a significant positive increase in student scores.
I Increasing F Percentage F Percentage
Discussion
In teaching writing at Senior High School, especially to students of class X in Senior High School 2 Sekampung, based on previous research, there are some problems, such as Some students have difficulty expressing their idea in writing. researcher chooses technique for leading questions to increase students' writing skills. The researcher used this technique to organize students' ideas and get students to be more active in writing and telling them that they were also interested in learning English. Based on the explanation of cycle I and cycle II, it could be concluded that the use of guiding questions could improve the writing skills of the students.
We could see that there was an increase in the average score and the total of the students who passed the tests from pre-tests, post-tests t I to post-tests t II. From the explanation, the researcher came to the conclusion that the research was successful and that it can be stopped in cycle II because the indicator for success (70% of students pass t score ≥ 70) has been reached.
Conclusion
Suggestion
Students are suggested to be more active in learning English so that they can understand the material taught and improve their knowledge, especially in writing ability. It is suggested for the English teacher to use guiding question technique as an alternative technique in the classroom because this technique is effective in increasing students' writing ability in the teaching and learning process. The teacher is expected to give motivation to the students to be enthusiastic about English learning, as many students believe that English is difficult to learn.
According to observation in class, students will be more active after the teacher gives them motivation. It is suggested to the principal to make it easier for the teachers to use this technique because it is effective in teaching the material for the teacher. Career Skills Library: Communication Skills, 2nd ed., New York: Imprint of Facts on File, in c.
Luc y Pollard's Guide to Teaching English h A Boo k to help you through you First Two Years in Teaching.
APPENDICES
Kompetensi Dasa r dan Indikator Kompetensi Dasar
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks presentasi identitas sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis sederhana untuk mendeskripsikan, menanyakan, dan menanggapi ungkapan diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
Tujuan Pembelajaran
Kegiatan Pembelajaran a. Kegiatan Pendahuluan
Penilaian Hasi l Pembelajaran 1. Tekni k Penilaian : Ora l Test
Sophisticated range, effective choice and use of word/idio m, mastery of word for m, appropriate register Adequate range, occasional errors in word/idio m for m, choice, use but meaning not obscured. Almost no master of error-dominated sentence construction rules communicate, r is not enough to evaluate. Effective but simple constructions, minor difficulty in complex construction, more errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning rarely obscured.
After visiting the aviary, Anto and I went to the flower garden t far from his house. We also visited and ate at a large tree and watched butterflies fly above colorful flowers.
Pre-Test
Treatment
Post-Test 1
Post-Test 2
