The effectiveness of using brain-based learning strategies in classroom instruction to improve students' writing skills (Pre-experimental research of eighth grade students of SMP Negeri 1 Makale in the academic year 2020/2021). This research aims to examine the effectiveness of using Brain-Based Learning Strategies to improve students' writing skills. The results show that in the end, BBL strategies are an effective strategy to improve students' writing.
Alhamdulillah RobbilA'lamin, the researcher expresses utmost gratitude to Allah SWT for blessing, love, opportunity, health and grace to complete this undergraduate thesis. In arranging this thesis, the researcher received a lot of motivation, advice and support from people who love her. First of all, the researcher goes to the researcher's lovely parents (Usman Baturante and Suryati Parura), to the researcher's brothers (Anzyarullah Ranngga', Anwar Amrullah Rassang, Azwar Asrullah Rassang and Abdul Waris Parura), the researcher's sister-in-law (Anastasia Vita ) Kala') the researcher's uncle and aunt (Dzulkaida Parura and Maryam Parura) who give the best support, prayers and sacrifices during the researcher's life.
Yusuf Eki, S.Pd as head master of SMP Negeri 1 Makale and Admidale, S.Pd as English teacher, the researcher had also given me the students in class VIII for their chance.
INTRODUCTION
Research Problem
Students in the brain-based class made a flashcard to help teach the vocabulary for each chapter. Brain-based learning is a way to understand how the brain works in any learning process. Outcome: Refers to the effectiveness of using brain-based learning strategies in writing through the post-test.
Null hypothesis (H0) there is no significant difference between the result of pre-test of students' writing skill using brain-based learning strategies. After pretest, the researcher gave treatments using brain-based learning strategy in the classroom. Post-test used after doing the brain-based learning strategies to apply in class.
The students' performance of writing skill in terms of grammar through the implementation of brain-based learning strategy. The table 4.1 shows that the students' ability to write as the result calculation of students' pre-test and post-test after teaching through applied brain-based learning strategy. The students' achievement of writing skill in terms of vocabulary through the implementation of brain-based learning (BBL) strategy.
Figure 4.2: The average score of the students' vocabulary through the implementation of the Brain Based Learning Strategy. When implementing Brain Based Learning (BBL) strategies in the classroom, the data collected through the test shows that students' writing skills improve. The researcher thus concludes that there were significant differences between the results of the pre-test and post-test performance of the students after using the Brain Based Learning strategy.
This means that the use of brain-based learning strategies in the teaching of writing skills can improve the students' writing skills. The results of the research show that the use of brain-based learning strategies is effective in improving students' writing skills in terms of grammar and vocabulary. The result of the research showed that the pre-test score of students in grammar before receiving treatment using brain-based learning strategies was 52.18.
This means that there was a significant difference in speech accuracy between the pre- and post-test of the students who were taught using Brain Based Learning (BBL).
Objective of the Research
Significance of the Research
Scope of the Research
The researcher limits this research to the effectiveness of brain-based learning and writing skills of the eighth grade of SMPN 01 Makale.
Previous Related Research Finding
A brain-based learning strategy is a concept that creates empowering learning in the human brain. This research used a pre-experimental design to establish whether brain-based learning is effective in improving students' writing skills. Gay (2006) To determine the effectiveness of brain-based learning strategies to develop students' writing skills, especially grammar and vocabulary of grade eight in SMP Negeri 1 Makale.
The data presented in Table 4.2 show that the students' writing ability as a result of the calculation of the pre-test and post-test of the students after teaching by the applied brain-based learning strategies.
Some Pertinent Ideas
- Concept of writing
- Concept of Brain Based Learning
- Classroom Instruction
Conceptual Framework
Input: Refers to the descriptive text prepared to measure students' writing skills.
Hypothesis
METHODOLOGY
- Population and Sample
- Research Variables
- Research Instrument
- Techniques of Data Collection
- Techniques of Data Analysis
The purpose of the pre-test is for the researcher to form students' initial knowledge of writing skills, especially descriptive text. The achievement of the student's writing skills in grammar can be seen from the average score of indicators in the pre-test and post-test. A student's grammar achievement in writing can be seen as following data.
Pupils' performance on vocabulary can be demonstrated by calculating the mean score of the pre-test and post-test. Table 4.2 below shows the mean score of the pre-test and post-test of vocabulary. The importance of the students' writing skills in terms of grammar and vocabulary to know the significance level of the pre- and post-test.
This indicates that there was a significant difference between the results of the students' pre- and post-tests. The data that had been collected through the tests, both in the pre-test and post-test, described that there was an improvement of the students, which was indicated by the improvement of the average scores. Besides that, the improvement had also been ensured by calculating the percentage improvement in the performance of the students.
It can be said that students' writing skill has improved by using BBL in the teaching process. The post-test scores for the experimentalist after receiving treatment using brain-based learning strategies were 60. The difference scores of significance from pre-test to post-test of the experimentalist using brain-based learning strategies were 60.29. Klimek, 2015. the following are the principles of brain-based learning the brain is a parallel processor learning involves the whole physiology the search for meaning is innate the search for meaning takes place through sampling.
The improvement of students' average scores for pre-test and post-test in grammar and vocabulary.
FINDINGS AND DISCUSSION
Discussion
In addition, the importance of the students' achievements was also determined by calculating the t-test and comparing it with the value of the t-table. Based on the data shown above, it can be concluded that the implementation of brain-based learning strategies can increase students' writing ability, especially in terms of grammar of students in the eight grades of SMP Negeri1 Makale. Based on the data shown above, it can be concluded that BBL strategies can increase the students' writing skills, especially in the vocabulary area of students in the eighth grade of SMPNegeri1 Makale.
The researcher then offered the brain-based learning strategy as a way to help students in their writing process by showing the students' writing problem and solution. Brain-based learning was interesting and useful for students studying English as a foreign language because it can improve students' writing skills. This is in line with Zuhriyah (2020) who stated that there was an interaction effect between the teaching model that was BBL and HOTS students' guided writing on students.
The post-test scores for the experimental group after receiving treatment by the Community Language Learning Method were 68.43. From this calculation it can be seen that the acquisition of writing skill level in terms of grammar and vocabulary of the experimental after receiving treatment using brain-based learning activity is higher than the experimental before receiving treatment using brain-based learning. It is suggested to the English teachers to use brain-based learning strategies as the alternative in the teaching and learning process to improve the students' English proficiency, especially to improve students.
It is suggested to conduct a study by using Brain Based Learning strategy as one of the strategies in teaching with different discussions because the researcher found that these strategies are very fun to improve students' writing skills. 2010, Brain Based Learning Requires Teachers to Understand How the Brain Works. Educational Science: Theory and Practice. Stacey A, 2001, The effectiveness of using brain-based learning strategies in classroom instruction to improve student learning. Theses and dissertations.
Guru memberikan penjelasan terhadap teks deskriptif (termasuk tata bahasa dan kosa kata baru) secara lisan dan meminta siswa memperhatikan rencana pembelajaran berbasis otak.
CONCLUSION AND SUGGESTIONS
Suggestions
Connel 2009, Important aspect of brain-based learning is the combination of research-based academic interventions and application of emotional learning aspects Collins 2018, Writing is a set of written papers. Tung, 2015:35.BBL is learning that matches the brain's natural learning functions. The significant score of students between pre-test and post-test score in writing ability.
Melalui kegiatan pembelajaran dengan strategi brain based learning, siswa dapat mengidentifikasi informasi, makna, ide dan aspek tertentu dalam teks deskriptif, sehingga mampu membuat teks deskriptif sederhana secara akurat, lancar dan berhubungan dengan lingkungan sekitar. Jujur Sangat sering menunjukkan sikap kooperatif 5 Sering menunjukkan sikap kooperatif 4 Beberapa kali menunjukkan sikap kooperatif 3 Pernah menunjukkan sikap kooperatif 2 Tidak pernah menunjukkan sikap kooperatif 1 4 Sangat sering menunjukkan sikap percaya diri 5 Sering menunjukkan sikap percaya diri 4 Menunjukkan rasa percaya diri beberapa kali 3 Menunjukkan rasa percaya diri 2 Tidak pernah menunjukkan rasa percaya diri 1 a.
The investigation the researcher chooses the topics in the pre-test and post-test because it can make students easy to make the sentences in their own words, this is in accordance with the previous research, the researcher also used these topics. Choose one of the topics below and write a short descriptive text about the topics you have chosen.
