USING THE HAMBURGER STRATEGY IN IMPROVING WRITING SKILLS IN THE ELEVENTH GRADE OF MA MA`ARIF NU 5. Therefore the researcher will conduct a study entitled "Using the Hamburger Strategy in Improving the Writing Skills in the eleventh grade of MA5.Sekampung in the Academic Year.
Problem Identification
Problem Limitation
Problem Formulation
Objective and benefits of the study 1. Objective of the study
Benefits of the study
It is expected that this research will be useful for English teachers as an inspiration in teaching writing related to the use of teaching strategy in teaching writing. It is expected that this research will be useful to principals as a guideline for considering policies in the form of English language teaching programs.
Prior research
- Nature of Writing Skill
- Characteristics of Writing
- Types of Writing
- Writing Process
- Measurement of Writing skill
The similarity between this study and the first previous study lies in the similarity of the variables studied, namely the hamburger strategy. There are also differences between this study and the third previous study in the study sample.
The Concept of Hamburger Strategy 1. The Nature of Hamburger Strategy
Skill Needed for Practice The Hamburger Strategy
The Procedure of Hamburger Strategy
Ask your child if her burger tastes better if she adds pickles, lettuce, ketchup, and/or other condiments. Like her hamburger, your child's paragraph can have many or just a few layers.
Action Hypothesis
Variables of Research
The independent variable in this research is hamburger as a strategy that will be implemented to increase the students' writing skills in an easy way. The dependent variable of this research is writing as one of the four language skills that must be mastered by the students in order to communicate the message effectively.
Operational Definition of Variable
According to David Nunan, dependent variable is a written cloze test, then the standard definition of 'listening comprehension'. is 'the ability to complete written cloze passage'.18 The dependent variable in this research is students' writing skill, which focuses on students' skills. The students are able to compose report text based on the appropriate generic structure of report text.
Research Location
The Concept of Classroom Action Research
She might say things like, "Lettuce adds texture," or "Pickles bring out the flavor of the meat." .. h) Finally, ask your child to write her closing line on the bottom bun. By reflecting, the researcher can gain information about the strength and weakness of the action the researcher has taken.
In the third phase, the researcher observes the students' activity, their participation and notes the learning process. After comparing the score distribution of pre- and post-test, the researcher will review and reflect on the view and the performance of the teacher, whether positive or negative.
Data Collection Technique
- Test
- Observation
- Documentation
- The Field Note
- Observation sheet
- Documentation Check List
- Field Notes Table
In this current study, observation is used to get to know the writing skills of the student in the learning procedure. The writer uses this strategy to obtain data on student activities such as students. To identify the writing skills of the students in the eleventh grade of MA Ma`arif NU 5 Sekampung, the writer applies a writing test.
Data Analysis Technique
Indicator of Success
- The History of MA Ma`arif NU 5 Sekampung
- The Head Master of Madrasah Aliyah Ma`arif NU 5 Sekampung Since its establishment until now, Madrasah Aliyah MA Ma`arif
- The Condition of Teacher and Official Employees in MA Ma`arif NU 5 Sekampung 5 Sekampung
- Organization Structure MA Ma`arif NU 5 Sekampung in Academic Year of 2019/2020 Year of 2019/2020
- Total of the Students at MA Ma`arif NU 5 Sekampung in Academic Year of 2019/2020 Year of 2019/2020
- The Condition of MA Ma`arif NU 5 Sekampung
- Location sketch of MA Ma`arif NU 5 Sekampung
Didirikan oleh Dewan Perwakilan Cabang (MWC) Lembaga Pendidikan Ma’arif NU Kecamatan Sekampung Kabupaten Lampung Timur dengan Kepala Madrasah Dr. Madrasah Aliyah didirikan dengan latar belakang kebutuhan masyarakat akan pendidikan, tidak ada Madrasah Aliyah di tempat ini dan terdapat 10 SLTP/MTs sebagai sekolah penunjang: SLTP PGRI 1 Sekampung, SLTP PGRI 2 Sekampung, SLTP PGRI 3 Sekampung, SLTP PGRI 4 Sekampung, SLTP Negeri 1 Sekampung, SLTP Negeri 2 Sekampung, SLTP Muhammadiyah Sekampung, SLTP Pertiwi Sekampung, MTs Ma'arif NU 5 Sekampung, MTs Ma'arif 13 Hargomulyo, MTs Muhammadiyah Sekampung. Kepala Madrasah Aliyah Ma'arif NU 5 Sekampung Sejak berdiri hingga sekarang, Madrasah Aliyah MA Ma'arif Sejak berdiri hingga sekarang, Madrasah Aliyah MA Ma'arif NU 5 Sekampung telah beberapa kali dipimpin oleh Kepala Sekolah.
Kondisi guru dan pegawai di MA Ma`arif NU 5 Sekampung 5 Sekampung 5 Sekampung. 20 Zainul Mubtadhi'in,M.Pd Guru Bahasa Indonesia 21 Sulistiyowati, S.Si Guru Kimia 22 Agus Slamet Susanto, S.Pd Guru Matematika 23 Dra.Ribut Priswati Guru Biologi 24 Binti Tsaniyah,S.Pd. Kepala Madrasah Aliyah Ma`arif NU 5 Sekampung Bapak Fitriyanto, S.Ag dan para guru lainnya adalah bawahannya.
The data confirms that Madrasah AliyahMa`arif NU 5 Sekampunghad 18 classroom, principle room, laboratory, library, staff room, administration room, office room, mosque, library, Water Close (WC), Parking lot, GSG, osis and scout room.
Description of the Finding
Cycle 1
The meeting began with a prayer and greeting, a review of the list of attendees and asking the students about the situation. The meeting began with a greeting, a prayer and a review of the list of those present and asking about the condition of the students. In posttest 1, there were only 11 students who scored poorly, but the students' test score was better than the students' pretest.
In this session, the researcher got the results of the students' post-test 1 in cycle 1. The criterion of students who were successful in mastering the material was the students who got a minimum score of 75. The students were sufficiently interested in learning process although the state of learning process is still uncontrolled.
The process of learning English in cycle 1 was quite successful, although the average score of the students is low. In this research the researcher gave pre-test and post-test, he aimed at the students' writing ability before the treatment.
Cycle II
The average score in pre-test is 51 increased to 72 in post-test 1, so there is an increasing 21 points. It was similar to the task on the post-test 1, but in this test the different themes were given to be chosen by the students. The students had to create a report text by choosing the themes given in 45 minutes.
You can see that there was an increase from the score of post-test 1 and post-test 2. In this phase, the students are more active and enthusiastic in following the teaching-learning process. The students listened to the teacher's explanations and made no noise during the learning activity.
The result score of students after test 1 and post-test 2 No Name Post-test 1 Post-test 2 Improve Category. From the table above it could be seen that the grade of the students in post-test I is insufficient.
INTERPRETATION
The Result of the Students’ Learning Activity
The students' attention to the teacher's explanation improved from the first meeting to the next meeting. Students asking/answering questions from the teacher improved from the first meeting to the next meeting. This showed that when the teacher asked the question to the students, they were brave enough to answer even though not all questions could be answered well.
Based on the above data, it can be concluded that the students felt comfortable and active in the learning process, as most of the students improved their writing skills well when hamburger was used as a strategy in the learning process from cycle I to cycle II. Based on the result of the pre-survey, it can be concluded that there was an improvement in the average grade and total of the students who passed the test from pre-test, post-test I to post-test II . In addition, in the post-test I 11 students or (50%) passed the test, the indicator students get a mark >75 with an average of 72.
Meanwhile, in post-test II there were 100 students or (100%) passed the test, the indicator that students get a grade >75 with an average of 83. From the explanation, the researcher came to the conclusion that the research was successful and could be stopped in cycle II because the success indicator was reached, 70% of the students got a grade of 75.
DISCUSSION
From the explanation of cycle I and cycle II, it can be demonstrated that the use of hamburger strategy could improve students' writing skills. It is inferred that there is an improvement in the students' overall grade and overall grade for the students who have passed at least from pre-test, post-test I to post-test II. From the explanation, the researcher concludes that the research is successful and that it can be stopped in cycle II because the indicator of success 70% of the students got grade.
The result of students' activities in I. and II. cycle is to improve the learning activity of students.
Conclusion
Suggestion
APPENDICES
Kompetensi Inti
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Siswa dapat menunjukkan perilaku santun dan peduli dengan melakukan komunikasi interpersonal dengan guru dan teman.
Tujuan Pembelajaran
Siswa dapat menganalisis struktur teks dan unsur kebahasaan untuk melakukan fungsi sosial teks ilmiah faktual (factual report) dengan mengutip dan mengajukan pertanyaan tentang teks ilmiah faktual tentang orang, binatang, benda, fenomena dan peristiwa alam dan sosial, secara sederhana, sesuai dengan konteks pembelajaran dari mata pelajaran lain di XI. Siswa dapat memahami makna teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, fenomena alam dan sosial serta kejadian yang berkaitan dengan mata pelajaran lain XI. Teks sains faktual lisan dan tulis sederhana tentang benda, binatang, dan fenomena/peristiwa alam.
Kata benda yang berbeda terkait dengan benda/binatang/fenomena alam yang diamati - Ejaan, tanda baca dan tulisan tangan serta cetakan jelas dan rapi.
Metode Pembelajaran
Dengan pertanyaan penuntun dari guru, siswa ditantang untuk mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam presentasi. Dalam kerja kelompok terbimbing, siswa menganalisis struktur dan unsur kebahasaan dalam berbagai teks report. Siswa menerima umpan balik dari guru dan teman terhadap hasil analisis fungsi sosial, struktur, dan unsur kebahasaan teks berita yang disampaikan dalam kerja kelompok.
Siswa menyimak/membaca/membaca teks real science dengan membandingkan berbagai teks report, memperhatikan tujuan, struktur, dan unsur kebahasaan yang benar sesuai konteks.
Penilaian Hasil Pembelajaran (Assessment) 1. Teknik penilaian
Kompetensi Inti
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Siswa dapat mensyukuri kesempatan untuk belajar bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar. Dengan pertanyaan panduan dari guru, siswa terpancing untuk mempertanyakan tujuan, struktur, dan unsur-unsur bahasa.
Penilaian Hasil Pembelajaran (Assessment) 2. Teknik penilaian
