The subjects of this research were 30 students in the seventh grade of Junior High School PGRI01 Bandar Surabaya. Keywords: Writing Ability, Six Thinking Hats Strategy, Classroom Action Research (KAR), Junior High School PGRI 01 Bandar Surabaya.
Background of the Study
Therefore, it is concluded that seventh grade students in Junior High PGRI 01 Bandar Surabaya have unsatisfactory or low writing skills. Seventh grade students of JuniorPGRI 01 Bandar Surabaya High School have low motivation to write a text in English.
Problem Identification
Increasing students' writing skills will be conducted by researchers using the SixThinking Hats strategy through classroom action research. WRITING ABILITY USING SIX THINKING HATS STRATEGY AT JUNIOR HIGH SCHOOL PGRI 01 BANDAR SURABAYA”.
Problem Limitation
Problem Formulation
Benefits of the Study a. For the Student
Through the use of six thinking hats, strategy students will be actively involved in the writing process because this strategy has steps that will motivate students in the process of writing a text. By using the six thinking hats strategy, the teacher can teach well without more difficulties.
Prior Research
- Writing Process
- Characteristic of Good Writing
- Types of Writing
- Assessment of Writing
- Definition of Six Thinking Hats Strategy
- Benefit of Six Thinking Hats Strategy
- Implementation of Six Thinking Hats Strategy in Teaching Writing
Another preliminary study was conducted by Dhanapal and Ling.2 The teaching strategy used in another preliminary study is the six thinking hats strategy. The fifth preliminary research was conducted by Anggraini.5 The language skills studied in the fifth preliminary research are writing skills.
Action Hypothesis
Operational Definition of Variable
Dependent variable is a variable that can be improved by an independent variable.24 The dependent variable in this research is students' writing ability, which focuses on students' abilities. Students are able to compose descriptive text based on the appropriate generic structure of descriptive text.
Setting of the Research
According to Evelyn, Independent Variable is variable that the researcher suspects may relate to or improve the dependent variable.
Subject of The Research
The subject of this research is seventh grade at Junior High School PGRI 01 Bandar Surabaya. While the purpose of this research is the descriptive text writing ability of students at Grade VII Junior High School PGRI 01 Bandar Surabaya.
Action Plan
- Classroom action research
- The steps in the research
- Action
- Observation
- Reflection
- Re-Planning
In this case, the researcher will conduct a classroom action research in Grade VII Junior High School PGRI 01 Bandar Surabaya. The researcher prepared a curriculum, including learning procedures, media, and relevant materials to be used in the role-playing phase.
Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Observation sheet
The pre-test of this research would be in the form of an essay test that would ask students to write a descriptive text composition in English. The posttest of this research would be in the form of an essay test that requires students to write a descriptive text composition in English. In this research, the researcher observed the learning process of seventh graders of PGRI 01 Bandar Surabaya High School in their classroom.
During the learning process, the researcher will observe the students' activity in learning to write the text of the procedure. Writing worksheet, course summaries and class materials of students at Junior High School PGRI 01 Bandar Surabaya. In order to measure students' ability to write descriptive text of the seventh grade Junior High School PGRI 01 Bandar Surabaya, the researcher applied several writing tests consisting of pre-test and post-test.
Data Analysis
Reactions to particular students, optimally productive pairs and groups of the classroom are more vocal, etc. Tabulate the result of the test, and find the average of the pre-test and the post-test. To know the gain of data, the researcher would analyze the result of the test by taking the mean score of pre-test and post-test.
If the post-test average reached at least 65 and 70% of the students passed, the examiner would not proceed to the next cycle. However, in 2000, it changed its name to Junior High School PGRI 01 Bandar Surabaya to date. Based on the grade, the number of students in Junior High School PGRI 01 Bandar Surabaya consisted of seventh graders 118 students, eighth graders 70 students and ninth graders 91 students.
Research Result
Pre-test Activity
Based on the table descriptive statistics, it can be the maximum score was 71, minimum score was 34. Based on the table note of writing criteria symbol adapted from J.B Heaton write rubic score. Source: The result grade of Writing pre-test at VII class of Junior High School PGRI01 Bandar Surabaya 24 October 2019.
Based on the table, it can be concluded that 87% were not successful and 13% were successful. Based on the above data, it can be concluded that 26 students (87%) were not successful and 4 students (13%) were successful. The researcher also planned to give assessment to measure students' mastery of the given materials.
The First Meeting
The Second Meeting
The result of the test of the students in post-test 1 was better than the test in pre-test before. The percentage of students' grade on post-test 1 Based on the above result, it could be seen that 8 students (27%) received a grade above the norm and 22 students (72%) received a grade below got the standard. Source: The activity of the seventh grade students of Junior High School PGRI 01 Bandar Surabaya on November 5, 2019.
The percentage of students' activities in cycle 1 The figure showed that not all students were active in the learning process. At the end of this cycle, the researcher analyzed and calculated all processes such as the students' pre-test grade and the result of the students' post-test I grade. Completeness grade on pre- and post-test 1 The table and graphic above could be deduced that 26 students (87%) were not successful and 4 other students (13%) were successful.
Cycle II
In addition, on November 14, 2019, the researcher completed the posttest 2, conducted in the 2nd cycle. The topic of the written test in posttest 2 is chicken, cat and cow. This is evident from the result of post-test II in the table. At the end of this cycle, the researcher and the colleague analyzed and calculated all the processes, such as the student's potestna II. assessment and observation of students' learning activities.
The comparison between students after test I grade and post test II grade can be compared in the following table. The table shows that comparison between post-test I grade and post-test II grade. The figure above shows that the grades of the students in post-test I were different.
Interpretation
Result of Students Learning a. Result of Students Pre-Test Grade
The researcher presented the post-test II to measure the student's ability after implementing the treatment. It could be seen that the grades of the students in post-test II were different. Comparison of grade in Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II.
The comparison of writing essay of Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II. The comparison frequency of the students' pre-test, post-test I grade in cycle I and post-test II grade in cycle II. The comparative grade of students' writing ability in pre-test, post-test I in cycle I and post-test II in cycle II.
The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
Based on the graph above, it can be concluded that six thinking hats strategy can increase the students' writing. The students' attention to the teacher's explanation from the first meeting to the next meeting was increased. The students who asked the teacher were increased from the first meeting to the next meeting.
It could be seen on the cycle I 57% and cycle II 70%, it increased 13%. e) The students can present their paper (result of discussion) in front of the class. The students can present the paper (result of discussion) before the class was constant. Then, based on the data from cycle I and cycle II, the conclusion that the students can present the paper (result of discussion) in front of the class is constant.
Discussion
It is concluded that there is an increase in the full grade of the students and the total grades of the students who passed at least from the pre-test, post-test I to post-test II. From the explanation, the researcher concludes that the research is successful and can be stopped in cycle II because the success indicator is 70% of the students have received a grade.
Conclusion
Suggestion
The second is suggested that the students should be more active in the learning process in the class and increase their ability in writing ability so that they can be successful in learning English. The third, it is suggested that the principal should support the English teacher to use Six Thinking Hats strategy in learning process, because Six Thinking Hats strategy is so useful. Six Thinking Hats: A Study to Understand the Reasons and Scope of Their Application in the English Language Classroom.
Donal Ary at all, An Introduction to Research in Education, (USA: Wadsworth Cengage Learning, 2010) Eighth Edition. Evelyn Hatch and Anne Lazaraton, The Research Design and Statistics For Applied Statistician, (US: Heinle Publisher, 1991), 64. Using De Bono's Six Thinking Hats Model to Teach Critical Thinking and Problem Solving Skills Essential to Success in Business 21st century.
APPENDICES
Kompetensi Inti
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran 1. Materi Pertemuan ke-1
- Materi pertemuan ke-2 a.Simple Present Tense
Present tense digunakan untuk mengungkapkan fakta, kebiasaan, dan peristiwa yang sedang terjadi saat ini.
Model Pembelajaran
Sumber dan Media Pembelajaran
Kegiatan Pembelajaran Pertemuan ke-1
- Teknik penilian (scoring rubrics) 1. Penilaian sikap
- Penilaian pengetahuan
- Penilaian keterampilan
Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai teks deskriptif tentang orang, binatang, benda yang dikumpulkan dari berbagai sumber tersebut. Siswa membuat beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah, dan lingkungan dalam bahasa Inggris. Dengan bimbingan dan arahan guru, siswa bertanya dan mempertanyakan fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut.
Secara bersama-sama, siswa menemukan dan mengumpulkan beberapa teks deskriptif tentang orang, hewan, dan benda, sangat pendek dan sederhana, dari berbagai sumber, antara lain internet, film, koran, majalah, buku pelajaran dan lain-lain. Siswa membaca semua teks. deskriptif tentang orang, hewan, dan benda yang dikumpulkan secara lebih rinci. Selalu menunjukkan sikap bertanggung jawab 4 Sering menunjukkan sikap bertanggung jawab 3 Kadang menunjukkan sikap bertanggung jawab. Selalu menunjukkan kepercayaan 4 Sering menunjukkan kepercayaan 3 Kadang-kadang menunjukkan kepercayaan 2 Tidak pernah menunjukkan kepercayaan 1.
Bentuk Instrument
Kompetensi Inti
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran 3. Materi Pertemuan ke-3
- Materi pertemuan ke-4 a.Simple Present Tense
Model Pembelajaran
Sumber dan Media Pembelajaran
Kegiatan Pembelajaran Pertemuan ke-1
Siswa berusaha menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi. Guru memasuki kelas untuk menyapa dalam bahasa Inggris sehingga lingkungan bahasa Inggris dapat segera tercipta.
Teknik penilian (scoring rubrics) 4. Penilaian sikap
- Penilaian pengetahuan
- Penilaian keterampilan
Bentuk Instrument
Source: English subject syllabus given in 2013 Curriculum used by the seventh grade English teacher of SMP PGRI 01 Bandar Surabaya.
