IMPROVING THE MASTER OF PUNCTUATION IN A PARAGRAPH WRITING THROUGH PEER REVIEW TECHNIQUE THE Eleventh GRADERS OF SMAN 1 BATANGHARI EAST. Judul: IMPROVING PUNCTUATION CONTROL IN PARAGRAPH WRITING VIA PEER REVIEW TECHNIQUE THE Eleventh STUDIOS OF SMAN 1 BATANGHARI EAST LAMPUNG. IMPROVING PUNCTUATION CONTROL IN PARAGRAPH WRITING VIA PEER REVIEW TECHNIQUE THE ELEVENTH GRADERS OF SMA NEGERI 1 BATANGHARI EAST LAMPUNG.
MOTTO
Allah SWT., The Most Merciful, The Most Merciful, who taught us with the pen and taught people what they do not know. All my beloved best friends in Damascus class (Class D) who gave me motivation and support to complete this undergraduate thesis. Beloved people who supported until the writer completed this undergraduate thesis, who cannot be mentioned one by one.
ACKNOWLEDGMENT
This undergraduate thesis is entitled “Improving Punctuation Mastery in a Paragraph Writing SMA Negeri 1 Batanghari East Lampung Eleventh Graders”. Akla, M.Pd as the leader of the Tarbiyah Department, Ahmad Subhan Roza, M.Pd as the leader of the English Education Study Program. Furthermore, the researcher would also like to express his inner gratitude to the teachers of English Education Study Program, the students of SMA Negeri 1 Batanghari, and also to all my friends.
LIST OF APPENDIXES
SYLLABUS 2. LESSON PLAN
THE SKETCH OF SMA NEGERI 1 PEKALONGAN 8. STRUCTURE ORGANIZATION
THE LIST OF TEACHER 10. THE LIST OF STUDENTS
THE LETTER OF UNDERGRADUATED THESIS GUIDANCE 12. THE LETTER OF PRE-SURVEY
THE LETTER OF RESEARCH 14. PHOTOS
Background of the Study
As a result, the students can open-minded their ability in writing skill, especially in learning English language. The students' problems of the SMA NEGERI 1 BATANGHARI that are commonly faced in writing, especially in paragraph writing, such as: the students' writing is not understandable, lack of English grammar understanding and lack of writing practice. Therefore, to overcome the problem above, I decided to conduct a research that focuses on improving punctuation mastery in paragraph writing through peer review technique to the students of SMA Negeri 1 Batanghari.
Problem Identification
Based on the above statements, this study emphasizes on the IMPROVEMENT OF DRAWING MASTERS IN PARAGRAPH WRITING THROUGH PEER REVIEW TECHNIQUE THE ELEVENTH GRADE OF SMA NEGERI 1 BATANGHARI EAST LAMPUNG.
Problem Limitation
In order to achieve the conduct of this study, I limited the purpose of the study only to improve the mastery of punctuation in a written paragraph through peer review technique in the eleventh grade of SMA Negeri 1 Batanghari.
Problem Formulation
Objective of The Study
Benefits of the Study
Hopefully, the students will be more interested in writing, especially to create a paragraph, and will master punctuation. In addition, this research can be the motivation for the students to guide the learning process.
Theoritical Review
- The topic sentence is the main idea of the paragraph. It is usually the first sentence of the paragraph, and it is the most
- The supporting sentences are sentences that talk about or explain the topic sentence. They are more detailed ideas that
- The concluding sentence is the last sentence of paragraph. It can finish a paragraph by repeating the main idea or
Because we need to think about three main things in planning; purpose of writing we do, audience and the content of the structure. Reviewing includes evaluating the language errors and checking the language that can be used worldwide and the content of our written text so that readers can easily understand the meaning of the text we have written. Description gives details of the subject such as parts, quantities or qualities, characteristics (2) Language characteristics.
Based on Bloom's opinion, “Students will write a clear and effective essay on the assigned topic.”32 And Brown argued that “A poetry pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to link them into the written text, how to edit the text accordingly. And the teacher's role is to help students gather and organize their ideas. Peer review is often associated with revision—the part of the writing process in which writers refine and create.
Most of the issues discussed in the literature relate to peer assessment of student work and concerns about student assessment. From the above statement, the writer can conclude that the use of peer review can increase the mastery of paragraph writing of the students as the students can test their knowledge with other students or teachers. A peer review can consist of two or more people, but in general there are two roles in peer review: that of the writer and that of the reviewer.
The role of the person whose writing is being examined is that of the writer. The role of the person or persons who read the paper is that of the reviewer. And then the reviewer will take time during peer review to read the author's paper and then ask the author questions for further clarification.
Hypotheses
In conclusion, the peer review technique can be a good method for the learning process, especially in paragraph writing.
Subject of the Study
Objeck of the Study
Classroom Action Research (CAR)
- Acting
- Observing
- Reflecting
Planning is the first step in any activity, without planning the activity the writer does will not focus.. a) The researcher found and solved the problem with the best solution. The researcher makes and prepares the lesson plan, such as: . material, media, place and time. Based on the observation, the writer can determine if there is something that the writer needs to improve soon in order for the action to achieve the writer's desired goal.
In this step, the author observes the process of teaching learning by using form of observation. The writer will try to see and the students about something the writer did. By thinking, the writer and teacher will know the strength and weakness of the action that the writer and teacher took.
The author decides that the next cycle will be focused on the weakness of the preview cycle. The researcher creates and prepares the lesson plan, such as: . material, media, place and time. In this step, the writer will compare the results from the pre- and post-test.
The writer examines and reflects on the activity of the students and the performance of the teachers if it is positive or negative and the second cycle is sufficient or there is a need for the next step.
Data Collection Method
- Test
- Observation
- Documentation
The pre-test is given in the first meeting before the treatments to know the ability of the students before doing the action research. This treatment was completed at the last meeting, after treatments had a goal of finding out the change of students' performance in class or not. The improvement may lie in determining whether the post-test average score is higher than the pre-test.
This step will be given after the treatment to know the impact of the jigsaw technique if it is able to increase students' writing performance. Documentation as the method used to obtain information from the written source or document (for example: books, magazines, notes and other) of information5.
Data Analysis method
Indicators of Success
The Profile of the Research Setting
- The History of the SMA Negeri 1 Batanghari
Increasing appreciation of the teachings of the religious affiliations and national culture, so that it becomes a source of wisdom to act in accordance with the faith.
Result of the Research
- Cycle I a. Planning
- Cycle II
The type of test was a written test, the researcher gave a paragraph, and the students determine the punctuation marks when writing the paragraph based on the paragraph. It is clear from the results of the pre-test that the students' results were different. Before moving on to the material, the researcher asked the students to mention the types of punctuation.
The researcher writes the type of punctuation mentioned by the students on the white board. This meeting began by praying, greeting, checking the attendance list and asking the students' condition. In the post-test only 10 students got a good score, but the result of the students' test was better than the students' test before treatment was given.
There were some observations that had been made such as; observation of the students' activities, teacher's notes and observation of the result of the evaluation. At the end of the teaching and learning process, the researcher gave the evaluation to measure how far the material explained by the researcher can be understood by the students. There were some observations that had been made such as: observations of students' activities, teachers' note and observation of the result of the evaluation.
Based on the result of the observational learning process in Cycle II, it can be concluded that most students pay attention to the teacher and can accept the material more clearly.
Discussion
- The result of the students’ observation sheet
- Result of the Students’ Learning
It means that the peer review technique of the teaching learning process as a technique has a positive effect, and the peer review technique can improve the writing performance of the students. Based on the above diagram, it can be concluded that students from 20 students can determine the capital letter, the full stop and the comma. Based on the table and diagram above, student activities have improved from cycle 1 and cycle 2.
The students' activity in noting the material has gone from 5 students (25%) to 16 students (80%). In line with the explanation above, it can be concluded that the improvement of students' activities in cycle 1 up to cycle 2, which was from 45% to 86.35%, has reached the indicator of success, namely 70% of students are active in learning treat. The first use of peer review technique, the researcher found that the score of post-test 1 was better than the pre-test and the score of post-test 2 was better than post-test 1.
Cycle 2 Note Post-
However, after using peer review technique, the score was increased well enough and increased 4.65 points. The evidence of students' punctuation mastery in paragraph writing had an increase that can be examined from the results of post-test 1 and post-test 2, where the average score of the students in post-test 1 was 66.8 and the average of post-test 2 was 81 ,4. Based on the chart above, it can be concluded that the use of peer review technique can increase students' punctuation mastery in paragraph writing.
The chart shows that there was a significant increase in the mean score of the students from pretest, posttest 1 and posttest 2.
Average Score
Conclusions
The conclusion of this research is that the use of peer review technique can improve students' writing performance in punctuation mastery. The eleventh grade students of SMA Negeri 1 Batanghari are successful because the success criteria in this research were achieved well. It is more than 70% that the researcher has set up in this study. It was clear that the score increased significantly from pre-test to post-test 2.
Suggestion
- For the English Teacher
- For the Students
- For the Researcher
