The purpose of the study was to demonstrate that a précis writing strategy could increase writing ability and learning activities in the tenth grade of SMK Muhammadiyah Seputih Raman. The findings of the study showed that the précis writing strategy increases students' writing skills as well as students' learning activities. The fact that the students' writing skills increased was evident from the results of the students' writing score.
All my lecturers in IAIN Metro and all the teachers in SMK Muhammadiyah Seputih Raman, thank you. The result of the student activity in the teaching and learning process in cycle II. The result of students writing score in pre-test and post-test I Table 16. The Result of Students Writer score in post-test I and post-test II Table 17.
The result of the students Activity in the teaching and learning process in Cycle II. The result of the teacher's activity in the teaching and learning process in cycle II.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- The Objectives and Benefits of The Study
- The Objectives of The Study
- The Benefits of The Study
- Prior Research
Thus, the researcher believes that the strategy of writing exact words can be considered as a good alternative way to increase students' writing ability. Therefore, the researcher would like to conduct a research under the title “Increasing Writing Ability Using Précis Writing Strategy in the Tenth Grade of SMK Muhammadiyah Seputih Raman”. The researcher formulated the problem of this research as follows: “Can the strategy of writing precise words increase the students' writing ability and learning activities of the tenth grade of SMK Muhammadiyah Seputih Raman?”.
The purpose of the study was to show that using the correct writing strategy can increase the writing ability of the tenth grade students at SMK Muhammadiyah Seputih Raman in the academic year 2020/2021. Teachers can solve problems in the learning process by paying attention to students' writing ability using correct writing. One of them was done by Mahnaz Saiedi, who conducted a study dealing with precise writing under the title "The role of formal schemes in the development of precise writing in an Iranian EFL context".
The role of formal schemas in the development of EFL learners' precise writing is the purpose of the research. The first previous research focuses on the role of formal schemata in the development of students' precise writing analysis in learning writing.
THEORETICAL REVIEW
- Definition of Writing
- The Types of Writing
- The Kinds of Writing Ability
- The Process of Writing
- The Measurements of Writing
- The Concept of Précis Writing Strategy
- Definition of Précis Writing Strategy
- The Principles of Précis Writing Strategy
- Teaching Writing Through Précis Writing Strategy
- The Procedure of Précis Writing Strategy
- The Benefit of Précis Writing Strategy
- Action Hypothesis
Précis writing is a text-oriented exercise: the task of summarizing forces the writer to consider the text as a unit. Précis Writing can help beginning translators learn to focus their attention on the meaning of the text as a whole. Then Anne and friends say that précis writing is summarizing information from scientific papers, technical reports, surveys, proposals, questionnaires, articles, etc.
18 Lynne Bowker and Cheryl McBride, “Precise-Writing as a Form of Speed Training for Translation Students,” The Interpreter and Translator Trainer 11, no. After the researcher has known the definition about precise writing strategy from the expert, the researcher will mention in this point the principles of precise writing strategy, there are:21. The purpose of precise writing is to write a precise that demonstrates to the instructor that you have understood the key information provided in an article; it is also an excellent way of learning material.
The first step in accurate writing is, of course, to obtain a detailed interpretation of the original text. Based on the theories, the researcher formulated the hypothesis that “the use of precise writing strategy can increase students' writing ability and their learning activity in tenth grade at SMK Muhammadiyah Seputih Raman.
RESEARCH METHODOLOGY
Independent Variable
Dependent „Variable
Research Procedure
From the above quotations, it can be concluded that classroom action research is the research used to increase the working system of teaching and learning in the classroom. The researcher hopes that this action research can increase writing ability through precise writing strategy in tenth grade of SMK Muhammadiyah Seputih Raman. In conducting a research, there are objectives that the researcher wants to achieve, including this classroom action research.
Jean McNiff and Jack Whitehead stated that action research is a name given to a particular way of researching one's own learning.32 Furthermore, Yogesh explained the objectives of action research as follows:33. To develop the democratic attitude among the students and teachers to understand and solve their problem. To develop the ability and understanding among administrators to improve and modify school conditions and make them more conducive.
32 Jean Mcniff and Jack Whitehead, Action Research: Principles And Practice, 2nd edn (London; New York: Routledgefalmer, 2002). From the figure of the classroom action research model, the researcher concludes that classroom action research is process that has cycles which has four aspects (planning, action, observation and reflection). In this research, one of the procedures was for the researcher to perform at least two cycles.
If the first cycle failed, it was continued in the second cycle, and so on.
Research Location
Subject and Object of Study
- Subject of Study
- Object of Study
The purpose of this research will be used is précis writing as a strategy in class TKJ 1 of the tenth grade of SMK Muhammadiyah Seputih Raman.
Action Plan
- Cycle 1
- Cycle 2
Based on the above table and graph, it results that 92% of students are active in the teaching and learning process. The result of the students' writing score in the pre-test and cycle I Using the correct writing strategy made the students write better results than the pre-test. After analyzing the result of post test 1 and post test 2, the researcher concluded that there was an increase in the results of students' writing ability.
Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
Data Analysis Technique
The data analysis will be taken from the mean score of the pre-test and post-test in cycle 1 and cycle 2.
Indicators of Success
Result of the Research
- Description of the Research Location
- Description of the Research Data
The purpose of this research was to increase the writing ability and the students' learning activity at the tenth grade of SMK Muhammadiyah Seputih Raman. The researcher gave a pre-test to the students to see how far the students writing ability was given before the treatment. Furthermore, this condition was appropriate with the background problem in chapter I that the students needed strategy to increase their writing ability.
The teacher and students made a summary together based on the narrative text given by the teacher. Based on the table and graph above, it was found that 50% of the students were paying attention, 65% of the students were giving answers, 100% of the students were following the teacher's instructions, 80% of the students were taking notes, and 100% of the students were doing. task. The average student activity was 79%, it can be concluded that student activity has always increased using the correct writing strategy.
In this step, the researcher concluded that cycle 1 did not go well because most of the students did not reach the minimum mastery criteria (MMC). From the result of observation in cycle 1, there were some problems found, such as: most of the students had problems in writing summary narrative text and expressing their ideas. The material includes that the procedure of precise writing strategy, language features and the students gave direction from the same mistake in cycle 1. 39 2) Acting.
The researcher found that the students had problems with content, organization, language use and also mechanics. Then the researcher provided an example of a narrative text that would be summarized by the students and the teacher together. From the table we can conclude that the students' activity always increased from the first meeting to the second in II. cycle using a precision data write strategy.
Based on the result of the first meeting, it was seen that most of the students had no difficulty in expressing their idea in sentences and made a good paragraph. In the second cycle, the students were also more active in doing the task and the test than before. This means that the correct writing strategy is effective to increase students' writing ability.
Discussion
- Interpretation the Result of Students‟ Writing Score In Pre Test,
- Interpretation
From the explanation above it can be concluded that there was an increase in the students' writing score from post-test 1 to post-test 2. The summary of the students' increase in the writing score from pre-test, post-test I, post-test II can be seen in the following table be seen The result of students writing score in Pretest, Posttest I and Posttest II.
From the explanation above, there was an increase in the students who wrote scores from pre-test, post-test 1 and post-test 2. The students' average score in post-test 1 was 64.15 and the average score in post-test 2 was 73. This means that the result of cycle 2 reached the indicator that 80% of the students score 70 or more.
The Précis writing strategy made the students more confident to actively participate in the classroom activity. This research could be used as an inspiration to motivate the students to improve their English writing skills and as information to provide the students with comfort in learning activities. This research could be used as contributing information to facilitate the learning process, especially in the writing subject, and as an alternative activity strategy in writing teaching to make the students feel comfortable and enjoy the learning process.
As intake and feedback how to use precise writing strategy in English, subject to increase writing ability, so it can increase active, creative and fun learning for the students. Precis-writing as a form of speed training for translation students.” The Interpreter and Translator Trainer 11, no. The "lesung" was happy and thanked the old woman. The boy continued his journey.
The teacher divided the students into the group discussion, then the teacher asks the students to write down the difficulty and the teacher helps them. The writer gave post-test I to the students with the topic about the narrative text to summarize. The students could ask questions in front of the class that were asked by the teacher.
And finally, the teacher gave motivation and spirit to the students to study more diligently.
CONCLUSION AND SUGGESTION
Suggestion
