Based on the observation conducted in the eighth grade of MTs Al-Hidayah, most of the students of the eighth grade of MTs Al Hidayah have the same problem with their writing activities. It is expected that the importance of the research will develop free writing as the way of learning or as a technique for teaching writing. The significance of the study is expected to make students more autonomous in learning to write, especially eighth grade students of MT's Al Hidayah Kendal Ngawi in academic year 2015/2016.
Freewriting
But when free writing prompts us to write down such thoughts rather than simply think them, the process enhances and enriches our thinking. The step in using freewriting is: the teacher gives some topic to the student and then the students start to write the whole idea on the paper.
Previous Research Findings
From these of previous studies that the researcher took, they have the same variable with this research, and the difference between these previous studies and this research is that they use difference method in research. From these previous studies, it has been proven that free writing is effectively applied in the teaching of writing, and helps the student to increase the students' writing fluency, without worrying about grammatical errors.
Theoretical Framework
Jua A Hwang presented a paper titled "A Case Study on the Effect of Free Writing on College EFL Students' Writing Fluency and Self-Confidence". fluent English writing. Their writing fluency increased by an average difference of 3.87 WPM when the average for the first two weeks was compared to that for the last two weeks.31.
Hypothesis
Research design
Make sure you understand these concepts, which are described next, as they are central to understanding experimental research. The experimental group is exposed to the influence of the considered factor; the control group did not. Observations are then made to determine what appears different or what change or modification occurs in the experimental group compared to the control group.36.
O1 = pre-examination for the experimental class (students taught with the free writing technique), this is the teacher's score. O2 = Post-test for the experimental class (student who learned with the group writing technique). O3 = pretest for the control class (student who did not learn the free writing technique), i.e. the teacher's assessment.
O4 = Posttest for the control class (the student who did not receive a group work technique). The research design used by the researcher was adapted with the purpose of the study which is to know the effectiveness of freewriting technique in writing skills for the eighth grade of MTs Al Hidayah Kendal Ngawi Academic year 2015/2016.
Population and sample 1. Population
It means that the correctness of the assessment is called validity.40 For example, when we want to assess students' speaking ability, but we use an assessment instrument that gives the task with paper and pencil, the assessment result may not be a valid representation of the ability. of students' speech. To test the validity of the instrument in this research, the researcher used a type of construct validity. To measure the validity of the research instruments, the researcher set the total sample of 23 respondents in class VIII C students.
The researcher gave questions for this class, using the writing marks rubric Organization, Content, Grammar, Punctuation and Style. 44 The result of a language skills assessment has high reliability if the result exactly represents the true level of the skill being assessed (very close to, or not too far, or gives a good estimate of, or underestimates). In other words, if the result of the language skills assessment differs too far from the true level of the skill being assessed, then the assessment result has low reliability.
This coefficient gives the reliability for either the odd-numbered items or the even-numbered items - or half, but only half of the test. Reliability of the result of the above calculations was the value of the variable instrument reliability students of VIII C class is 0.912.
Technique of data Collection
Style and
Serious problems with format of paper; part of essay not legible; errors in sentence punctuation and final punctuation;.
Technique of data analysis
Some problems with writing conventions or . punctuation marks; .. occasional spelling errors; left margin correct; .. the paper is neat and readable. Nx = Number of sample variable x Ny = Number of sample variable y SD 1 = Standard deviation of variable x SD 2 = Standard deviation of variable y SEM 1 = Standard error of the mean x.
RESEARCH RESULT
Research findings
- The history of MTs Al-Hidayah Kendal Ngawi
- Geographical location
- Organizational structure MTs Al-Hidayah Sondriyan Kendal
- Infrastructure MTs Al-Hidayah Sondriyan Kendal
- Circumstances teachers, employees and students of MTs Al-Hidayah Sondriyan Kendal
Ansor, with social activities and food distribution, ended the event with two recitals during the same grand opening of the Islamic Education Foundation of Al-Hidayah Boarding School. Exactly on July 17, 1998, MTs Al-Hidayah started implementing the learning process and has about 74 students. The salaf patterns that existed at the boarding school that Al-Hidayah was built are not static but dynamic.
But the mu'assis still hope that the boarding school can be the object of change (social change), can be a torch, even a guide to the surrounding society, according to the al-hidayah name itself. Khoirul momin anam, sh.), with the al-hidayah name as the name of the lodge, hoping that the mu'assi's surrounding community received guidance from Allah SWT55. MTs Al-Hidayah Sondriyan Kendal stands on the land area of 4000 m2, which is located at the highway raya Kendal-Geneng km.
MTs Al-Hidayah Sondriyan Kendal has the facilities and the infrastructure used to support the success of the learning process.56. A staff member at Mts Al-Hidayah Sondriyan Kendal consists of a person who heads the administration, an administrative staff member and a librarian.
Data description
- The result of students’ pre test in experimental group (8a)
- The result of students’ pre test in control group (8B)
- The result of students’ post test in experimental group (8A)
- The result of students’ post test in control group (8B)
- The result of assumption test for parametric statistic a. Normality
From the table above, it can be seen that the preliminary test of the students in the experimental group, who used the freewriting technique, was varieties. It can be concluded that the pretest of the students who used the freewriting technique was moderate. The table below shows the student's pre-test score without using the freewriting technique.
From the table above, it can be seen that the preliminary test of the students in the control group, who used the freewriting technique, was varieties. It can therefore be concluded that the students' pretest, without using the freewriting technique, was moderate. The table below shows the posttest score of the student who used the freewriting technique.
The table above shows that the posttest of the students in the experimental group that used the freewriting technique was diverse. The table above shows that the post-test of the students in the control group who used the freewriting technique was diverse.
Data analysis
- The analysis o student’s post test of experimental group
- The analysis of student’s post test of control group
- Testing hypothesis ( t test )
After scoring, it thought that Mx and SDx to determine students' writing skill is excellent, good or low category. It can be seen that score above 89 is considered excellent category while score less than 83 was so low category and that score of 83-89 is good category. From the category above, it can be seen that in excellent category with frequency of 1 respondent, in good category frequency with 19, and in poor category with.
Thus, in general it can be said that the writing skill of the students after the test in the experimental group that is taught with the free writing technique in the eighth grade of MTs Al Hidayah is at a good level. It can be seen that score above 79 is considered excellent category, while score less than 70 was as low category, and score 70-79 is good category. From the category above, it can be seen that in the excellent category with a frequency of 1 respondent, in a good category with a frequency of 22 and in the poor category with a frequency of 0.
Thus, in general, it can be said that the writing skill of the students after the test in the control group, which was taught in the eighth grade of mts al hidayah without the use of free writing technique, is low.
Discussion
So, alternative hypothesis (ha) which stated that the student who uses free writing technique will achieve a better score in writing was accepted. In other words, freewriting technique was effective in writing activity of eighth grade of MTs Al Hidayah in academic year 2015/2016. In other words, Peter Elbow said that freewriting technique has many advantages, such as; The first benefit of free writing is grossly practical.
Free writing gets you started, keeps you writing, and makes it much easier to get started. The second benefit is that free writing doesn't just get words on paper, it improves Thinking. The third benefits, free writing Leads us to write down such thoughts instead of just thinking them, the process Improves and enriches our thinking.
That is, although free writing can lead to incoherence or even garbage, free written language is usually more lively than our careful writing because free writing makes us speak on paper.61. 60 Linda L Yi, Exploring the Use of Freewriting in Developing Academic Writing, University of Canberra, (Journal of University Teaching and Learning Practice).
CLOSING
Conclusion
Recommendation 1. For the teacher
Based on this research, the school should pay more attention to the use of free-writing technique in the teaching of English material more in writing activities, because it proved that free-writing technique gives a good influence in writing activity and achieves better in score than without the use of free-writing technique . The students must be serious and pay attention to the teacher's explanation in the teaching and learning process. For all parents should give more support or motivation to their children to study hard in the English lesson especially in writing activities.
Writing with Powerful Techniques to Master the Writing Process, Second Edition. New York: Oxford University Press, 1998. The use of free writing techniques to improve student's ability in 'writing skills' in the tenth grade of MA Al-MawaddahPonorogo Academic Year STAIN Ponorogo. Research methodology, methods and techniques. University of Rajasthan, Jaipur, India: Former Director of the Chollege of Commerce, 2004.