TO INCREASE STUDENTS' SKILLS FOR WRITING THE DESCRIPTIVE TEXT IN THE EIGHTH GRADE OF SMP TMI. APPLICATION OF THE GROUPING TECHNIQUE TO INCREASE STUDENTS' SKILLS FOR WRITING THE DESCRIPTIVE TEXT IN THE EIGHTH GRADE OF SMP TMI. The subjects of this research are 20 students in class VIIIE of SMP TMI Roudlatul Qur'an Metro.
Penelitian ini dilakukan bekerjasama dengan guru Bahasa Inggris SMP TMI Roudlatul Qur'an Metro. Hasil penelitian menunjukkan bahwa teknik pengelompokan berperan positif dalam meningkatkan kemampuan menulis teks deskriptif siswa kelas VIII SMP TMI Roudlatul Qur'an Metro. Hasil penelitian ini menunjukkan bahwa teknik pengelompokan berperan positif dalam meningkatkan keterampilan menulis siswa Kelas VIIIIE SMP TMI Roudlatul Qur'an Metro.
Artinya penggunaan teknik clustering dapat meningkatkan keterampilan menulis siswa dalam menulis teks deskriptif kelas VIII SMP TMI Roudlatul Qur'an Metro.
INTRODUCTION INTRODUCTION
Background of The Study
This means that writing can be used when students make summaries of material that are easier to remember. In the second year of junior high school, students can easily gain more about the basic competence to be achieved in English subject writing, as students have the ability to develop and create written simple function text in descriptive text, narrative text and descriptive text, report text, etc. Although a descriptive text is difficult enough for students to learn, a descriptive text is a text that describes a specific person, place, or thing.
The students usually feel difficult to construct the paragraph because cannot find the ideas to express the writing. They must master the material, methods and also technique or strategy to make the students understand and apply descriptive writing matters in practice. In addition, this technique will help the students to organize their thinking before developing into a paragraph.
Based on the above situation, the author will conduct a study titled The Implementation of Clustering Technique to Increase Students' Descriptive Text Writing Ability in Eighth Grade of SMP TMI Roudlatul Qur'an Metro.
Problem Identification
Based on the data before the writer's survey, the writer found that most of the eighth grade students of SMP TMI Roudlatul Qur'an Metro are categorized in the low category. It can be seen from the student's score of less than 70 as the Minimum Mastery Criterion (MCC).
Problem Limitation
Problem Formulation
Objective and Benefit of The Study 1. Objective of The Study
- Writing Ability
- Descriptive Text
- Clustering Technique
Renandya, writing is the most difficult skill for second language learners to master.2 The problem is not only in generating and organizing ideas, but also in translating ideas into readable text. When writing a letter, students can say anything about themselves or important information to their friends and family in writing. According to Penny Ur, "the purpose of writing is, in principle, to express ideas, to convey messages to the reader.15 Thus, the ideas themselves should undoubtedly be considered the most important aspect of writing.
Technique is the teachers' way of teaching the students in the learning process to understand the material or subject more easily. For many writers, getting started is the hardest part, grouping as a technique of writing can be implemented to help the students focus in the process of generating the ideas. In this research, the researcher uses Clustering Technique to improve students' ability in writing skill, especially descriptive text.
Writing is usually considered the most problem to master for the students learning English. The result of the preliminary study shows that the eighth grade students of SMP TMI Roudlatul Qur’an Metro have difficulty in writing descriptive text, especially in terms of content and organization. The results of the preliminary study also reveal that one of the major problems students have with writing is how to start writing.
As for the technique of clustering, the teacher should introduce it in preparation for writing and practice the students in generating ideas through clustering. The teacher practiced the students generating ideas. Using clustering for a target topic, tell them that the clustering technique would help them generate ideas when they started writing. The teacher writes the topic idea in the middle of the whiteboard, also the teacher writes the students' answer on the whiteboard.
The teacher moves among the students to check their activities and help them if necessary. The teacher asks the students to revise / rewrite their writing to get the better result (paragraph). The advantages of using clustering technique is firstly that this technique is useful for students to develop and organize their ideas systematically.
Fifth, the students remember the material easily because this technique can stimulate the student to think and generate ideas about the material.
Action Hypothesis
Definition of Operational Variables
Research Setting
Subject of the Study
Researh Procedure
Mills in the Creswell's book assumed that action research design was a systematic procedure carried out by teachers to gather information about and subsequently increase the ways their particular educational environment to continue their teaching and their students' learning.39 Furthermore, jean McNiff defines that action research was to learn to do things in more individually and publicly beneficial ways, and education refers to the experience of communication between people, which leads to further learning.40. From the definition above, it could be concluded that classroom action research was an obvious research used to investigate and evaluate their work in teaching and learning processes in the classroom to improve their performance and teaching skills in the classroom. In the classroom action research, the author would like to keep the research in two cycles.
Planning was the first stage to be done in every activity in this stage, the writer plans what, why, where, who, how the action would be done when using the clustering technique.
Revised
- Data Collecting Technique
- Data Analysis Technique
- Indicator of Success
- DESCRIPTION OF THE RESULT LOCATION
- The History of Junior High School TMI Roudlatul Qur’an Metro The history of Junior High School SMP TMI Roudlatul Qur’an was
- The Condition of Building of Junior High School TMI Roudlatul Qur'an Metro
- The Quantity of Students Junior High School TMI Roudlatul Qur’an in Academic Year 2016/2017 in Academic Year 2016/2017
- DESCRIPTION OF THE RESEARCH
- Action and Learning Process in Cycle I
- Planning
- Acting
- Observing
- Reflecting
- Action and Learning Process in Cycle 2
- Acting
- Observing
- Reflecting
- Interpretation
The researcher observed the students' learning activity in the classroom such as; class situation, students' response using observation sheet. Identify the students' performance in learning descriptive text by taking tests after CAR in cycle I. This is to know how far the students understood about the use of grouping technique in writing descriptive text.
The last meeting gives the post test for the eighth grade students of SMP TMI Roudlatul Qur’an Metro. If all students from cycle 2 were successful, the cycle could be stopped only until cycle 2. In this step, the researcher observes the learning activity of the students in the classroom such as; class situation, learning process, activity.
The researcher will review and reflect on the students' activity and the teachers' performance, regardless of whether they are positive or negative. The purpose of this test is to measure the students' ability to write descriptive text based on the topic. The pre-test is given in the first meeting before conducting treatments to know the students' abilities before conducting the action research.
The table also showed their weakness in writing. This was the reason why the researcher uses grouping technique as an alternative learning to increase students' descriptive paragraph writing. In the 1st cycle, the researcher and the colleague also designed a student worksheet as a learning medium. The teacher gave a brief explanation and reminded the students about descriptive text and how to make a good paragraph.
70. It means that in cycle 1 the performance of the students could improve sufficiently, but this was not yet successful. Then the teacher gave the students time to ask about the difficulties of the material in order to improve their paragraph. It aims to know the abilities of the students before and after the treatment.
Here are the results of the students in the learning pre-test and post-test cycle 2.
- Conclusion
- SUGGESTION
Totaling from pre-test to the post-test at cycle II, it can be seen that the use of grouping technique can increase the student's ability in writing descriptive text, because the result of the student's score could not reach the target, the teacher decided to give a test to the students in the same way in cycle 2, but with different topics in each task. This showed that they were successful in the teaching learning activities, because 85% scored >= 70. c) Students' score in Pretest, Posttest I and Posttest II. Students' score of pretest, posttest cycle I and posttest cycle II No name Pretest.
Based on the results of pre-test, post-test I and post-test II, it was known that there was a positive significant increase in students. Based on the graph above, we can conclude that the grouping technique could increase students' writing ability. It is supported by the increasing score of students from pretest to posttest I and from posttest I to posttest II.
Based on the outcome of the learning process in the two cycles of this action research, the researcher would like to conclude that the descriptive copywriting ability of the student can be increased by applying clustering technique. This is supported by the cycle 2 result being higher than the cycle I post test result. The post test 2 average can reach Criteria Minimum Standard (CMS) at SMP TMI Roudlatul Qur'an Metro.
It is suggested that the students be more active in learning English so that they can understand the material taught by the teacher and improve their knowledge, especially in writing skills. It is suggested that the English teacher use Clustering Technique as an alternative technique in the classroom as this technique is effective in increasing the writing skills of the students during the teaching and learning process. The teacher is expected to motivate the students to be enthusiastic about learning English as many students believe that English is a difficult subject to learn.
Based on the observation of the class, the students will be more active after the teacher gives motivation to the students. Kate Grenville, Writing from Begin to Finish, South Australia: Griffin Press, 2001 Kathleen Graves, Teachers as Course Developers, New York: Cambridge.
APENDIXES
DOCUMENTATION
