Peneliti beranggapan bahwa pembelajaran dengan menggunakan strategi draw label caption sangat cocok untuk pembelajaran siswa SMP. Artinya penggunaan pembelajaran draw label caption (DLC) dapat meningkatkan keterampilan menulis siswa kelas VIII SMP N 9 METRO.
DEDICATION PAGE
First of all, the deepest gratitude goes to my beloved parents Amsori and Supini for their endless love, for understanding and supporting me to complete the research proposal, and always praying for me to become a successful person one day (amen) and also to my brother and sister who always support me in everything. Their activities, they were still willing to read the research proposal, give me a useful idea and invaluable help and guiding way of writing during the research proposal writing process.
INTRODUCTION INTRODUCTION
- Background of the Study
- Problem identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study 1. Objective of the study
- Prior Research
Increasing student writing skills using the Draw Label Caption (DLC) strategy among the eight graders of SMP N 9 Metro in the 2019/2020 academic year. The objectives of the study are to increase the descriptive copy writing ability of students by using the label caption drawing (DLC) strategy among the eighth graders of SMP N 9 Metro in the academic year 2019/2020.
Variable and Operational Definition of Variable
- Independent Variable
- Dependent Variable
The independent variable (X) is the strategy of using drawing label title (DLC) and the dependent variable (Y) is descriptive text writing ability. An independent variable is an attribute or characteristic that influences or influences an outcome or dependent variable.28 In this research, there is an independent variable.
Research Location
The writer used the test of writing a descriptive text of a topic to measure the students' writing ability.
Subject and Object of Study
The teacher asks the student about their activities in the past and the teacher writes it on the board “what is your favorite place. The teacher reads the sentences on the whiteboard correctly and the students repeat after her (modelling and reflection). The teacher asks the students and the student answers based on their favourite, person, place and thing.
The teacher ticks off the names of students who ask or ask the teacher questions in their data sheet (authentic assessment). The teacher asks the students to describe their favorite person, place and thing in writing. The teacher ticks off the names of students who are actively involved in the learning community process (authentic assessment).
The teacher shows the beautiful place in Indonesia (Bali Island) then the teacher asks the student to have questions about Bali Island. The teacher records the name of the students who answer the teacher's question in his/her records. The teacher writes the names of the student who answers the teacher's question on her data sheet (authentic assessment) - The teacher asks the student to choose.
Data Collecting Technique
- Test
Motivate the student to describe person, place and thing he or she encounters on the street or in a book. To know the descriptive copywriting ability of students before treatment, the researcher can use a pre-test to obtain information or data. The data is analyzed after the treatment given to the students.
The post-test can be given in the last meeting after treatment to find out if there is a positive and significant increase in the student's writing ability using the Draw Label Caption (DLC) strategy at UPTD's Eight Graders SMP N 9 Metro in the Academic Year 2019/2020. Interview is a dialogue or question done by the interviewer to get information from the interviewer directly or indirectly with the data source. In an effort to get valid data, the writer used both formal and informal interviews with the students.
This interview aims to obtain accurate data; it will be very useful to be as a medium to cross-check students' opinion about the implementation, draw-label-text (DLC) strategy.
Research Instrument
This interview aims to get an accurate data; it will be very useful to be as media to cross the students' opinion about the implementation draw label subtitle (DLC) strategy. 1) Pretest. The pre-test will be done to measure the students' ability to write a descriptive text before giving experimental treatments on the use of draw-label-label strategy (DLC). The writer can test the students by asking them to make a descriptive text based on the topic.
The author tests the students by asking them to write a descriptive text of the topic preceded by using the draw-label-caption (DLC) strategy first. Content validity refers to whether the content of the manifest variable is right to measure the talent concept the author is trying to measure.36. The researcher will use content validity so that the instrument has a good quality and the instrument will be relevant to the focus of.
Therefore, the researcher uses content validity based on the curriculum and materials of the tight grades in SMP N 9 metro in the academic year.
Data Analysis
Indicators of Success
Result Of The Research
- Description Of Research Setting
D3 31 Nurhayati, S.Pd English Teacher S1 32 Adha Mariana, A.Md English Teacher S1 33 Alhafidz Ibnu Bi, A.Md English Teacher D3 34 Sri Indrawati, S.P Agriculture Teacher S1 35 Mujinah, S.Pd Female Indonesian Language.
Description of ResearchData
The researcher also planned an evaluation to measure students' knowledge of the given materials. The students took the test individually, after the students were given an action at the first meeting. The criterion for students who successfully mastered the material was a student who scored at least 70 points.
The result of the learning process for increasing students' ability to write descriptive text using drawing label title (DLC) strategy in cycle 1 was increasing than before. From the result of cycle 1, it turned out that there was an increase in the result in the pre-test and post-test 1. The students were quite interested in the learning process even though the state of the learning process is still uncontrolled. This meeting used as posttest II at the end of cycle II, the students were given the action.
It is well finished .. by the students where they had to describe the strategy of drawing a label with an animal. In this phase, the students are more active and enthusiastic in following the teaching-learning process. Total concluded that the learning process went well and that the students were active in cycle 2. 4) Reflect.
Interpretation
- Action and Learning Result in Cycle I and Cycle II
- Result of the Students’ Activities
- Discussion
The researcher checked the student's score before and after using the sticker writing strategy to improve writing skills. From the increase of each cycle, it can be seen that the use of label writing drawing strategy can increase the student's writing ability, because students who can write in descriptive text can increase their writing ability. This means that students could reach the target, the target is 70% of students who achieved a score of 70.
Based on the explanation above, the researcher concluded that the research was successful because the result score of the students achieved the indicator of success which was 70% with the minimum mastery criteria being 70. Therefore, this research was declared complete and could is stopped in cycle 2 because the result of the student's activities achieved the indicator of success which was 70% and the students get the Minimum Mastery Criteria (MMC) score is 70. Based on the explanation of cycle I and cycle II, could it is concluded that using a sign-label-caption strategy can increase the student's writing ability.
It was the reason why the researcher chose the label title drawing strategy to increase the writing skills of the students because this technique seems to be a good way in the learning process. In addition, the researcher used a label caption drawing strategy that consisted of several steps to increase the student's writing skills. The researcher divided some groups and gave one topic and the student can describe it with their own sentence, the students write well and the students gain confidence.
Conclusion
Suggestions
Menggunakan struktur teks dan unsur kebahasaan untuk melakukan fungsi sosial teks deskriptif dengan menyatakan dan meminta keterangan tentang orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menyalin beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang dan benda dari berbagai sumber dengan ejaan dan tanda baca yang benar dalam tulisan tangan yang rapi.
Tingkat kinerja fungsi sosial teks deskriptif tentang orang, binatang, benda, pendek dan sederhana. .. kelengkapan dan koherensi dalam pelaporan dan pertanyaan. Temukan dan kumpulkan bersama beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, antara lain dari internet, film, surat kabar, majalah, buku teks, dll. Baca referensi dari berbagai sumber, termasuk buku teks, untuk memahami fungsi sosial , struktur teks, dan mengidentifikasi unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Salin contoh yang ada secara kolaboratif untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda untuk mencapai fungsi sosial yang berbeda, dengan struktur dan elemen teks. Perbandingan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan beberapa teks deskriptif tentang orang, binatang, benda yang telah dikumpulkan dari berbagai sumber tersebut di atas. Dapatkan umpan balik dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan.
Membuat beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, di kelas, di sekolah dan di lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial yang sebenarnya harus dicapai (bangga, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll). Membahas kesulitan yang dialami dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam buku harian belajar sederhana dalam bahasa Indonesia.
