Judul Skripsi: Improving Students' Writing Skills Using Visual-Spatial Media (A Classroom Action Research at The Seventh Grade Students of SMP WAHYU Makassar). Judul Skripsi: Improving Students' Writing Skills Using Visual-Spatial Media (A Classroom Action Research at The Seventh Grade Students of SMP WAHYU Makassar). Improving the Students' Writing Skills Using Visual-Spatial Media (A Classroom Action Research at The Seventh Grade Students Of SMP WAHYUMakassar), Guided by Abd.
The objectives of this research were to improve students' content writing ability using visual-spatial media. Improving students' writing skills in terms of organizational skills using visual-spatial media.
INTRODUCTION
Problem Statement
The content improvement of the students' writing through the use of visual-spatial media in the seventh grade students of SMP WAHYU Makassar. The improvement of the students' writing in terms of organization through the use of visual-spatial media among the seventh grade students of SMP WAHYU Makassar. Based on the table, it appeared that the improvement of the students' writing skills through the use of visual-spatial media was successful.
Based on the table, it indicates that improving the students' writing skill by using peer review strategy in content successfully. Based on the table, it indicates that improving the students' writing skills through the use of visual-spatial media was successful. Thus, the application of visual-spatial media was successful and effective in improving the students' writing skills in terms of content and organization.
The discussion focused on describing the content and organization of the students' writing using visual-spatial media. In analyzing student performance, the researcher found that the use of visual-spatial media improved the students' average writing skills. The improvement of students' writing performance through the use of visual-spatial media had an effective effect.
The improvement of students' writing performance through the use of visual-spatial media had an effective effect. Visual-spatial media can improve the writing skills of the class VII students of SMP WAHYU MAKASSAR in terms of content and organization. The improvement of the writing skills of the students is proven in the results of the research results from the previous chapter.
Objective of the Study
Significance of the Study
Scope of the Study
Previous Related Findings
He found that the use of animated films could increase students' writing ability, especially in content. The students' average written grade for written content is 30.8 in Level I, and 30.8 in Level II. rate is 34.2. Jusran (2011).
Concept of writing
Based on the previous results above, the researcher can explain that her research is different with prima because his research is about improving the student's ability by using personal experience to write narrative, while this research uses visual/spatial media to improve writing skills. In the writing phase, the works set his plan in detail through the first draft. The main idea is indicated in the topic sentences and each or every supporting sentence and related to that idea of the topic sentences.
If a writer wants his writing to be cohesive, he or she should not include those sentences that do not support the main idea in the topic sentences. If the purpose of the paragraph is to tell them that something looks most effective, organizational pattern is usually spatial, if the writers write a description of the neighborhood, space or holding that they want, so that the readers have a mental image of what they describing a building, they are likely to describe the exterior and interior of the building by moving systematically rather than randomly across the scene, conveying to the viewer the overall layout of the scene. Vocabulary as one of the important components of writing should be considered by the English learner and English teacher; because there is no doubt about learning the words of the language.
Even with all good writing conveying the sound of someone speaking to someone else, the voice heard through writing must also be appropriate for the purpose and audience of the occasion. Good writing reflects the ability of writers to write persuasively to interest readers in the topic and to demonstrate sound thinking and understanding of it. This can be done by showing everything about the place: the call or name of the lace, the location, how we can get there, etc.
This means that the identification is the introduction to the descriptive text, while the description is its body.
Visual- Spatial
Characteristic of Visual-Spatial
In the final version, the teacher can get information about the impact of visual/spatial media on students' writing achievement. The researcher uses the observation sheet to discover the student's participation in the learning process of teaching through visual/spatial media. Thus, the improvement in students' writing skills between the d-test and cycle I was 14.36%, and then the improvement between cycles I and cycle II was 20.80%.
The improvement of the students' performance in writing in content Table 6: The average score of the students' writing in content. This means that there was an improvement in students' performance in writing skills in terms of content. This means that there was an improvement in students' performance in writing skills in terms of organization.
The following table and graph show the percentage of students' achievements in writing in terms of content before and after the application of visual-spatial media. But after applying the peer review strategy, the students' score in cycle I was 60.87 (very poor) and in cycle II it became 72.77 (good to average). From the above explanation, the researcher analyzed that using visual-spatial media could improve students' writing ability in writing descriptive text in terms of content, where the average score of students in cycle I and cycle II was higher than test d.
The researcher analyzed that the use of visual-spatial media could improve students' writing ability in writing descriptive text in terms of content and organization, where the average score of students in cycle I and cycle II was higher than test d.
Some teaching strategy and Tips
RESEARCH METHOD
- Subject of Study
- Research Variables and Indicator
- Research Procedure
- Research Instrument
- Procedure of Collecting Data
- Technique of Data Analysis
The first cycle is the observation of students. writing competence using the writing process approach. The researcher of the first meeting gives a test as a diagnostic test to know the students' writing ability before applying the approach. The following table shows the average score of students' achievement in writing descriptive text of both content and organization components.
The above chart shows that the improvement of students' writing skill improvement in diagnostic test for cycle II (38.50%) greater than diagnostic test for cycle I (14.65%) and it also shows from cycle I to cycle I. In cycle II (20.80%), the giving score is classified from bad to good. After evaluation in Cycle I and Cycle II, there is a significant improvement in students', which is clearly seen in the chart after doing an action for two cycles using visual-spatial media. So the improvement in students' language use between d-test to cycle I was 13.93%, then the improvement between cycle I to cycle II was 22.07%.
The table above shows that in the d-test all the students (100%) classified very poor score. The table above also shows that the result of students' writing skills in content component in cycle I and cycle II. The table above shows that in the d-test all the students (100%) classified a very poor score. The table above also shows that the result of students' writing skills in organization component in cycle I and cycle II. The table above explains that the average score of the students' activeness in teaching and learning process by observation sheet for observer.
From the above explanation, the researcher analyzed that visual-spatial media could improve students' writing skill in writing descriptive text in terms of content, where the average score of students in I. and II. cycle higher than the d-test.
FINDINGS AND DISCUSSIONS
Discussion
The improvement in student achievement from the average d-test score to cycle I was 14.36%, while the improvement in student achievement from the average score to Ito cycle II was 20.80%. Thus, the improvement in student achievement from the average d-test score to cycle I was 15.34%, while the improvement in student achievement from the average score to cycle Ito II was 19.54%. The researcher found that before the peer assessment strategy was used, the students' mean language use score was 52.32 (very poor).
However, after applying peer review strategy, students' average score in cycle I was 59.61 (very poor) and in cycle II was 71.77 (good to average). So, the improvement in students' performance from the mean score of d-test for cycle I was 14.36%, whereas the improvement in student performance from the mean score in cycle Ito cycle II was 20.80%. After using Visual-Spatial Media, there is a significance difference between the result of diagnostic test, cycle 1 and cycle 2, where the mean score of diagnostic test (52.54) which is lower than the mean score of cycle and the mean. score for cycle 2 (72.77).
It is suggested to the English teacher to provide as much guidance as possible to the students in learning and teaching the writing process. It is suggested that the teachers have ample opportunity to create effective strategies based on the needs of the students. It is proposed to English teachers to use visual-spatial media as an alternative in the teaching and learning process to improve student achievement.
The following researchers use visual-spatial media in their research because it can give students enough opportunities to practice their writing skills and it is an enjoyable way to learn.
CONCLUSION AND SUGGESTION
Suggestion
Kemampuan Menulis (Penelitian Tindakan Kelas pada Siswa Kelas XI Program Presisi SMA Muhammadiyah 7 Makassar) Skripsi Makassar: Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar.
