The object of this research is to improve students' argumentative writing ability after using problem solving technique in the eleventh grade of SMA Negeri 1 Sekampung East Lampung. In this research the researcher focused on improving the argumentative writing skill of SMA Negeri 1 Sekampung students.
INTRODUCTION INTRODUCTION
Background of Study
On November 27, 2017, the researcher had conducted a survey in the eleventh grade of SMA Negeri 1 Sekampung, and the researcher got the data like us: many students there have less interest in writing argumentative texts. Based on the above statement, the researcher will conduct a study on “Improving Argumentative Writing Ability through Problem Solving Techniques in the Eleventh Grade Students of SMA Negeri 1 Sekampung East Lampung.
Problem Identification
The table above represents that only 2 students out of 30 students get a good score (completed) in argumentative writing. It can be seen that 28 students should be incomplete for the score < 70 and only 2 students can do well in argumentative writing.
Problem Limitation
Problem Formulation
The Objectives and Benefits of the Study 1. The Objective of The Study
- Benefits of The Study a. For Students
This research can hopefully improve the researcher's skills in teaching learning processes, especially in teaching writing. This research as a learning model that can involve the students being active in the English learning process.
The Concept of Writing Argumentative Text 1. The Concept of Writing
- Planning
- Drafting
- Editing (Reflecting or Revising)
- Final Version
- Coherence
- Cohesion
- Unity
- Descriptive
- Persuasive
- Narrative
- Argumentative
- Expository
- The Concept of Argumentative Text a. The Definition of Argumentative Text
6Paige Wilson & Teresa Glazier, "The Least You Should Know About English Writing Skills", (New York: Cengage Learning Press 2008), page 206. 18 Paige Wilson & Teresa Glazier, "The Least You Should Know About English Writing Skills ", (New York: Cengage Learning Press 2008), page 238.
The Concept of Problem Solving Technique 1. Definition of Problem Solving Technique
- Type of Problem
- The procedure of Problem Solving Technique
- The Strategy of Problem Solving Technique
- Cross fertilisation
In the problem-solving technique, students identify the problem of the lesson topic and then find a solution based on reflection on their experiences. Think about how you could use your increased knowledge and skills in other problem-solving situations.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Object of Study
Action Plan
- Cycle I a. Planning
- Cycle II
In classroom action research, the researcher would like to keep the research in some cycles. The researcher asked the student about news or issues that were in the spotlight of the society and the researcher wrote it on the board "do you know that Jakarta was a city in Indonesia that often floods?". 31Jean McNiff and Jack Whitehead, "Action Research: Principles and Practice", (London: RoutledgeFalmer, Inch.. 2002). Page 35. . the researcher would be increased soon for the action to reach the goal of the researcher goals.
The researcher gave some videos about the Jakarta flood c) The researcher wrote all their thoughts on the blackboard.. whether or not they were true to false. d) The researcher examined their opinions and chose the most appropriate opinion for all students. e) The researcher divided the student into small groups that each group consists of four to five students. f) The groups looked for and found alternatives or solutions on how to solve the problems around the topic. g) The groups determined and implemented the most suitable strategy for solving the problem on the topic. h) The groups evaluated the success of the strategy. i) The researcher asked the students to discuss with their group and wrote the Argument in their language.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
Furthermore, the researcher will also collect the data from the post-test and the result of the student's activity. In this step, the researcher would compare the score of pre-test and post-test. The pre-test was given in the first meeting before treatments were done to know the ability of the students before doing the action research post-test.
This data consists of the name of the student who was actively involved in the learning process.
Data Analyswas Technique
In this research, the researcher would use field recording to record the student's activity during the learning process in the form of storytelling. To analyze the data, the researcher calculates the mean pre-test (X-pre) and post-test (X-post) rate data using the formula as follows:33. Then the researcher would compare between the pre-test and the post-test to know the result.
If some students were unsuccessful in cycle I, in cycle II.34 the researcher would like to conduct the minimum cycle in CAR (Classroom Action Research) at least two cycles, if from cycle II all students were successful from Minimum Standard Criteria (MSC) , the cycle can be stopped until cycle II.
Research Result
- The Profile of The School
The Description of Research Result
Source: Results of written test 2 in XI IPA 3 class SMA Negeri 1 Sekampung on 30 July 2018. Based on the result of the student's argumentative written result before the test, it can be concluded that 22 students (73.33%) were failed and 8 other students (26.67%) were successful. Successful students were those who scored at least 70 mastery criteria at SMA Negeri 1 Sekampung.
From the pre-test result, the researcher got the average of 58, so the result was unsatisfactory.
Pre-test
The researcher also planned to give evaluation to measure the students' mastery on the given material. At this stage, the condition of the class was effective because the collaborator handed over the researcher to make sure. Then the researcher asked the students to find difficult words and asked them to her.
The researcher started the lesson with a prayer, greeting, checking the attendance list and asking questions of the students.
Post-test 1
The students were confused about what to do and struggled to find the information from the paragraph. Although only 16 students passed the minimum score, but the result of the students' test was better than the students' pre-test before treatment. The table and graph above showed that not all the students were active in the learning process.
The average percentage of student learning activity during the first meeting was only 51.5 and the second meeting was 60.8.
Average Score
Cycle 2
In this phase, the researcher and the collaborator made the planning that would be used in the teaching learning process, which was the preparation of the lesson plan, the preparation of the material, the preparation of the teaching media and the preparation of the student observation sheet. After the explanation is done, the teacher asks the students about the material whether the students have understood or not. Then for the rest the teacher orders the students to have a group discussion.
Before the time is up, the teacher gives motivation to the students and reminds them to keep learning at home.
Post-test 2
Interpretation
- Result of Students Learning
- Observation Result of Students’ Activities
They are obtained from the result of the pre-test, post-test I and post-test II (student learning product) and the result of the observation of students' learning activities (student learning process). In this research, to know the argumentative writing skill of the students after the implementation of the treatment, the researcher conducted the post-test I. The researcher introduced the post-test II to measure the ability of the student after the implementation of the treatment.
Comparison of pre-test, post-test I and post-test II scores The result from the implementation of cycle I and II can be seen in the table of student learning outcomes below.
Students Activities
Based on the table above, it can be seen that from cycle I to cycle II there is a significant improvement with the average grade of. The percentage of this activity in cycle I was 28% and in cycle II it was 51% of the improvement percentage was 23%. Regarding the data, the activity and enthusiasm of the students to follow the teaching and learning process has shown a significant improvement by applying the problem-solving technique to learn argumentative writing from cycle I to cycle II with the consecutive average percentage of 56% in 78% in which the average percentage was 22%.
Based on the above discussion, it can be concluded that the problem solving technique can improve the students' argumentative writing at eleventh grade of SMA Negeri 1 Sekampung East and this research was done on cycle II, so it will not be continued on the next one. cycle.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Anna Uhl Chamot, "Learning and Problem Solving Strategies of ESL Students", Journal of Bilingual Research, (Summer:Fall), 16:3&4/1992. Jonassen, "Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments", (New York: Routledge, 2011). Natanael Saragih, et al, "The effectiveness of using retell text to improve writing skills", IOSR Journal of Humanities and Social Sciences (IOSR-JHSS), (www.iosrjournals.org), Volume: 19, February 2014.
Paige Wilson & Teresa Glazier, "The Least You Should Know About English Writing Proficiency", (New York: Cengage Learning Press 2008).
APPENDIXES
Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleransi, damai), santun, tanggap dan proaktif serta menunjukkan sikap sebagai bagian dari solusi berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dan memposisikan dirinya sebagai cerminan bangsa dalam masyarakat dunia. Pengolahan, penalaran dan penyajian dalam wilayah konkrit dan abstrak berkaitan dengan pengembangan apa yang dipelajari di sekolah secara mandiri, bertindak efektif dan kreatif serta mampu menggunakan metode sesuai kaidah ilmiah.
Kompetensi Dasar dan Indikator
Menyusun teks argumentatif analitis tertulis, berkaitan dengan permasalahan nyata, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, dengan benar dan sesuai konteks.
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
- Pertemuan Pertama: (2 JP) Indikator
- Pertemuan Kedua ( 2JP ) Indikator
- Pertemuan Ketiga (2 JP) Indikator
Bertanya dan menanya berkaitan dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks argumentatif. Membahas perbedaan fungsi sosial, struktur teks, dan unsur kebahasaan teks tertentu dalam bentuk argumentasi yang ditampilkan/dibagikan. Membaca secara individu teks argumentatif berdasarkan pemecahan masalah yang telah dilakukan kemudian melengkapi informasinya.
Diskusikan secara berkelompok teks argumentatif yang telah ditulis masing-masing anggota mengenai tujuan, struktur dan unsur kebahasaan yang digunakan.
Penilaian Hasil Belajar 1. Teknik Penilaian
Memotivasi siswa dengan bertanya dan menjawab teks opini spesifik dalam bahasa Indonesia dan bahasa Inggris. Setiap kelompok mempresentasikan hasil diskusi teks argumentatif di depan kelas dan kemudian memasukkannya ke dalam dokumen portofolio. Refleksi singkat tentang apa yang kita pelajari pada sesi ini dan sesi sebelumnya “Kami berbagi sejauh mana Anda dapat mengikuti pelajaran dan bagaimana perasaan Anda selama pelajaran.
Bagi siswa yang mempunyai nilai diatas 70 mendapat pengayaan berupa tugas mandiri membuat teks argumentatif.
Rubrik
VERY GOOD TO EXCELLENT - effective complex constructions - few errors in agreement, tense, number, word order/function, articles, pronouns and prepositions. VERY GOOD TO EXCELLENT - shows mastery of convention - few errors in spelling, punctuation, capitalization and paragraphing. Discuss with your group and write down the argument on one of the topics below using the problem-solving technique.
Documentation on the condition of the teachers and official employees of SMA Negeri 1 Sekampung East Lampung.
CURRICULUM VITAE
