Alhamdulillahi Rabbil „alamin, the writer praises the almighty God, Allah SWT for His blessing and mercy, so that the writer can complete the writing of this proposal. Pd the Head and the Secretary of English Teaching Department who gave guidance and experience to the writer during the years of her study. Pd as the first and the second consultants who spent much of their time correcting, helping and guiding the author during the writing of this proposal.
And many others whom the writer cannot mention specifically who gave the writer their meaningful guidance to write this thesis. As a human being, the writer is really aware that what he presents in this thesis is far from perfect.
INTRODUCTION
- Problem Statements
- Objectives of the Study
- Significance of the Study
- Scope of the Study
1. To improve the writing of narrative texts by students based on the content aspect in the terms Unity and Completeness. Improving the writing of narrative texts by the students based on the organizational aspect in terms of cohesion and spatial planning. The improvement of the students' writing ability in terms of narrative text through the Scamper technique is good.
Improving the students' narrative text based on content aspect In term Unity and completeness. The improvement of the students who write narrative text based on Organizational aspect in terms of Coherence and Spatial order.
REVIEW OF RELATED LITERATURE
The concept of writing
This means that writing is looking for an expression or conveying something through the application of the linguistic system. An adequate description writer is like an artist who paints a picture that can be "seen" clearly in the reader's mind. The main idea is stated in the topic sentence and each or each supporting sentence and is related to the idea of the topic sentence.
It is hoped that the content of the writing is clear and can be understood by the readers. The organization of writing is about the ways in which the writer arranges and organizes the ideas to organize the message in the words.
Scamper Method
The teacher tells students that the teacher will help them create their own version of the story with SCAMPER. The teacher tells students that they must change at least three main elements in the story to make their own version of the story. The king invited all eligible women in the kingdom to find a wife for the Prince.
Fortunately, the fairy godmother came and helped her to the hall with a waved wand, helping to prepare Cinderella for the hall. Instead of writing a new story, what other ways can you use to tell the story.
Conceptual Framework
The researcher is adjusting the conclusion that the Scamper Method can improve students' ability in writing narrative text. The figure above shows the improvement of the narrative text of the students' writing based on the content aspect after the assessment in cycle 1 and cycle 2, there is a significant improvement of the students' narrative writing in unity and. The table above shows that there were improvements in students writing narratives based on organization in thermal coherence and spatial order in the.
The table above shows the students' improvement in writing ability covering the narrative text. The figure above shows the students' writing ability in the diagnostic test which is categorized as fair (51.96). It shows that the SCAMPER technique can help improve students' writing ability in terms of topic unity.
This means that the result in the 1st cycle is higher than the result in the diagnostic test, which improves the students' orientation. Using the Scamper technique in the teaching and learning process, followed by evaluation and observation in each cycle, the research findings show a significant improvement in the students' writing ability of the narrative text. Narrative text of students in the eighth grade of SMP Negeri 1 Liukang tupabbiring in the academic year using scamper technique.
Overall, the students' average score in the narrative text to take the cycle 2 test has improved from the diagnostic test in the cycle 2. The narrative text of the students in the eighth grade of SMP Negeri 1 liukang tupabbiring in through technical scamper. The average grade of the Diagnostic Test 1. The average grade of Cycle I 3. The average grade of Cycle II 5. LIST OF APPEARANCE OF STUDENTS CLASS VIII.
RESEARCH METHOD
Research Variables and Indicators
Population and Sample
This research was held twice a week for eight times, the population of the research is students at SMP Negeri 1 Liukang Tupabbiring. The researcher chose IX B class as the subject of the research with 25 students as a sample study in the junior high school in Pangkep.
Research Instrument
Data Collection
The transition from one idea to another is smooth and gives the reader a clear understanding that the topic is changing. Very Good 8-9 Events are organized logically, but some parts of the pattern may not be fully developed.
Data Analysis
By still using scamper technique in the learning process with some revision of the lesson plan and correction teaching material, students' average score of narrative text is (76.78). Regarding the unit of diagnostic test before using Scamper technique, students' scores are fair. The students' improvement in terms of coherence is further presented by the difference between the test results of diagnostic test, as non-scamper technique, and the result of the cycles with scamper technique after its use in the teaching and learning process.
This research supports the result that the SCAMPER technique can help students improve coherence and spatial order in their writing. The mean score of students' perfection in the diagnostic test is the lowest score, cycle 1 is lower, while cycle 2 means the result is the highest score. As for the final sentence, the same improvement shown by the average score of the students, where the 2nd cycle means the highest score from the others.
The students' event mean score in diagnostic test is the lowest score, cycle 1 has a lower score while cycle 2 mean score is the highest score. Aysuns research was mostly similar in Improving the students' writing ability covering narrative text and had the same result, even Aysuns was measured in terms of creative imagination and this research measures narrative text. It is suitable to be applied in classroom action research (KAR) as the students' improvement can be obtained and observed directly in the classroom by means of Scamper technique.
FINDINGS AND DISCUSSION
Discussion
The use of the scamper technique in improving students' writing ability in terms of the unity of the topic can be seen from the change in the diagnostic test result of the students without the Scamper technique and the improvement of the students after taking the cycle 1 and cycle 2 tests using Scamper. techniques in the teaching and learning process. In this case, the researcher wants to know how much the students can retain in their score. So there is a significant improvement achieved by students from test D to the second cycle covering topic sentences.
The use of the Scamper technique in improving students' writing skills in terms of topic completeness can be seen by the difference between the students' result on a diagnostic test without the Scamper technique and the students' improvement after running cycle 1 and cycle 2 tests using Scamper. technology in the teaching and learning process. Although the students have met the successful minimum criteria in Cycle 1, they have not yet achieved the target examination score and are still classified as fairly good. In terms of the event, to know the percentage of improvement of the students, also represented by the difference between the test results of a diagnostic test that is non-Scamper technique and the result of the cycles with the scamper technique at its application in the teaching and learning process.
The result of data analysis indicates that before using scamper technique in diagnostic test is lower, and after using scamper technique, it improves and increases the average score of students in cycle 1. This result is classified as reasonable by reviewing the lesson plan and making some revision of the teaching material then continued to cycle 2 and the average score of students in cycle 2 or improved from cycle 1. It shows that students will have an effective way of writing using this technique and can help students to improve their writing skills, especially in narrative text.
After conducting classroom action research about the use of the Scamper technique and based on the research findings in the previous chapter, the researcher can conclude that the implementation of the Scamper technique can increase students' writing ability. The Scamper technique which gives them more opportunities and time to write the narrative text. Applying the Scamper technique gives students the freedom to choose their own topic, so they can decide the content they want to write and they write the content under the guidance of the teacher. It is suggested to the English teacher to apply the Scamper technique as one of the alternative ways in the teaching and learning process to improve students' English skills, especially in improving writing skills.
CONCLUSION AND SUGGESTION
Suggestion
El Khawaldeh, Hamzah, dkk, "Pengaruh program SCAMPER terhadap pemikiran kreatif di kalangan siswa berbakat dan berbakat," International Journal of Sciences: Basic and Applied Research, no.2 (2016), hal.1. Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi berbentuk dongeng secara lisan dan tulisan. Latihan membaca isi teks narasi (dongeng) dengan pengucapan dan intonasi yang benar secara berkelompok.
Penyajian teks naratif berupa dongeng yang disusun secara lisan dengan pengucapan dan intonasi yang benar. Guru mengajukan pertanyaan kepada siswa untuk membantu mereka merefleksikan kegiatan pembelajaran yang telah mereka lakukan. 10 menit . mengikuti proses pembelajaran dengan memberi salam, mengajak siswa merapikan kelas dan berpenampilan, mengajak siswa memulai kegiatan dengan berdoa dan mengecek peran serta siswa.
Guru menyampaikan objek materi B. Kegiatan Pokok.. a) Siswa diberi motivasi atau rangsangan agar fokus pada topik.
