The target of this study were twenty-six students of eight graders from the MTs Daarul. In collecting data, the writer uses tests, which are pre-test and post-test, documentation, observation and interview. The aim of the pre- and post-test is to know the student's writing skills before and during the treatment.
The mean of pre-test and post-test shows that there is an increase from pre-test and post-test. The average of post-test is higher than Pre-test and post-test shows that there is an increase from Pre-test and post-test. It is clear that, based on the pre- and post-test results, it can be said that fishbone technique has a positive increase in the learning of story writing ability.
Finally, the researcher can complete this undergraduate thesis titled “Using Fishbone Technique to Increase Narrative Paragraph Writing Ability among Eighth Graders of MTs Daarul “Ulya Of Metro”. Baryanti, S.Pd.I, Principal of MTs Daarul „Ulya Metro who allowed the researcher to conduct the research in her school.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of The Research
- Benefits of the Study
- Prior Research
In this research, the researcher uses the herringbone technique as an alternative writing technique to increase students' writing ability. Therefore, this proposal is entitled: "Using Fishbone Technique to Increase Students' Narrative Paragraph Writing Ability in Eighth Grade Students of MT Daarul "Ulya Of Metro". 7 Choirin Tria Kartika "Improvement of students' reading comprehension through the Herringbone technique” (A Classroom Action Research of the Eighth Grade of SMP N 1 Bergas, Central Jawa 2015).
8 Vania Devi Anggraeni "The effectiveness of the fishbone technique in teaching the reading of a narrative text" (Experimental research on students of the eighth grade of Smp Negeri 1 Grobogan in the academic year 2012/2013). The writer will know the student's ability to write narrative paragraphs using the herringbone technique. Using the Fishbone Technique to Improve the Writing Ability of Second Year Students of SMAN 2 Bangko”9.
This means that the research is successful in helping students to increase their writing ability by using herringbone technique. While the focus of the third prior research implements herringbone technique to improve students' reading comprehension in narrative text.
THEORETICAL REVIEW
The concept of Writing
- Definition of Paragraph
- The Types of Paragraph
On the other hand, Javed said that writing is one of the basic skills of the English language. It is generally regarded as one of the most difficult skills for foreign language students.14 The students had difficulty demonstrating good writing skills. Based on the above explanation, it can be concluded that writing is one of the non-verbal forms of communication that requires language skills.
Therefore, writing is one of the skills in language learning that must be mastered by students. 14 Muhammad Javed et Al, A Study of Students' Assessment in Writing Skills of the English Language. The first is the purpose of the writing, this includes the type of text the writer wants with the product, the language the writer uses and the information the writer chooses.
Revision is a series of strategies designed to reexamine and evaluate the choices that have created a piece of writing.20” After that, he finished the preliminary draft, he must stand back. It must begin with the global revision - a complete re-creation of the writing world.
Concept of Narrative Paragraph
- Definition of Narrative Paragraph
- The Structure of Narrative Paragraph
The purpose of narrative is to amuse or amuse readers with real or imagined experiences. The essayist will show and describe, the opposite passage of exposition argues, exposition is often used to explain how something works, how to do something. 22 In the expository paragraph, the writer aims to inform, explain, describe, or define their topic so that the readers believe or disbelieve something.
This experience may be in the past (past narrative), or it may be a typical experience (what people usually do), or it may be happening now (present narrative). A well-written narrative paragraph will engage readers because the authors have a thorough knowledge of the topic and are able to communicate effectively. A useful way to understand the structure of a narrative paragraph is to think of it as a block that is divided into three parts: beginning, middle, and end.
Links back to the main idea of the paragraph; back to research question or subject of the assignment; to the next paragraph.
The Concept of Herringbone Technique
- Definition of Herringbone Technique
- The Procedure of Herringbone Technique
- The Advantages and the Disadvantage of Using Herringbone 21
The herringbone pattern is used to help students identify the main idea and the related supporting ideas of a lesson, text, or concept. The visual pattern of the herringbone creates a framework for students to take notes and sort information. 34;Who did what." Some of the other information can be included, but it is not necessary to create the main idea.
The fishbone technique is a study strategy designed to help students understand and remember information in a text. Discuss how the smaller bones (details) are attached to the backbone (main idea) of the fish, which serves as the foundation. Give them copies of the diagram and ask them to write the answer to the question on it.
The strategy can be reserved and students can first formulate the main idea and then identify supporting details. Bouchard explains the advantages and disadvantages of using herringbone are:28 One advantage of the herringbone technique is to help students encode information in a way that enhances their ability to answer essay questions.
RESEARCH METHODOLOGY
- The Variable and Operational Definition of Variable
- Independent Variable (X)
- Dependent Variable (Y)
- The Research Location
- The Subject and Object of Study
- Research Procedure
- Classroom Action Research
- Action Plan
- Observing
- Data Collecting Method
- Observation
- Documentation
- Test
- Field Note
- Research Instrument
- Research Result
- xescription of The Research
- Discussion
The writer gave the students a test to create a simple paragraph, based on the topic of the group. The students in the class corrected their result of the investigation based on their writer. Although student performance improved, cycle I was not yet successful as only 13 students (50%) passed post-test 1.
This table described the comparison of the students' activities in Cycle I and Cycle II. The student activities in cycle 1 and cycle II No student activities Cycle 1 Cycle II. Based on the results of the students' activities in cycle I and cycle II, the number of activities was increased.
From the explanation of cycle I and cycle II, it could be deduced that the use of the herringbone technique could increase the students'. Vania Devi Anggraeni "The effectiveness of herringbone technique in the teaching of reading narrative text" (An experimental research on the eight grade students of Smp Negeri 1 Grobogan in the academic year 2012/2013).
CONCLUSION AND SUGGESTION
Conclusion
In the next step, after the score of the narrative paragraph has been collected, the students present the material and share their knowledge with the class members. The table showed that the frequency of students who paid attention to the teacher's explanation was 17 students (65%). Therefore, it needed to be revised before the implementation of the next cycle in order to reach the .. success criteria of this research.
From the result of pre-test and post-test 1, it can be analyzed that there has been an improvement from the result of the students' results. The table showed that the frequency of students who paid attention to the teacher's explanation was 23 students (88%).
Suggestion
Para siswa mendengarkan berbagai contoh teks naratif yang diberikan. Siswa mengamati fungsi sosial, struktur. struktur koheren teks paragraf naratif. tata bahasa, kosa kata, pengucapan, tekanan kata, . http://americanenglish.state.gov/files/a dan/resource_files. tanggung jawab, kepedulian, kerjasama dan perdamaian dalam pelaksanaannya. Ini diakhiri dengan kesimpulan yang menegaskan kembali pendapat tentang masalah tersebut. Temukan ide pokok, informasi detail, dan informasi spesifik dari teks paragraf naratif. pengawasan dan pengelolaan guru, siswa. bertanya-tanya, antara lain, apa perbedaan antara . berbagai teks paragraf naratif dalam bahasa Inggris, siswa mengajukan pertanyaan. Formulir Penilaian Sejawat: Buku Harian, Jurnal, Format. teks penjelasan kepada teman menggunakan elemen. menganalisis berbagai teks eksplanasi dengan fokus pada fungsi, struktur, dan unsur sosial. feedback) dari guru dan teman tentang hasil analisis.
Identifikasi atau analisis fungsi sosial, struktur teks, dan unsur kebahasaan dari contoh paragraf naratif yang diberikan. Siswa dikondisikan untuk membuka materi paragraf narasi dan guru membagikan contoh paragraf narasi kepada setiap kelompok. Siswa diminta memahami materi terkait fungsi sosial, struktur teks, dan unsur kebahasaan paragraf naratif melalui diskusi kelompok.
Siswa diminta menemukan fungsi sosial, struktur teks, dan unsur kebahasaan dari contoh yang diberikan. Siswa diminta mencatat temuannya mengenai fungsi sosial, struktur teks, dan unsur kebahasaan dari contoh yang dibagikan. Guru menyampaikan kegiatan pada pertemuan berikutnya yaitu menyajikan hasil diskusi kelompok dan kegiatan individu dengan menulis paragraf naratif.
Setelah semua siswa paham, siswa secara individu diminta membuat paragraf naratif berdasarkan fungsi sosial, struktur teks, dan unsur kebahasaan dengan tema serupa dengan yang diajarkan oleh Guru C. Siswa diminta memberikan materi terkait fungsi sosial memahami struktur teks dan kebahasaan elemen. Paragraf naratif dengan cara berdiskusi dalam kelompok. Siswa diminta menuliskan temuannya mengenai fungsi sosial, struktur teks, dan unsur kebahasaan dengan menerapkannya dalam membuat contoh paragraf narasi dalam kelompok beranggotakan 4 orang.
Siswa secara berkelompok melihat kembali hasil contoh yang disusun untuk memperbaikinya menjadi tulisan yang lebih baik sesuai dengan fungsi sosial, struktur teks, dan unsur kebahasaan. Guru mentransfer kegiatan pada pertemuan berikutnya yaitu presentasi hasil kelompok dalam membuat paragraf Narasi dan kegiatan individu dalam menulis paragraf Narasi. Sekelompok siswa maju untuk menyampaikan. menyajikan) Materi paragraf Narasi dan hasil penulisan kelompok pada contoh paragraf Narasi yang dikerjakan pada pertemuan sebelumnya.
Guru mereview materi yang disampaikan siswa dan mengoreksi contoh paragraf narasi yang dibuat oleh kelompok siswa. C. Pada pertemuan ini, siswa mempresentasikan temuan dan contoh, menjelaskan lebih lanjut tentang paragraf naratif yang mereka buat.
