Judul: Improving students' writing skills through personal photos in the second grade of SMP Negeri 35 Makassar. To improve students' writing skills through personal photos in the second grade of SMP Negeri 35 Makassar (tutoring by Andi Hamzah Fansury and Hj. Nurfaizah Sahib). The aim of the study was to find out whether using the personal photo method could improve the writing skills of students in the second grade of SMP Negeri Makassar.
This research is used experiment method and research subjects are students of SMP Negeri 35 Makassar Class VII (1). It shows that the personal photo method has the positive effect on students' writing skills class VIII (1) SMP Negeri 35 Makassar. Improving students' writing skill through personal photo at second grade of SMP Negeri 35 Makassar (Dibimbing oleh Andi Hamzah Fansury and Hj. Nurfaizah Sahib).
Penelitian ini bertujuan untuk meningkatkan keterampilan menulis siswa sekaligus mengukur keterampilan menulis siswa dengan menggunakan metode umum dan metode dalam penelitian ini adalah penggunaan fotografi personal. Metode penelitian ini menggunakan metode eksperimen dan subjeknya adalah siswa kelas 8 (1) SMP Negeri 35 Makassar.
INTRODUCTION
- Background of the Study
- Based on Problem Statement
- Significant of the Research
- Scope of the Research
- Previous Related Studies
- Some Partinent Ideas
- The term of writing
- The Purpose of Writing
- Meaning of Writing Skill
- Teaching Writing Techniques
- Writing Process
- Writing through Personal Photographs
- Conceptual Framework
One of the visual aids that can be used to teach writing is a personal photo. Based on the statements above, it can be assumed that the use of photos to teach writing skills to the students of the Second Grade of SMP Negeri 35 Makassar in the academic year 2018/2019 is effective. The purpose of research is to find out from the improved students' writing skill through personal photo.
The result of this research is very important to the writer because it is expected to answer the question about students' ability in writing using personal photo, especially in the second grade of SMP Negeri 35 Makassar in the academic year 2018/2019. Ratminingsih (2015) stated in her research entitled “The use of personal photographs in writing in project-based language learning”. This is because students consider the use of language when they engage in the writing process.
As Raines says, “the teacher can find a valuable image resource such as; drawings, photographs, posters, cartoons, magazine advertisements, diagrams, graphs, etc. The writer focuses on the writing skill using personal photo strategy, the use to improve the student's skill in writing text as the output of the teaching and learning process.
Compete nce
The theoretical framework describes that the author learns the skill of writing by using the strategy of personal photography.
RESEARCH METHOD
Research Design
Population Sample
Research Variables
Research Instrument
Procedure of Collecting Data
The author chooses two classes from eight class student, they are VIII A as experimental class consisting of 30 students and VIII B as control class.
Technique of Data Analysis
Very good 17-14 Sufficient range, occasional errors in word/idiom form, choice, use but meaning not obscured. This research is based on the above scoring system by using the whole writing rate scale as follows. Find out the significant difference between the pre-test and post-test score by using this formula.
This chapter contains the findings and discussion of the influence of the personal photo method on the students' writing skills and the percentage of points to five major components in writing: they are not content, organization, vocabulary, language use and mechanics.
FINDING
- Scoring classification of students in pre-test and post-test
- The Mean and Standard deviation of the students
- Finding out of significant difference between the score of the pre-test and pro-test
- The T-test of students’ achievement
Based on about percentage pre-test and post-test in content component, it can be seen from this table that the students got an excellent score in the post-test. In the post-test, there were 15 students (50%) who received excellent classification, 15 students (50%) received very good classification, and none of the students received fair to poor and very poor classification. Based on the percentage of students' score in organization component, from the table, pretest and post-test were scored differently, in posttest most students scored very good, but in pre-test many students scored poor.
In the post-test, there were 22 students (73.33%) with excellent classification, 8 students (26.66%) were classified very good to good, no student received fair and very poor classification. Based on the percentage of students scoring in the vocabulary component, from the pre-test and post-test tables, different results were obtained. From the result it can be concluded that the students' classification in the language use component in the post-test is very good to average.
In the post-test, there was no student who got a fair or very poor grade, 13 students (43.33%) got an excellent grade, and 17 students (56.66%) got a very good grade. From this result, we can conclude that the classification of students in the mechanics of components after the exam is good to very good. Estimate the percentage and frequency of students' pre- and post-test scores in the experimental class.
Based on about the percentage of pre-test and post-test and post-test in content component, from this table it can be seen that the students entered very well. The classification in the component of language use in the post-test is very good, the data in the pre-test gave 26 students a score of fair to poor, but in the post-test none of the students got a score of very poor and fair to poor. After giving the treatment, the result of the post-test showed that none of the students got fair, poor and very poor classifications, 21 students (70%) got very good classification and 9 students (30%) got good classification.
Percentage of students' scores on the mechanics component in the pretest, no students received an excellent rating, 9 students (30%) received a very good rating, 15 students received a fair rating, 6 students (20%) received a very poor rating . It is supported by the frequency and percentage rate of students' pre-test and post-test score. After giving the treatment, the post-test result showed that 21 students (70%) got very good classification and none of the students got fair, poor and very poor classification.
Conclusion
The first part refers to the conclusion of the research findings, and the second part to the proposal.
Suggestions
Using Picture Sequences to Improve Students' Writing Proficiency Unpublished Dissertation, Bengkulu: Universitas Bengkulu.
APPENDIXES
RESEARCH INSTRUMENT
- PLACE
Photo has some indications about, background of place, time, subject (person, things, etc.), and history. He plays football every night. He is very famous in the world because he is a world champion. He made a lot of history and a lot of stories in football history like trophy, golden boot and many other awards he received.
Table Of the Pre-test Score
Students’ score and classification in post-test
Students’ score and Classification in score
Distribution of T table
- Standar Kompetensi
- Kompetensi Dasar
- Indikator
- Tujuan Pembelajaran
- Materi Pokok
- Metode Pembelajaran
- Langkah-langkah Pembelajaran
- Sumber/Bahan/Alat
- Penilaian
Students writing
Findings out of significant difference between the score of the pre-test and post-test
Picture / Documentation
Students are working the Pre-test
The researcher was explaining about writing use Personal photograph
Students were writing the simple paragraph Text (post-test)
Administration
