This study aimed to find out that Reflection Learning Method improved students' writing skills in terms of content and overall structure in the eighth grade students of SMP Muhammadiyah Limbung, Gowa. The research results showed that the Reflection Learning Method significantly improved students' writing skills in terms of content. Finally, the researcher improved the students' writing skills in terms of content and generic structure.
Ummi Khaerati Syam, S.Pd., M.Pd., the Head of English Education Department and the Secretary of English Education Department.
FINDINGS AND DISCUSSION
CONCLUSION AND SUGGESTION
Problem statement
Objectives of the study
- Significance of the study
- Scope of the study
The result of the study is expected to provide useful information for English teachers in teaching narrative text writing skills using reflective learning method in SMP Muhammdiyah Limbung, for the writer and for future researchers as a reference who are interested in conducting similar studies next time. This research is limited to improving writing skill in renumbered text through the Reflection Learning Method. These articles are chosen because the articles are very important to be identified by the writer for motivating and overcoming students' problems in learning English writing.
There are assessments that focus on students' ability to write a narrative text from its content, which consists of content and generic structure.
The Concepts of Reflection Learning Method
- The Process of Reflection Learning Method
In this phase, the teacher gives several different topics (eg: Vacation, Camping, Health, etc.) to the students. The function of the corrective activity is to check/see the mistake of the students' draft and make the mistake better. At this stage, students begin to make or write a recount text from their draft which is done by them for the first time and then.
The last activity in this stage is for the students to finish their written-narrative text and collect their written-narrative text from the teacher.
The Concepts of Writing Skill
- The Purpose of Writing
- The Characteristics of Good Writing
- The Forms of Writing
- The Process of Writing
- The Purpose of Writing Skill
The explanation above is the purpose of writing for the common writer, but the purpose for students is learning. Due to the fact that writing has several other purposes for students writing or it can also be called several other functions of writing for students. Author-oriented forms, this means the forms of writing where the author is the center of attention.
In general, typeface classifications are based on writing purpose, generic structure, and linguistic characteristics.
The Concepts of Recount Text
- Kinds of Recount Text
- The Generic Structure of Recount Text
- Constructing in Written Recount Text
The emphasis is on using language that is accurate, factual and detailed so that the reader gets a full picture of the event, experience or achievement. The use of technical terms, precise temporal sequence, and first-person narration (I or we) lend credibility to the information provided. A reorientation that 'completes' the series of events or retells what ultimately happened.
To have a good writing content, its content can be well uniform and complete.
The Conceptual Framework
- Planning
- Implementation of Action
- Observation
- Evaluation
- Reflection
The teacher was preparing the materials to be taught to the students in the class. The teacher was organizing the evaluation test to know the improvement of the students' writing skill score, especially in writing the recount text in cycle I. In the first meeting, the teacher was giving explanations to the students about the concepts of the writing process and the concepts renumbering text (definition, function, types, general structures, linguistic features and example of renumbering text).
The teacher gave the students a chance to collaboratively generate ideas about the topics/themes with their group. The teacher allowed the students' peers to provide feedback on their drafts together. Students received and edited their draft before collecting their draft from the teacher.
The teacher corrected and improved the mistakes of the student's narration of the text/paragraph. The teacher recorded all student activities in each session to measure student skill improvement. The teacher recorded the results/results of the students in their learning activities in the 1st cycle.
The teacher again provided an opportunity for the students' peers to provide feedback on their draft collaboratively. Students received and edited their draft again before collecting their draft with the teacher.
The Variable and Indicators
Subject of the Research
Research Instrument
Data Collection
Data Analysis
- Implementation of Reflection Learning Method in Teaching Recount Text
- The Students Improvement in writing recount text in term of content The researcher used Reflection Learning Method in treatment to
- The Students Improvement in writing recount text in terms of generic structure
The result of data analysis finds that the teaching of writing skill by means of Reflection learning method can improve the students' writing skill in terms of content and generic structure in the eight degree students of SMP Muhammadiyah Limbung, Gowa. If the results of the students' scores do not reach the target, cycle II will be taken. In the writing project, the researcher chose a topic/theme that is relative to their environment and interest to the students.
Students' Improvement in writing retelling text in terms of content The researcher used the Reflective Learning Method in treatment to The researcher used the Reflective Learning Method in treatment to see improvement in the students' written retelling text in terms of content and generic structure, and there was improvement in cycle I to cycle II. It showed from the average score of the students in cycle I to cycle II and also the improvement percentage. Most of the students felt confused about how to make a good sentence in writing retelling text.
Then the researcher gave treatment using the Reflection Learning Method and the students' score was improved. The improvement in the students' average score in Cycle I and Cycle II proved that the use of the Reflection Learning Method was significant in improving the students' results. Reflection learning method was an important method because the students, together with their group, can integrate prior knowledge and experiences with new solution skills.
Based on the table above indicated that in terms of generic structure, the students' average score from the generic structure in cycle I was 5.32 classified poor score. Based on the data in cycle I and cycle II improvement occurred, the students in cycle I and cycle II were 52.33%.
Discussion
- The frequency and rate percentage of the students’ cycle I and cycle II in terms of content
- The frequency and rate percentage of the students’ cycle I and cycle II in terms of content
It could be seen in table 4.1 that the students wrote content-wise in cycle I, the average score was poor, it was 4.77. The improvement of the students' average scores in cycle I and cycle II showed that the use of the Reflection Learning Method was significant in improving the students who wrote retelling text in terms of content. The reflective learning method was also that service learning gave students and teachers a way to look back on their experiences, evaluate them and apply what they learn to the future and develop creative solutions.
Looking at the above result, the use of reflective learning method had improved the students' writing recount text in terms of content. Frequency and percentage of the percentage of students in cycle I and cycle II in terms of content. Based on the above findings in using the reflective learning method in the classroom, the data was collected from the text as the explanation in the previous part of the findings showed that the students' writing renumbered the text in the average score of cycle I and cycle II and also the percentage of improvement in table 4.2.
Reflection learning method produced and explored their idea or experiences to lead to new insights and appreciations. The implementation of the reflection learning method in the treatment of students' eighth grade SMP Muhammadiyah Limbung Gowa was intended to be a success in making students understand and knowledgeable about writing recount texts in terms of generic structure. After conducting the research by applying the reflection learning method in improving students' writing skills, the researcher tells the eighth grade students of SMP Muhammadiyah Limbung Gowa and based on the research results in the previous chapter, the researcher rewards the following conclusions.
Reflection Learning Method significantly improves students' written retell text in terms of content of the eight grade students in SMP Muhammadiyah Limbung Gowa. Reflection learning method significantly improves students' written retell text in terms of generic structure of the eight grade students in SMP Muhammadiyah Limbung Gowa.
Suggestions
- STUDENTS’ WORKING SHEET I Group
The teacher should invite and raise the learning motivation of the students by manipulating different methods in the presentation of productive skills, including writing skill. The teacher should create a fun atmosphere so that the students enjoy learning the writing activity. Students are suggested to be active and study hard when practicing writing, because the more they practice, the more they can improve their writing skills.
It is suggested to the following researchers that the reflection learning method could be used to improve students' writing skills on another component or variable of writing because the researcher observes only a small part of the writing component which includes content and mechanics. At the first meeting, the teacher will explain to the students the concept of writing and the conceptuality of text/paragraph repetition (definition, function, types, generic structures, linguistic features and an example of text repetition). The teacher will give some different topics/topics for the students in II. cycle, the teacher will give topics/topics, namely: weekend, vacation and camping.
The teacher gives the students the opportunity to generate ideas about the topics together with their group. The teacher gives the students' fellow students the opportunity to provide joint feedback on their concept. Students receive and edit their draft before collecting it from the teacher.
The teacher will provide evaluation and reflection for the students, which will be done by the teacher to take results of the students' scores, and to measure how far the improvement of the students' writing skills from cycle I to cycle II. And the last gives the researcher evaluation and reflection for the students, which is done by the researcher to know/see and measure the students'. The difficulty that the writer is found in cycle I, the students still find it difficult to get an idea and organize their writing to be a good retelling text or.
The teacher also gives the students the opportunity to ask the question, explains the students' writing mistakes clearly, and the teacher guides the students well in writing.
