IMPROVING STUDENTS' WRITING ABILITY USING LANGUAGE-FORMING PARADIGM STRATEGY AT 8TH GRADES IN SMP. The purpose of this research is to show that using Language Shaping Paradigm Strategy can improve students' writing ability and teaching activity towards eighth grade students in SMP N 3 Jabung East Lampung in the academic year 2019/2020. Based on the result, Language Shaping Paradigm could improve students' activities in teaching the learning process of eighth grade in SMP N 3 Jabung.
PENINGKATAN KEMAMPUAN MENULIS SISWA MENGGUNAKAN STRATEGI PARADIGMA PEMBENTUKAN BAHASA (LSP) PADA SISWA KELAS VIII SMP NEGRI 3 JABUNG. Berdasarkan hasil tersebut, Paradigma Pembentukan Bahasa dapat meningkatkan aktivitas siswa dalam proses kegiatan pembelajaran di kelas VIII SMP N 3 Jabung. Puji syukur kehadirat Allah SWT yang telah melimpahkan rahmat dan karunia-Nya kepada penulis sehingga dapat menyelesaikan penelitian dengan judul “Meningkatkan Kemampuan Menulis Siswa Menggunakan Strategi Language Formative Paradigma (LSP) Siswa Kelas VIII SMP N 3 Jabung Tahun Pelajaran 2019/ 2020”.
Based on all the above statements, the writer has an interest in “improving student writing skills by using the Languge Shaping Paradigm (LSP) strategy in eighth grade of SMP N 3 Jabung Jabung in academic year of. The aim of the study was to find out whether the Language Shaping Paradigm can improve the writing skills of the eighth grade students of SMP N 3 Jabung in academic year 2019/2020.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- The Object of Study
- The Benefit of Study
The student author was encouraged to listen much more than speak during the initial discussion. f) The teacher then invites the student-writer to participate more openly as the discussion moves to the language improvement exercises. Documentation was a tool to collect some information in the form of written source or document such as books, magazines, diaries etc. Documentation was necessary to get the information from written sources or documents. The author uses this technique to document obtain data on the condition of the students, the history of SMP N 3 Jabung, the condition of the environment, the condition of the teachers, staff and organizational structure and geographical condition school. This meeting was used to post test 1. The researcher started the lesson by praying, greeting, checking the attendance list and asking the students. The researcher let the ice break and reviewed the last material shortly after, then gave the post test 1. Types of the test was essay which consisted of 3 items. the students' test in posttest 1 was better than test in pre-test before.
From the table above it could be seen that the scores of the students in post-test II were different. The results of the pre-test showed that most of the students found it difficult to do the test. In this research, to know the students' writing ability, especially descriptive writing mastery after the implementation of the treatment, the researcher conducted the post-test I.
At this stage, the researcher continued with cycle II because the post-test score in cycle I did not meet the minimum mastery criteria, but only 46% met the minimum standard criteria. The researcher presented the post-test II to measure the student's ability after the treatment. The percentage of this activity in cycle I was 58%, in cycle II. the percentage was 24%.
THERORICAL REVIEW
Concept of Writing Ability
- Concept of Writing Ability
- Benefit of Writing
- Types of Writing
- Descriptive
- Narrative
- Exposition
- Report
- Argumentative
- Process of Writing
- Measurement of Writing
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. The researcher also planned to give evaluation to measure the students' mastery on the given material. 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 students were active in the learning process. Afterwards, the researcher gave the students the learning material on writing ability, especially descriptive writing. During the research, the researcher observed that the students were interested in teaching and learning process.
Based on table 17, the average of the students was 73.6, it showed that most of the students have achieved the Minimum Standard Criteria (MSC) of at least 75. Then students can assess, recheck and understand their own writing from cycle I up to cycle II .
Concept of Language Shaping Paradigm
Action Hypothesis
RESEARCH METHOD
- Setting Location and Subject Location
- Object of Study
- Action Plan
- Cycle I
- Cycle II
- Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Data Collecting Instrument
- Writen Test
- Observation Sheet
- Documentation Sheet
- Data Analysis Technique
- Indicator of Succes
The post-test was given in the last meeting after treatments were done to find out if the treatments made any contribution to the students' performance in class or not. This step will be done after the treatment to know the influence of the problem solving technique that can improve the students' writing arguments. To identify the students' writing ability at the eighth grade of SMP N 3 Jabung, the writer was administered a written test.
In this phase, the classroom situation was effective because the colleague handed over to the researcher to make sure of the students' effectiveness before the researcher did the research in the classroom. The researcher gave a paragraph about "things in the classroom" and asked the students to read it as a sample. Then, for the next part, the teacher asks the students to do a group discussion.
It showed that most of the students have not yet passed the minimum standard criteria, at least75. It was suggested to the teacher to use Language Shaping Paradigm as the teaching learning technique because it can improve the students' writing abilities.
RESEARCH AND INTERPRETATION
Research Result
- The Profile of The School
It included the research result and discussion conducted by the researcher at SMP Negeri 3Jabung specifically for the eighth grade student of Class VIII1SMP Negeri 3Jabung East Lampung. This school was established in 2014 by a representative of East Lampung on a 7,270 m2 area in Jabung district.
The Description of Research Result
- Action and Learning at Pre-Test
- Cycle 1
- The First meeting
- The second meeting
- Cycle 2
- First Meeting
- Second Meeting
Then the researcher asked the students to find difficult words and asked them to her. In this phase, the researcher and 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 learning media and the preparation of the observation sheet of the students. It was 80% of the students who got at least 75 for the minimum standard criteria and on the other hand cycle II was successful.
From the observation on cycle II, most of the students were interested in following the lesson, most of the students could practice. Students' activity to write adequately as a sample for editing from cycle I to cycle II improved by the percentage that at least 76% in cycle I becomes 96% in cycle II and the improvement percentage was 20%.
Interpretation
- Result of Student Learning
- Observation Result of Student Activities
CONCLUSION AND SUGGESTION
Conclusion
Based on all the data collected in the classroom action research, the researcher found that the mean score of the writing skills of the students in the eighth grade of SMP Negeri 3 Jabung in the pre-test is 58, in the post-test 1 66.1 and in the post-test 2 73.6 . As a result, the implementation of Language Design Paradigm (LSP) strategy could improve the writing skills of students in the eighth grade of SMP Negeri 3 Jabung. This means that more than 70% of the students were successful and that the research indicator is achieved.
Hence, Language Shaping Paradigm strategy can improve students' activities in the teaching learning process at grade eight of SMP Negeri 3 Jabung.
Suggestion
It was suggested to other researchers who want to develop this study to include another skill in learning English, such as speaking, listening or reading, and include different subjects and also different text. Breasted, The concept of writing, University of Lapland 2009 Nunan, Proccess Writting, University of Birmingham, July 2008. Tutik Lestari, Teaching writing using a combination of rapid writing paradigm and language design strategies, STKIP PGRI Sumatra Barat, 2004.
Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, London and New York: Rutledge Flamer, 2002.
