It was found that the use of opinion proof strategy can improve students' writing skills and students' learning activities in the eleventh grade of MA Darussalam Seputih Banyak. The Use of Opinion Evidence Strategy in Improving Students' Writing Skill among Eleven Grades of MA Darussalam Seputih Banyak‖.
Problem Identification
Problem Limitation
Problem Formulation
The use of a meaning assured strategy to improve students' writing skills among eleventh grade in MA Darussalam Seputih Banyak‖. E. Purpose and benefits of the survey a) Purpose of the survey.
The Objective and Benefits of the study a) The Objective of the study
Prior Research
The objective of the second preliminary research is to provide an explanation that the opinion-based strategy can increase the writing ability of students in the eighth grade of SMP Swasta Karya Botombawo. The subject of the research was the eighth grade students of SMP Swasta Karya Botombawo, specifically the VIII-B grade, which consisted of 27 students.
Concept of Writing Skill
- The Definition of writing skill
- Teaching Writing
- The Purpose of Writing
- The Indicator of Writing
- The Assesment of Writing
Mechanical skill such as the ability to correctly use those conventions specific to written language, e.g. Treating content as the ability to think creatively and develop thoughts, excluding all irrelevant information.
Concept of Opinion-Proof Strategy
- The Definition of Opinion-Proof Strategy
- The Benefits of Opinion-Proof Strategy
- Procedure of Teaching Writing by Using Opinion-Proof Strategy
- Advantages and Disadvantages of Opinion-Proof Strategy 21 a. Advantages
- Action Hyphotesis
The opinion-resistant strategy is one of the strategies used in this study. Using an opinion-based strategy can improve the writing skills and learning activities of the students in the 11th grade of MA Darussalam Seputih Banyak.
Variables and Operational Definition of Variables 1. The Variables of Research
The Operational Definition of Variable
According to O'leary, the dependent variable is the thing you are trying to study or what you are trying to measure.24 The dependent variable of this research is the student's writing skill, which focuses on the student's skill. According to O'leary, an independent variable is something that might affect the things you are trying to understand.25 In a sense, the dependent variable is "dependent" on the independent variable.
The Research Location
The Subject and object of the Study
Action Plan
- Cycle 1 a. Planning
- Pre-Teaching
- Whilst Teaching
- Post-Teaching
- Cycle 2 a. Planning
- Wilst Teaching
In this phase, the writer acts as the teacher and the real teacher becomes the observer. The author provides the students with meaningful "directions", either written on the board or as a handout.
The Data Collecting Technique
Test
Observation
Documentation
The Data Colleting Instrument 1. Writing Test
Observation sheet
Documentation Sheet
The Data Analysis Technique
The Indicator of Success
Result of The Research
Description of Research Location
Mission of School
Number of students MA Darussalam Seputih Banyak There are 74 students at MA Darussalam Seputih Banyak. The tenth grade consists of one section with 26 students, the eleventh grade consists of one section with 20 students and the twelfth grade consists of one section with 28 students.
Description of the Research Data
Source: The result grade for writing pretest at the XI grade of MA Darussalam Seputih Banyak, 2020. From the pretest result, the researcher got the average of 43.3, so the result was unsatisfied. In the planning phase, the researcher and the collaborator prepared several things related to the teaching and learning process, such as: prepared the lesson plan, made the instrument to be examined as a posttest in the cycle. I prepared the material, made the observation sheet with the students' activity, identified the problem and found the causes of the problem at the beginning and end of learning activities.
The researcher also planned to provide an evaluation to measure the students' mastery over the materials given.
Acting
Peer editing, in this step students (1) develop specific criteria for evaluating their writing, (2) break into pairs or small groups and read and react to each other's paragraphs, and (3) edit and/or revise their own paragraphs before submit a final draft for teacher evaluation. b.) Second meeting. At the end of this cycle, the researcher analyzed and calculated all the processes such as the students' pre-test score and the students' post-test score I score. The students' test score on the post-test 1 was better than the pre-test test.
The comparison of the students' pre-test and post-test I in cycle I Interval Pre-Test Post-Test I Explanation.
Planning
The action in cycle I was not successful enough, the cycle must be continued to cycle II. The researcher prepared a paper consisting of two columns as students' place to write their opinion and the evidence, the researcher distributed paper to all the students. When all the students have finished writing their opinion and the evidence, they can start writing an expository text from the column.
This meeting used to post test II at the end of cycle II, for 2x45 minutes after the students had given the action.
Observing
Student activity that had a high percentage where students pay attention to the teacher's explanation 80%, then they are able to do the task 75%, active students in the class 85% and finally students can ask/answer the question. from the teacher 75%. Based on the above result, the researcher showed that the learning process in the II cycle was successful because the students' activity got >75%.
Reflecting
Source: The result grade of writing post-test II at XI grade of MA Darussalam Seputih Banyak, 2020. From the post-test 2 results, the researcher got the average of 81.4. This was higher than post-test 1 in cycle I. The Comparison of Students' grade in Post-test I and Post-test II Interval Post-test I Post-test II.
The table above shows that the grades of the students in post-test II were different.
Result of students Pre- Test Grade
Opinion-Proof strategy is a strategy that can be used to help students improve their writing skills. This strategy can develop the student's idea because students have to give their opinion and also provide evidence to support their opinion. This strategy can also help students plan and organize what students will write.
Therefore, it has been proven that an opinion proof strategy can be an interesting strategy for teaching writing skills.
Result of Students Post- Test 1 Grade
The successful students were those who achieved the minimum mastery criteria at MA Darussalam Seputih Banyak at least 75.
Result of Students’ Post- Test II Grade
Comparison of grade in pre-test, post-test I in cycle I and post-test II in cycle II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the students' grade. The Comparison of Students' Pretest, Posttest I Grade in Cycle I and Posttest II Grade in Cycle II.
The comparison score of students' writing skills in pre-test, post-test I in cycle I and post-test II in cycle II.
DISCUSSION
Then, based on the explanation of cycle I and cycle II, it can be concluded that the use of Opinion-Proof strategy improves the students' writing skills. Therefore, it has been proven that the implementation of Opinion-Proof Strategy improves the students' learning activities by using the Opinion-Proof Strategy. Based on the explanation of cycle I and cycle II, it can be shown that the use of opinionated strategy can improve the students' writing skills.
This is because the Opinion-Proof strategy consists of effective teaching procedures that significantly encourage and improve students.
Suggestion
Davut Hotaman, "The examination of the basic proficiency levels of the students in accordance with the perceptions of teachers, parents and students". Muhammad Javed et al, "A Study of Students' Assessment in Writing Skills of the English Language". Journal International, Vol. Rahmasari, Brigitta Septarini, "Using Opinion Evidence Strategy to Improve Reading Skills of IKIP PGRI Madiun Second Semester Students".
Sasuwanti, Vindra, "The Effectiveness of Opinion Proofing Strategy on High School Students' Writing Skills".
Appendices
APPENDICES
SILABUS MATA PELAJARAN
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH/SEKOLAH MENENGAH
KEJURUAN/MADRASAH ALIYAH KEJURUAN (SMA/MA/SMK/MAK)
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN JAKARTA, 2016
KOMPETENSI DASAR, MATERI PEMBELAJARAN, DAN KEGIATAN
Materi pembelajaran KD Kegiatan Pembelajaran 3.1 Fungsi Pelaksanaan. sosial, struktur teks, dan unsur kebahasaan teks interaksi. melibatkan transaksi lisan dan tertulis. tindakan memberi dan mencari informasi tentang saran dan penawaran, sesuai dengan konteksnya. Bahan ajar Kompetensi Dasar Kegiatan pembelajaran lisan. dan menulis, pendek dan sederhana, termasuk memberi dan meminta informasi tentang saran dan penawaran, dengan. memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks tertentu berbentuk ajakan formal lisan dan tulis, terkait kegiatan.
Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks tertentu dalam bentuk surat pribadi yang terkait dengan aktivitas diri sendiri dan yang ada di sekitarnya.
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Menghayati dan mengamalkan perilaku adil, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, tanggap dan proaktif dalam interaksi yang efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam lingkungan , bangsa, negara bagian, kawasan regional dan kawasan internasional. AI 4: Mengolah, menalar, dan menyaji dalam dunia nyata dan abstrak terkait dengan pengembangan mandiri dari apa yang dipelajari di sekolah, bertindak secara efektif dan kreatif serta mampu menggunakan metode sesuai kaidah keilmuan. Bacakan teks penjelasan dengan lantang di depan kelas, dengan pelafalan dan penekanan kata yang benar.
Tujuan Pembelajaran
Materi Pembelajaran
Tujuan Presentasi Analitik Untuk membujuk dengan menyajikan argumen Menganalisis atau menjelaskan "bagaimana" dan "mengapa". Baik untuk meyakinkan pembaca bahwa topik yang disajikan merupakan topik yang penting untuk didiskusikan atau untuk menarik perhatian dengan argumentasi atau pendapat yang mendukung ide pokok atau topik tersebut. Pada bagian ini, penulis menyajikan argumen atau pendapat yang mendukung gagasan utama penulis, biasanya ada lebih dari dua argumen dalam teks presentasi analitis.
First, as we all know, cars contribute to most of the world's pollution.
Metode Pembelajaran
Media Pembelajaran 1. Media
- Penilaian Hasil Pembelajaran 1. Sikap
Siswa dimotivasi atau dirangsang untuk fokus pada topik materi Teks Eksposisi Analitik dan konteks penggunaannya. Ajukan pertanyaan terkait materi Analytical Exposition Text dan konteks penggunaannya yang disusun dalam daftar pertanyaan untuk guru. Menyatakan pendapat atas presentasi yang berkaitan dengan materi Analytical Exposition Text dan konteks penggunaannya serta dikomentari oleh kelompok penyaji.
Ujian terhadap karya siswa yang sudah selesai langsung dikaji untuk topik Pengertian teks eksposisi analitik dan konteks penggunaannya. Memberikan contoh teks ekspositori analitis dan konteks penggunaannya untuk dikembangkan oleh siswa, media interaktif, dll. Ujian karya siswa yang sudah selesai langsung diperiksa untuk topik Memahami teks dan Analytical exposition.
