INCREASE THE WRITING SKILLS USING EDUCATIONAL FILM AT THE SECOND GRADE OF SMA MUHAMMADIYAH 1 METRO. The aim of this research was to show that the use of educational film can improve the writing skill and learning activities in the eighth grade of SMA Muhammadiyah 1 Metro. The subject of this research is the students of class VIII of SMA Muhammadiyah 1 Metro.
This means that the use of educational film can improve the writing skill in the eighth grade of SMA Muhammadiyah 1 Metro. The undergraduate thesis is entitled "Improving writing skill using educational film in the second grade of SMA Muhammadiyah 1 Metro".
INTRODUCTION
Problem Identification
Most students feel more comfortable asking their peers than their teachers in the classroom.
Problem Limitation
Problem Formulation
- The Definition of Writing Skill
- The Kinds of Writing Skill
- The Characteristics of Good Writing
- Writing skill at The Grades of SMA Muhammadiyah 1 Metro Writing skill an aspect that needs special attention and
- The Measurement of Writing
- The Definition of Education film
- The Use of Film Education in Teaching Writing Skill
- Procedures of Education Film
- The steps of film education
The result of the research is expected to improve the quality of English teaching and learning, especially in the development of writing skill by using educational film to study English in the classroom. 9 Natanael Saragih, et al, "The effectiveness of using retelling text to improve writing skills",IOSR Journal of Humanities and Social Sciences (IOSR-JHSS),. Finally, the researcher uses educational film education in the writing activities to increase writing skill.
The use of film educational media will be very useful in increasing students' writing skills, because film education is one of the teaching media that the students' . writing skill. In addition, it can improve students' writing skill because the teacher can monitor the students to be active in the class, not just a student who dominates the writing activity in the class.
Action Hypothesis
Teammates place the film education conversation in the middle of the table to ensure that everyone contributes to the group discussion. SMA Muhammadiyah 1 Metro is one of the oldest high schools in Lampung Utara, it has 536 students and 45 teachers.
Subject and Object of The Study
The Concept of Classroom Action Research
The researcher makes a plan how to stimulate the student using the technique and based on the cycle. In classroom action research, the researcher would like to make a gap in the research in two cycles. Before the study is carried out, the researcher explains about what, why, where, who and action20.
When the researcher has found the problem in the first cycle, the researcher will fix the problem in the next cycle. The researcher informs the students about the competence, the indicators and the objectives to be achieved.
Data Collecting Technique
- Test
- Pre-test
- Observation
- Documentation
- The Field Note
After contrasting the score distribution of pre-test and post-test, the researcher reviews and reflects on the view and teacher performance, whether positive or negative. After treatment to know the influence of the technique if it can increase the student's writing skills. In this current research, observation is used to know the student's performance in learning procedure.
In this current research, the researcher also uses documentation to know all the data of SMA Muhammadiyah 1 Metro Lampung. To collect data more accurately, the researcher uses field notes; it's making it easier to analyze data. In many professions, it is a good practical way to make a "field note" while actually doing it.
Data Analysis Technique
To know the gain, the data in each test will be carried out by taking the average score of pre-test and post-test further. After the result is suitable by the minimum standard of writing skill in this class at least 65.
Description of Research Setting
- The Description of Research Location
It was conducted with tenth graders (TKJ 1) of Muhammadiyah State Vocational High School 1 Metro. Based on the student's pretest result, it can be concluded that only 36.36% or 8 students passed the Minimum Knowledge Criteria (MMC) that is 75, while 63.63% or 14 students did not pass the minimum knowledge. Mastery Criterion (MMC) or less than 75. By calculating and analyzing the pretest result, the writer and a colleague made a plan to implement an action that included planning, acting, observing, and reflecting in each cycle to correct the weakness. .
Description of the Research 1. Cycle I
This meeting began with a prayer and greeting, checking the attendance list, and asking about the status of the students. The meeting began with a prayer and greeting, a review of the list of attendees and asking the students about the situation. In this meeting, the researcher reviewed the task that the students did in the first meeting and the teacher asked the students what they understood about education.
In the second meeting, the researcher explained the mind teaching film before giving the students a task using English in full. From the results of the first meeting, it can be seen that most of the students had difficulty writing about descriptive. Although there was an increase in the result from the first and second meeting, but the research should be continued for the next cycle because the average of the students has not yet achieved the minimum mastery criteria.
In this meeting, the students expected to be able to get specific information about the descriptive text. This meeting was started by praying and greeting, checking the attendance list and asking the condition of the students. Then the teacher asked the students to explain what descriptive is and what educational film is.
In the second session, the researcher explained the educational film before giving the test to the students. We can conclude that the learning process went well and that the students were as active in the lessons as in the first cycle. Based on the results of the first meeting, it can be seen that most students have no problems expressing their ideas in words and how a compound sentence becomes a good pregraph.
Discussion
- The Result of Pre-test
- The Result of Post-test Cycle I
- The Comparison of Pre-test, Post-test I and Post-test 2
- The Result of the Students’ Activity
To see the students' descriptive writing skills after the implementation of the treatment, the researcher conducted the post-test. It can be seen that the students' average was 76.69, this showed that most of the students succeeded in achieving the minimum mastery criteria (75). From pre-test to the post-test cycle I there is an increase, and from the post-test cycle I to the pot test cycle II there is an increase for approx.
To know clearly about the increase of the pre-test, post-test cycle I and cycle II, the researcher shows the line of table and graph. The result score of students' pre-test, post-test 1 and post-test 2 No name students' result. The comparison of the average score of the students at pre-test, post-test 1 and post-test 2.
From the table above it can be seen that there was an improvement from post-test 1 to post-test 2. The students were able to reach the target, the target is 75% of students got a score ≥75 and they were able to understand the material and can practice descriptive well than before.
- Interpretation
- Conclusion
- Suggestion
Based on the table and graph above, it could be concluded that there was an improvement of students' activities during the learning process of cycle I and cycle II through the use of descriptive text. Relating this research to cycle II, the result score and the result activities of the students have reached the target decided on indicator of success 75% of students have minimum score 75. The research is success if the students are able to achieve of the minimum mastery criteria (MMC), it is 75.
Based on the pre-test and post-test results, it can be seen that the educational film can significantly improve students' descriptive writing ability. This can be seen in the average of the students before and after the treatment. There are gains from pre-test to post-test I and from post-test I to post-test II. The number of students who achieved results from the pre-test to the post-test cycle I and from the post-test cycle I to the post-test cycle II is increasing.
Thus, the writer assumes that educational film is one of the mediums that can increase writing, so this study was declared finished and could be put into cycle 2 because the result of the students' activities had the success indicator reached which was 75. %. Based on the result of the implementation of written educational film media, it can be concluded that the use of educational film media can increase student learning activities and descriptive writing skills of students and of the students of SMA Muhammadiyah 1 Metro. Therefore, the educational film media can be effective media for writing skills and can be used as alternative media in learning writing because the media is easy to implement and it can increase the student's writing skills.
It is suggested that the English teacher use the educational film as a media, because this media is effective to increase the students' writing ability in the lesson. Without further explanation from the teacher, students have a hard time understanding what an educational film is and how the writing skill is applied. The explanation can be used in English or combined with the mother tongue, it depends on the students.
APPENDICES
KOMPETENSI INTI
K 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, tanggap dan proaktif serta menampilkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam interaksi efektif dengan lingkungan sosial dan alam serta menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KOMPETENSI DASAR DAN INDIKATOR
MATERI PEMBELAJARAN
METODE PEMBELAJARAN Metode: Pemberian film pendidikan
KEGIATAN PEMBELAJARAN
Siswa mencermati deskripsi yang berkaitan dengan struktur isi teks film pendidikan (abstrak, orientasi, komplikasi, resolusi, evaluasi dan koda). Siswa mendiskusikan temuan terkait struktur isi dan ciri kebahasaan teks film pendidikan. Siswa melengkapi unsur intrinsik dan ekstrinsik teks film pendidikan dalam diskusi kelas dengan sikap saling menghargai.
Siswa mempresentasikan unsur intrinsik dan ekstrinsik teks film pendidikan dengan percaya diri.
PENILAIAN Teknik penilaian
Siswa mendapat bimbingan melalui mata pelajaran ini untuk mengembangkan sikap santun, adil, gotong royong, tanggung jawab, dan cinta damai. Siswa mengajukan pertanyaan tentang isi teks film. pendidikan dengan bahasa yang komunikatif.
