Judul Skripsi: Improving students' ability to write descriptive text through Extended Writing Project Assessment (EWPA) at SMA PGRI 2 Tamalate Makassar. Enhancing students' ability to write descriptive text through Extended Writing Project Assessment (EWPA) at SMA PGRI 2 Tamalate Makassar. Many studies used the Extended Writing Project Assessment (EWPA) in junior high school, and the researcher is interested in using this method in high school because most of the results indicate that students have low abilities and cannot express and organize their ideas in writing. descriptive text on SMA PGRI 2 Tamalate Makassar.
The aim of the research was to examine the Extended Writing Project Assessment (EWPA) in improving students' writing skills at SMA PGRI 2 Tamalate Makassar in descriptive text. Then, the use of Extended Writing Project Assessment (EWPA) is found to improve students' writing ability in expository text.
Instrument (pre-test) 2. Rpp
Instrument (Post-test)
Background
For example, Walker and Carmen explain that he was unsuccessful in teaching writing because he was unhappy with the contradiction of teaching writing skills through the process genre approach and testing them through the timed essay, and the Project Assessment of Extended Writing comes as an alternative assessment mechanism. Further in the SQA research report (2010 :9) stated that the Extended Writing Project allows students some freedom of choice in selecting, structuring and ordering what they consider to be relevant features of the content. Many researches applied the Extended Writing Project Assessment (EWPA) in high school and the interest of researchers to use this method in high school because most of the results show that students have low skills in writing especially descriptive text in SMA PGRI 2 Tamalate Makassar .
Based on the observation at the school, the researcher found that the students still had many problems when they were asked to write. Sometimes, when the students want to write, they could not express and organize their idea.
Problem Statement
Object of the research
Significance of the research
Scope of the research
Previous related studies
Researches related to writing
Researches related to descriptive text
Research related to extended writing project assessment
Some Pertinent Ideas
To create a mechanism which would allow us to assess the process as well as the product of the learner's writing; and. To facilitate our students' independence by improving their awareness of both their writing techniques and the standard of their language. In this section (prewriting), students must group or state what they know for each topic as a topic before deciding on a topic as a topic for their essay report.
Students were invited to reword the first paragraph of their article, correct language errors, and use any feedback from their tutor to improve coherence, coherence, relevance of ideas, and so on. Once this was done, they could proceed to draft the second section of their article, which we edited in much the same way as the first.
Stage 5
The opening sentence of a descriptive text tells the reader what is about to be described. The meaning of descriptive text in the Education Glossary is text or speech intended to give an oral picture of an object, character, location, or event. Description is considered one of the four traditional forms of composition (along with exposition, narration, and persuasion).
Based on the above definition, the researcher concluded that a descriptive text is an English text to describe the object or living thing that we have described, both by the appearance, smell, sound or texture of the object or living thing. The communicative purpose of a descriptive text is to describe and reveal the properties of an object, place or a certain being in more detail, so that the one who hears the objects, places or living beings describes. In every descriptive text, there are two parts that are characteristic of the descriptive text itself.
Describe a character (portrait), numbering and classification (classify), for example: two strong legs, sharp white fangs, etc.
Conceptual Framework
Hypothesis
Research Design
The design of this research was a pre-test and post-test group design. In which the researcher took one class for the experimental class namely XI IPA as the sample. Because IPA XI students were representative of all eleventh grade students who possessed a standard average English proficiency. This case was supported by their English teacher that the distribution of students based on the ability level of students equally in each department, namely IPA, and IPS. The total sample size was 20 IPA XI students.
The Variables and Indicators Variables
The dependent variable was students' writing achievement in learning to write, especially descriptive text.
Instrument of the Research
Instrument of the Research
The researcher tasked the students to write a descriptive text and choose one of the topics offered by using EWPA.
Technique of Data Analysis 1. Scoring system
The ideas are about the chosen topic, clearly formulated, clearly supported, understandable, well developed, fluently expressed. The ideas are about the chosen topic, clearly formulated, clearly supported, understandable, fairly relevant, generally well developed. The ideas are about the chosen topic, clearly stated, sufficiently supported, quite understandable, fairly relevant.
The ideas are about the topic chosen, not clearly stated, limited to support, not entirely relevant, lack of development, not fluently expressed. The ideas deal with the topic chosen, enough to evaluate, incomprehensible, No communication of ideas,. The organization is not concise, incoherent, not enough to evaluate, not or almost not relevant to outline, not or almost not logically presented.
Almost the paragraph structures are irregular (word order, pronouns, preposition, article, conjunction, tense, etc.). Identify significant differences between pretest and posttest by calculating test scores. Sum of square; square each result and sum all the squares ∑ : square of the sum; adds the result and squares the sum, or
RESEARCH FINDING AND DISCUSSION
- Findings
- The students’ writing ability in pre-test and post-test
- The Mean Score and Standard Deviation of the Pre-test and Post-Test Having calculated the result of the students‟ pre-test and post-test,
- Hypothesis Testing
- Discussion
- Conclusion
- Suggestions
Mean score and standard deviation of the pre-test and post-test After calculating the students' pre-test and post-test score, after calculating the students' pre-test and post-test score, the mean score and standard deviation of students' ability to write descriptive text through EWPA are shown in the table below. The mean pre-test score of the students was 3.86 with a standard deviation of 10.02 and the mean post-test score of the students was 6.57 with a standard deviation of 16.92. From the above analysis, the researcher concludes that there was a significant difference between the pre-test and post-test of students' writing ability in descriptive text through the Extended Writing Project Assessment (EWPA) after they were given treatments.
The description of the data collected through the writing test, as explained in the previous section, shows that the students' skills in EWPA have improved. This is supported by the frequency and percentage of the students' pre- and post-test results. five components of writing. In terms of content, before the treatment, the students still had a lot of idea about the subject and the ability to understand the topic or topic was very low. The treatment through EWPA helped them to improve their performance as shown by the pre-test result, no student got a very good score and a very bad score, only 1 (5%) student got a good score, but the post-test there were 14 (70%) students got a good score and none of the students got a very good, bad or very bad score.
Regarding vocabulary, the students had a deficient vocabulary before the examination and most of them could not find words that fit the topic. For structures, students' errors in the use of tenses, word order, pronouns, articles and prepositions, for example “I have a pet. The structure of the students is correct (word order, pronouns, preposition, article, conjunction, tenses, etc.), which can be seen from the pre-test result, no student got a very good or very bad grade, the same is the case with the publication -test.
It showed that the mean post-test score of the students was greater than the pre-test. In other words, through the Extended Writing Project Assessment (EWPA) it is effective to increase students' writing ability in descriptive text of SMA PGRI 2 Tamalate Makassar. The Effectiveness of Learning Community Citizenship (LC) in Descriptive Paragraph Writing of First Year Students of SMK Kartini MAkasaar.
APPENDICES
Bekerjasama dengan rakan sebaya untuk mengetahui makna perkataan yang tidak difahami untuk mengetahui maksudnya.
Materi Pembelajaran : Descriptive text
The communicative purpose of descriptive text is to describe and reveal in detail the characteristics of a particular object, place or creature, so that those who hear or read the description we give know and can imagine what kind of object, place or living things. in the description. Identification is the part of descriptive text about the topic or that contains "what" is to be described or described. Description is the last part of descriptive text that contains discussion or description of the subject or "what" in identifying physical appearance, quality, general behavior and properties.
Before breathing, they blow out national air through the blowpipe or two slits on the top of the head. The beaked whales are the other main group of whales, the beaked whales also include the giant blue whale. When the whale opens its mouth, long baleen plates hang from its upper jaw like the teeth of a giant comb.
So that the guru bisa utduk siswa dalam uttaka tengah jawabnya untuk mengiri revisi yng telah ada. Simple Present Tense is the tense used to express an action or activity taking place / happening at the current time in a simple form, activity or work done repeatedly, daily habits, events or actions that have nothing to to do with time, and to express general truths. 1 TO BE (am, is, are) is used when a sentence no verb element ( NON VERB ) Formulas and example sentence Simple Present Tense.
The mean pre-test score is 3.86 and the post-test is 6.51. This indicates that the mean score of the post-test is greater than that of the pre-test.
CURRICULUM VITAE
