PENINGKATAN KETERAMPILAN MENULIS SISWA MELALUI TEKNIK CLUSTERING DI KELAS X SMK PGRI 1 PUNGGUR LAMPUNG TENGAH. Subjek penelitian ini adalah siswa kelas X.TKJ SMK PGRI 1 Punggur Lampung Tengah dan Ibu Asri Pujiastuti, S.P.d. sebagai kolega. PENINGKATAN KEMAMPUAN MENULIS TEKS DEKRIPTIF SISWA MENGGUNAKAN TEKNIK CLUSTERING DI KELAS X SMK PGRI I PUNGGUR LAMPUNG TENGAH.
It clearly shows that the purpose of English teaching is to enable students to master the four skills. This research aimed to know students' writing ability in writing descriptive text by using clustering technique at SMK PGRI 1 Punggur. Based on the result of observation sheets, the activity of students in the implementation of cycle I and II was very active.
Increasing the students' descriptive text writing ability through grouping technique at the tenth grade of SMK PGRI 1 Punggur Central Lampung”. Mardiyono.HS S.Pd as the principal of SMK PGRI 1 Punggur who gave his chance and permission to do the research.
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
From the data of the preliminary investigation, the writer discovered the problems of the students. The tenth grade students of SMK PGRI 1 Punggur have low writing skills, especially when creating descriptive texts. The learning process was carried out by instructing the students to create a descriptive text given by the teacher.
The author had students write scores of descriptive text from the English teacher's archives. So that the students are not bored in the learning process and hopefully can understand better. Based on the identification problem above, the writer narrows the problem down to students not being able to write descriptive text correctly because they are not able to deliver their minds in written form.
Can the use of clustering technique increase students' ability to write descriptive text in the tenth grade of SMK PGRI 1 Punggur Central Lampung?”. Students can increase their writing ability and stimulate them to increase their writing ability.
REVIEW OF RELATED THEORIES
Theoretical Review
- Concept of Writing
- Descriptive Text
- Process of Writing
- Teaching Writing
- Clustering Technique
3 Students can communicate their ideals and thoughts to others through a written form such as a letter, message or invitation to communicate. Indeed, in writing, students can express their ideas, thoughts and facts in a well-formed structure. More specifically, teaching writing requires the elements of writing including grammar, sentence structure, organization, vocabulary and word order mechanics, teaching writing guides students not only to write the sentence in the text, but also to organize the idea in form. written.
By grouping on paper, the children can move and condense their thoughts into a whole.20 This means that clustering can help students make writing more like taking a picture and make writing less intimidating. Through clustering, students can visually map what they do and don't know and return to their notes to fill in the blanks in their diagrams.25 This means that clustering will build students' confidence, they will discover and generate their own key or stimulus words that can be reduced and converted into easy-to-remember lists. This means that students can easily find the word as a keyword related to the topic.
Students will be easy to construct their ideas about the sentences in to paragraph through ideas in clustering technique. The last advantage is that students can show their knowledge to produce the words with in limited time, but it is still related to the topic.
Action Hypothesis
The downside of the clustering technique is that the concept of clustering may claim to generate ideas relevant to the topic, but students still need to clarify this connection when they review the concept of clustering. They often find themselves writing down words, even though they are ordered and structured, that are completely irrelevant to the topic and they will spend even more time critically evaluating irrelevant topics. Sometimes the students don't know how to use it because the students don't know where to start writing.
Furthermore, students do this under pressure to make this technique effective. 26. Therefore, it can be seen that teaching using the clustering technique has more advantages than disadvantages, that is, the researcher uses the clustering technique to teach descriptive text writing. Based on the framework of theories and assumptions, the writer formulated actionable hypotheses “The use of grouping technique can increase students”.
RESEARCH METHODOLOGY
- Object of the Research
- Setting and Subject of the Research
- Classroom Action Research (CAR)
- Data Collection Technique
- Data Analysis Method
- Formula of this Research
- Validity and Reliability
- Indicator of Success
It means knowing the activity and progress of students in the class. So, if they are in II. cycle, all students are successful, it does not continue to the second cycle. In this meeting, the researcher reviewed the discussion in the last meeting, and in the next one, the researcher conducted a post-test to determine the students' understanding of the material presented during the learning process.
To know the students' activities in the class, the researcher used the observation sheet and the table of students' observation sheet in cycle I. The students' activities in cycle I showed that not all the students were active in the teaching-learning process. Based on the results of the post-test in cycle I, it can be said that most of the students experienced problems with the teaching process.
In this meeting, most of the students were also active and bored after the class. After that, in the last meeting, the researcher reviewed and the researcher gave post-test to see the students' understanding of the material submitted during the learning process. In the post-test of cycle II, all students scored 65 or more.
The researcher used the observation sheet and the table of the students' observation sheet in II. And the average activity of students in II. cycle 93.47% of the total number of students. From the results of the pre-test and post-test in the 1st cycle, it can be concluded that the students' score has increased.
Nevertheless, there is an improvement in the students' score after Test II than after Test I. This is evident from the result of the process and the learning outcomes, which are reflected in the increase of student participation in each activity.
RESULT OF THE RESEARCH AND DISCUSSION
Description of the Research Location
- Profil of the School
In this session, the researcher wants to discuss the history of the school, the members of the teachers and staff, the students, the organization of the school and the condition of the school.
Description of Finding
- Cycle I
- Cyle II
In the first cycle before the researcher treated the student, the researcher gave a pre-test to the students. At the end of the activities, the researcher gave the conclusion of today's learning and gave the students a post-test to see if the students understood the material submitted during the learning process. Although the researcher had explained the material, the students were still confused and had difficulty creating a descriptive text.
The students who achieved a score of 65 or more on the preliminary test in Cycle I were only 8 students out of 23 students. Based on the cycle II data table, it was found that the post-test result can meet the CCM where all students or 100% of students (23 students) were successful. Clustering as an alternative technique to teach writing mainly descriptive texts and to increase the writing skills of the students.
This concluded that by teaching writing by using clustering technique, students' descriptive text writing ability at SMK PGRI 1 Punggur Central Lampung can be increased.
Interpretation
CONCLUSION AND SUGGESTION
Conclusion
The grouping technique has given a new situation and a new way in teaching writing, especially descriptive text writing.
Suggestion
Douglas, Teaching by Principles' An Interactive Approach to Language Pedagogy, New York: Addison Wealey Longman, 2001. Oldson, Carol Booth, Practical Ideas for Teaching Writing as a Process, California State: Department of Education. Six years had indeed been a long journey to graduate from primary school when he had so many friends to leave.
Nevertheless, STAIN Jurai Siwo Metro became her next course of study in the academic year 2009/2010. Since the academic year 2009/2010, the study program has included English.
