The purpose of this research is to show that the use of detailed reading strategy can improve students' writing achievement and learning activities in 10th graders of Senior Secondary School 1 Sekampung in the academic year 2018/2019. The researcher outlined the problem in this research which focused on writing achievement. Judul : USE OF DETAILED READING STRATEGIES TO IMPROVE THE WRITING ACHIEVEMENTS OF STUDENTS IN 10TH GRADE HIGH SCHOOL 1 SEKAMPUNG.
MOTTO
The author is very grateful for the chances given to him to achieve this research proposal entitled "The use of detailed reading strategy in improving the students' writing performance at the tenth grade of SMA Negeri 1 SekampungEast Lampung in the academic year 2018/2019" . Humwho continuously provided their endorsement, time and guidance for the author to complete the proposal.
LIST OF CHARTS
INTRODUCTION INTRODUCTION
Background of the Study
Moreover, writing plays an important role and one of the skills that the students must master when learning English. One of the problems in this study is that the students have low writing skills, especially in terms of writing performance.
Identification of the Problems
The Problem Limitation
The Problem Formulation
Objective of the Research
Benefits of the Study 1. For the Students
Prior Research
Den anden er Joyce Joyner, EdD, Nicole Gibson, PhD, Ellen Wiley, EdD, Don Leech, EdD, Lars Leader, PhD, Herbert Fiester, PhD, Daesang Kim, PhD med titlen "Strategies to Improve Students' Achievement in Writing amongst Femte klasses elever”. 2Rouai Souhila, Bachelorafhandling: The Use Of Reading Strategies In Improving Students’ Reading Comprehension, (UNIVERSITY KASDI MERBAH OUARGLA Faculty of Letters and Languages Department of Foreign Languages, 2014), s.29.
Descriptive Writing Achievement 1. Definition of Writing
- Concept of Writing
- Writing Process
- Aspect of Writing
- Definition of Writing Achievement
- Measurement of Essay Writing
Based on the above statement, the researcher concludes that the writing is a written form, not only the symbol should be arranged, but also have information for the readers. The purpose of writing is to convey information from the writer to the reader accurately and effectively.
Concept of Detailed Reading Strategy
- The Definition of Detailed Reading Strategy
- The steps of the Detailed Reading Strategy
- The kinds ofTechnique Reading Strategy
- The Advantages and Disadvantages of Detailed Reading Strategy There are some advantages of using detailed reading strategy: There are some advantages of using detailed reading strategy
- The Procedure of the Detailed Reading Strategy The procedure of detailed reading strategy
- Preparation prior to reading Reading intention
- Method of reading
- Understanding what is being read
- Criticaly evaluating what is being read
According to the above statement, detailed reading strategy is important for readers to understand the word in the text. A detailed reading strategy that readers use to obtain a message from reading textual information. A detailed reading strategy is very necessary in reading, one should have a strategy in reading so that it is easy and easy to absorb the message or information from the readings read in the process of reading. This situation, where both students and teacher are hesitant to increase interaction, is why the detailed reading strategy is so effective.
In a detailed reading strategy, students read by elaborating on the text to answer the question from the text or review more of what they have read. So they have skills to understand the text more using detailed reading strategy. Not allowing enough time to read a text can be fatal to comprehension, which in turn causes stress. Based on the advantage of the detailed reading strategy above, we can believe that detailed reading strategy can be motivation for the student.
The statement above about stages in detailed reading is to evaluate what is being read it means to evaluate at a stage that is any question in the text what is the students' understanding of the text.
Action Hypothesis
Subject of the Study
Setting of the Study
Object of the Study
Action plan
- Classroom Action Research
- Cycle 1 a. Planning
- Cycle 2 a. Planning
Planning is the first step of this classroom action research prepared before I do the action. In this step, the researcher prepared the material related to the teaching and learning process. In this step, the researcher observed the process of teaching learning using format observation.
The researcher analyzed and discussed the result of the observation during the learning process, such as weaknesses and strengths from the action in this step; .. the researcher used the data from the evaluation to make improvements for the second cycle. The researcher implemented the action plan II, doing the treatment and giving the post-test 2. In this step, the researcher observed the teaching learning process using observation and field notes to collect the data of the action plan II.
The researcher reviewed and reflected on the activity of the students and the performance of the teachers, whether it is positive or negative, the second cycle is enough or the next step is needed.
Data Collection Method
In addition, the writer uses observation as a data collection method to know how teaching writing performance through detailed reading strategy in class, how students respond to the strategy, and how far this strategy can help students' writing performance in learning English. This step was carried out before giving the presentation of the special treatment to find out the ability and to know how far the students' reading ability. The post-test was made after the treatment to find out if the use of this method can increase the students'.
Documentation as a method used to obtain information from the written language of the document (eg: books, journals, rules, notes and others). The writer used the documentation method to obtain detailed information about the history of the school, the number of teachers, employers, students and organizational structure in the tenth grade of Senior Secondary School 1 Sekampung in the Academic Year 2018/2019.
Research Instrument
- Instrument Blueprint
- Instrument Callibration
Data Analysis Technique
Collaboration
- The Indicator of the Success
Students can better understand how to use tenses very well and can write and review anything very well.
Description of the Research Location
- The History of State Senior High School 1 Sekampung
- Building Condition and School Facilities
- Total of The Students at State Senior High School 1 Sekampung Total of the students divided some classes that can be identified as
- Vision and Mission of State Senior High School 1 Sekampung Table 9
- The Schools’ Map of State Senior High School 1 Sekampung Picture 2
- Organizational School
The Description of Research Result
- Cycle 1
Nevertheless, before the treatment was implemented, the researcher conducted pre-test compared to post-test. Pre-test was given to student which aimed to find out students' performance before the treatment was implemented. In this meeting, the researcher was an observer and the collaborator was a teacher.
First, the colleague opened the class with a greeting, a prayer, checked the attendance list and asked about the state of the students. The researcher told the students that the researcher will conduct a survey in their class to find out their reading comprehension ability before conducting the action research activity in the classroom. The students completed the pre-test individually. The researcher used an objective test in the form of an essay in which they read a narrative text and then transcribed it.
To know the interval of students of the class who passed the result, the researcher uses the formula 1+3.3 x log N, which will be planted according to the following table:
Percentage
First Meeting
This meeting began with prayers and greetings, checking the attendance list and asking how the students were doing. Next, the researcher provided the students with teaching materials for the definition of narrative text material. The researcher then gives the students a text to read in close reading. Students can then mark the words and identify each group of words in the sentence, and then elaborate on the meaning of the words, and then have the students rewrite the text using the words themselves.
Second Meeting
The researcher then provided the students with instructional materials on the overall structure of the narrative text. The students can then mark the words and identify each group of words in the sentence, and then elaborate on the meaning of the words and then the students rewrite the text in words. The teacher directed the students to rewrite what they read without each reading the text on the board.
Then, before the time was up, the researcher provided feedback to reinforce their understanding of the material they had learned.
Third Meeting
Based on the result of the student's writing performance after test 1 score, it can be concluded that there were only 58% or 15 students for the score below the interval of 42-65 did not have the Minimum Standard Criteria (MSC) at least 72 not passed while 42 % or 11 students for the score below the interval of 66-89 passed the Minimum Standard Criteria (MSC) or less. It indicated that the result of students' writing performance was improved that the pre-test score was 55, but seen from the success indicator of this research that 80% of the total students must pass the Minimum Standard Criteria (MSC).
- Cycle 2
Some students were not satisfied because most of the students did not pay attention to the teacher's explanation, they did not find it difficult to answer the question, and some students failed the test of cycle I. In this phase, the researcher and the collaborator made the planning that would use in the teaching learning process that was preparation of the lesson plan, preparation of the material, preparation of learning media and preparation of the observation sheet for the students' activity 2. After the explanation was made, the teacher asks the students about the material, do the students understand or not.
Before the time was up, the teacher motivated the students and reminded them to continue learning at home. Not only did the teacher dominate the process, but the students also took responsibility by expressing themselves and sharing about the text independently. Subsequently, the students who did not meet the minimum standard criteria were 16% of the 45-68 interval.
This is 80% of the students who achieved at least 72 for the minimum standard criteria and on the other hand cycle II was successful.
- Interpretation
- Result of Students Learning
- ObservationResult of Students’ Activities
- Conclusion
- Suggestion
- For Students, The writer expects that the result of this research as the positive contribution for the students to improve their writing
- For English Teacher, the researcher expect as the learning model in teaching English especially to improve student‟s writing sachievement
From the table above, it can be seen that the scores of the students in post-test II were different. In addition, the success rate of the students in the post-test II score was 85% or 22 students out of the total students passed it. From the result of the pre-test, it showed that most of the students found it difficult to perform the test.
In this study, the researcher conducted the post-test I to know the writing performance of the students after implementing the treatment. This showed that most students have not yet passed at least the minimum standard criteria72. Based on Table 16, the student average was 74, showing that most students achieved a minimum of 72 on the Minimum Standard Criteria (MSC).
Comparison of scores Pre-Test, Post-Test I and Post-Test II The score from the implementation of cycle I and II can be seen in the tabular result of student learning below. The average score of students writing performance in pre-test, post-test I and post-test II. Then, students' participation in asking the teacher improved from Cycle I to Cycle II.
PRE-TEST DOCUMENTATION
DOCUMENTATION
Post Test I
DOCUMENTATION
Post Test II
