Judul Skripsi: The implementation of seven cores for teaching tenses to improve students' writing skills (an experimental research at Cambridge English College CEC Makassar). 2018 Implementing Seven Cores for Teaching Tenses to Improve Students' Writing Skills (An Experimental Research at Cambridge English College (CEC) Makassar). The findings showed that the students' writing skills improved, there were 3 indicators of improvement the first is language use 22.96%.
Praise be to Allah, the researcher expresses his gratitude to Allah SWT the Almighty God for His mercy, blessing and opportunity given to his so that the researcher was able to complete this thesis. There were some handicaps and problems that the researcher encountered from the beginning to the end of writing this thesis, due to the help and invaluable suggestions of many people, the researcher was able to complete this thesis. Thanks to my beloved friends especially Arif Rahman Syam, Erwin Arifin, Ahmadi Wijaya who have given their energy, time, guidance, motivation and patience especially during the writer who arranged this thesis and to everyone who helped me.
FINDINGS AND DISCUSSION
INTRODUCTION INTRODUCTION
Background
Many students learning English feel that there are some problems they encounter when they try to write in English. The problem lies in the difficulty of transforming ideas into precise words, sentences or paragraphs, which must conform to grammatical rules. Searching for the right words to write makes writing even more difficult for students, but the main problem that students face in the writing activity, most of them are having difficulty in choosing the verb to write, suitable with the time and the event.
In relation to the above description, students should be taught through genres to make the writing process easier (Bruce. It also needs some creative effort on the part of the teacher to implement interactive teaching of the learning activity to make writing easier, more interesting and effective because the most difficult task for students (Patel and Jain, 2008: 114).Based on my observation at Cambridge English College (CEC) Makassar, I found that many students who attended the English writing program could not write properly when they took the first test, before joining the writing program.
Problem statement
So the student wants to apply the Seven Cores for learning tenses to improve their writing ability. How is the implementation of Seven Nucleus to improve students' writing skills in teaching tenses in terms of language use, content and organization at Cambridge English College (CEC) Makassar.
Objective of the research
Significance of the Research
Scope of the research
Concept of Seven Nucleus
Before learning writing, we first learn the tenses that will be in use in their writing practices, such as the present tense, past tense, and future tense in the active tense. In the descriptive text we use the present tense and for the recount text we will use the past tense. The social purpose of recounting is to reconstruct past experiences by retelling the events in the original sequence.
The context of this type of text is a description of a certain thing, animal, person or other, the social function of a descriptive text is to describe a certain person, place or thing. Hornby, the verb –will is often used with indefinite verbs to indicate that something is likely to happen again or happen again in the future because it was observed in the past. The progressive tense gives the idea that an action is ongoing and continues after another time or action.
Definition of tenses
TENSE can indicate whether an action, activity, or state is, has been, or will be completed, or is, is, or will be in progress during a specified period of time, Hornby.
Kinds of Tenses
There are two kinds of Seven Nucleus in the box above, they are present and continuous form, present form categorized additional infinitive and bare infinitive, continuous form categorized be + Present participle. The function of the present perfect is used to show that an action began in the past and has continued up to the present. The present perfect continuous tense is a sentence that shows an action or activity that happened in the past but still has relevance in the present.
The function of the present perfect continuous is to show the action in the past, and it still has relevance in the present and future. The simple past is used for a completed action that happened at a specific time in the past. In the chart above there are two kinds of members of the Seven Nucleus, the left side is categorized past form and the right side is categorized be + perfect participle, both categories are paired with their nearest neighbor and elements that do not have a partner just added to the new formula namely past continuous tense.
In the chart above, there are two kinds of members from the Seven Nucleus, they are past and perfect. The past perfect continuous tense is a sentence that shows an action that began and happened in the past tense. The function of this tense is used to express an indefinite action in past time, and the action is still in progress at that time.
In the graph above there are three types of members of Seven Nucleus with their categories, namely past called past form category, perfect called or have category, and continuous with be + present participle category. The function of present future is to show an action that happened in the future time. Future continuous tense is used to show an action or phenomenon that will take place in the future.
The function of the future continuous tense is to express the process of an action that happened in the next time. In the chart above, there are three types of members from Seven Nucleus with their categories, namely future nominative will be + bare indeterminate category, perfect noun + past participle category and continuation with be + present category. Institutional writing is used for people in an institution or in a professional field, this type of writing is considered formal writing, which the author must make concrete according to the conventions of writing.
Conceptual framework
- INPUT
- OUTPUT
RESEARCH METHOD RESEARCH METHOD
Research design
O1 Pre-test
X Treatment
O2 Post-test
Research Instrument
In the pretest, the students were given a descriptive text and the topic of the text was "please describe the technological developments (public transport) in the present and the future". In the post-test, the students were also given descriptive text and the topic was "Please describe the technological developments (handphone) in the present and future".
Procedure of Collecting Data
The test was about descriptive text and the subject of the text was "please describe the technological developments (public transport) in the present and future". The test was applied to measure students' writing skills before they were given some treatments, (See appendix 1). The researcher conducts a post-test to students to find out if there is any progress or improvement in the students' writing skills after the implementation of the Seven Nucleus in learning process.
In this post-test the researcher takes, "please describe the technological developments (handphone) in the present and future".
Technique of Data Analysis
- Language use
- Content
- Organization
- Language Use
After the researcher gave the treatment using seven core methods teaching times to improve students' writing skills, the students'. The data showed that the use of Seven Nucleus for teaching tenses in writing can improve the students' writing skills in language use. The data showed that the use of Seven Nucleus for teaching tenses in writing can improve the students' writing skills from a content perspective, although this is not significant enough.
After the researcher treated using the seven core method, the students' score was improved. Based on the above data table, the comparison between the pre-test and the post-test shows that there was an improvement in the post-test score after the treatment by applying seven cores for teaching tenses to improve students' writing ability. . It was supported by the mean score and percentage score of the pre-test and post-test of the students.
Table 4.1 shows that the average writing performance of the students in the pre-test was poor: 67.5. After the students received treatment by implementing the seven-core method, the average score of the students in the post-test was improved to 83. The improvement of students' writing skills when implementing the seven-core method in terms of content .
From table 4.2 it can be seen that the written achievement of the students, the average score of the pretest was poor, it was 64. After treating the students using the method of seven cores, the average score of the students in the posttest improved and became 72. After the students were treated using the method seven cores, students' average posttest score improved to 78, which was higher than the pretest score of only 63.5.
The total score of the students after calculating the three aspects, the result of the pre-test, was 195.
Suggestions
- LANGUAGE FOCUS : TENSES AND WRITING
- STEPS
- The Row Score of Student’s Post-test
- The Row Score of Student’s Post-test
Guru hendaklah mewujudkan suasana yang menyeronokkan supaya murid-murid seronok belajar aktiviti menulis. Kata kerja atau kata kerja yang berakhir dengan huruf -y sebelum huruf konsonan, -y dileburkan menjadi -i dan kemudian -es ditambah. Kata kerja yang berakhir dengan -ch, -ss, -sh, -x ditambah terus dengan -ed.
Untuk kata kerja atau verba yang berakhiran huruf -y didahului huruf konsonan, maka -y digabung menjadi -i lalu ditambah -ed. Kata kerja yang berakhiran huruf -ie, lalu -ie digabungkan dengan -y lalu ditambah -ing. Def: Kata kerja transitif yang mengambil dua objek, Do (objek langsung) dan Io (objek tidak langsung).
Perhatikan apakah verba pada kalimat tersebut ada objeknya atau tidak, karena hanya verba transitif yang bisa diubah menjadi kalimat pasif, jika tidak kembali ke kaidah active tenses.
