Writing is one of the four language skills that must be mastered by the students. Results of the meeting said that the success of cycle I of the research was not achieved because it gets the value ≥ 60 less than 8.8. Based on these results, it can be concluded that the application of the concept mapping improves the positive impact on students' writing ability, this is evident from the eighth grade students' increasing writing skills in MTs Marif 1 Punggur.
With limitation of the ability of the author there are still many errors in writing and presenting items.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Formulation
- Object of the Study
- Benefits of Study
THE INCREASE OF THE STUDENT'S WRITING PARAGRAPHS THROUGH THE IMPLEMENTATION OF THE CONCEPT DRAWING IN MTs MA'ARIF 01 PUNGGUR IN THE ACADEMIC YEAR 2013/2014". Can the implementation of concept mapping enhance students' paragraph writing ability in MTs Ma'arif 1 Punggur. The writer wants to know if the implementation of concept mapping can increase students' paragraph writing in English learning.
To give input to the English teacher whether implementing concept mapping can increase students' ability to write a paragraph well or not.
THE REVEW OF RELATED THEORIES
Theoretical Review
- Writing Paragraph
- Concept mapping
So the paragraph is a collection of a few sentences that have or contain a main idea and a few supporting sentences that help the reader understand and appreciate the meaning of the content and information in a paragraph. A topic sentence is the most important sentence in a paragraph because it contains the main idea of the paragraph. When a paragraph has coherence, all supporting sentences connect each other in their support for the topic sentence.
The type of writing paragraph as a productive language skill is classified according to the specific purposes of the writer that are placed in the text to be communicated to the readers17. Argumentation is used to persuade and convince the readers to believe or disbelieve the truth of the fact of an object, it also aims to persuade the readers to take a certain action related to the new truth exposed to them. At least by the beginning of the year, encourage students to use the following strategies: prewriting, drafting, self-review, peer/adult review, editing, and publishing, 1).
Editing is the stage where grammar, spelling and punctuation errors are corrected.26 The method for teaching conventions provokes one of the fiercest debates in teaching. Editing as part of the writing process must be done first by the author and then again by a peer or adult, with the appropriate editing marks. 27. This means concept mapping is a learning technique that teachers use to facilitate the learning process and can improve students' understanding of the thinking process.
Meaningful learning or learning with understanding is much stronger and longer lasting than detached learning or learning by memorization because students address the conceptual meaning of the knowledge being learned, and connect this new information with previous knowledge. The use of concept mapping in the classroom with the idea that it can be said that, of the words as one of the basic language can help from the sentence. The main aim of the study is to develop concept mapping technique to improve the students' performance in paragraph writing.
The success of implementing these procedures was by applying concept mapping in paragraph writing for free topics.
Action Hypothesis
The main activities involved tasking students with generating ideas using concept mapping on free topics, asking them to start writing their drafts, reminding them of some language points, asking them to proofread and comment on each other's work and give them time to edit and revise their work. 3). The post activity involves handing in students' final work, asking about their feelings and difficulties in learning using concept mapping, and getting them to finish the lesson. The topics to be developed by the students were not determined by the teacher, so that the students could write freely and more creatively.
RESEARCH METHODOLOGY
Location Setting and Subject of Research
Object of the Action Research
According to Kunandar, classroom action research is an action research that is carried out by teachers also as researchers in the class or the collaboration with others by designing, implementing and reflecting the collaborative and participatory actions as the purpose of improving or improving the quality of learning in the class through specific actions in a cycle.3 Rochiati explains that classroom action research is how teachers can organize their teaching activity and learn from their own experiences.4 This means that action research is a way or effort to solve a problem that is carried out directly by teachers and also as researchers to enhance or improve the quality of classroom practice. To solve the real problems that arise in the classroom, which are experienced directly in the interaction between teachers and students who are learning. Besides that, the aim of CAR is to investigate a self-selected topic in .. p.63. the classroom to bring about positive changes in teaching and in student learning.
In this way, teachers have the opportunity to expand existing professional development experiences to meet their individual needs and the needs of students. In Classroom Action Research, the researcher wants to conduct the research in two cycles. In this step, the researcher will observe the teaching learning process using the observation format, as well as the contours of the observation in this step, such as the student's ability to answer the question, the teacher's participation in the learning process, the student's good participation and student error.
The researcher will analyze and discuss the observation result during teaching process, such as the weakness and strength of the action in these steps, the researcher uses data from evaluation to make improvement for the second cycle. In this step, the researcher observed the process of teaching learning using format observation, and the outlines of observation in this step, such as student's ability in question answering, the teacher's participation in learning process, writing student's good participation and student's mistake.
Data Collection Technique
- Description of Finding
7 It means that the observation is a study carried out by researchers who are directly and actively involved in the implementation process of the action. The pre-test takes place in the first meeting before the treatments to know the skills of the students before doing the action research. Data analysis is performed by taking the mean score of the pre-test and post-test in cycle 1 and cycle 2.
Based on the results of the pre-test scores in the table above, the researcher obtained a total score of the pre-test with one score summing the questions to get the students' total score. After students have finished, the writing scores are collected in front of the class. It can be concluded that the application of the concept map in the writing of the descriptive paragraph in the teaching process shows sufficient qualifications.
From the results of the first meeting, it can be said that most of the students became hard in the learning process. We can use the media we have learned from the image that is connected to the material being taught at that time. We can see a difference in the students' understanding of the ability to express an idea in a paragraph in the first meeting and the second meeting.
Implementation of action cycle II takes place by reflecting on cycle I, while the material covered in learning cycle II. cycle, remains the same as I. Before the teachers start the lesson, the teacher greets the students in advance when entering the classroom, checking the presence of the students, giving the students an overview of the material to be learned and ensuring that the students are ready to learn. Observing two studies presented at the cycle II meeting of implementation concept mapping in writing skills.
Based on the observations of the learning process in cycle II, it can be said that the learning process with the application of mapping summarizes in short writing the descriptive paragraph shows a good qualification.
Interpretation
Based on the above table, it can be concluded that the learning process was successful. This success is due to the fact that the researchers revised and improved the teaching and learning process in Cycle I. In II.
Based on the pre-test and post-test results of cycle II, it can be concluded that the application of concept mapping as a teaching method in the classroom can improve students' writing skills. The result of students in the II cycle has increased, it can be seen from the average result that increases from 50.8 to 62.76. Based on the growth in each cycle, it can be seen that the application concept map is able to improve students' writing performance.
Students understand the material and follow the lessons learned from I. to II with great enthusiasm. Based on the above explanation, it can be concluded that there was an increasing written mapping of the implementation concept. This means that students can achieve the target, the target 73.5% of students achieve a score of 60 or above.
Conclusion …
Suggestion
Zeitz, Concept Mapping: A Strategy for Promoting Meaningful Learning In Medical Education, Carfax Publishing Ltd, 1997 A.S Hornby, Oxford Learner's Dictionary, Oxford University Express, New York,. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Ed), Addison Wesley, New York, 2001. Kasihani, K.E Suyanto, Engels vir jong leerder, Jakarta: Bumi script, 2008 Kunandar, Easy Steps to Classroom Action Research, Jakarta: PT Grafindo.
Sanggam Siahaan, The English Paragraph, Yogyakarta; Graha Ilmu, 2008, Issues in Linguistics, Yogyakarta; Graha Ilmu, 2008 Suharsimi Arikunto, Classroom Action Research, Bumi Aksara, Jakarta, 2002.
