The object of this research were 37 students of TKJ 2 of the tenth class of Vocational High School 1 Negeri katon of the academic year 2019/2020. All praise thanks to Allah who gave his blessing and mercy to the writer to complete a study titled “The use of SCAMPER technique to improve the writing skills of the tenth graders of the SMKN 1 Negeri Katon of the academic year 2019 /2020".
CONCLUSION AND SUGGESTION
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objective of the Study
This research will become one of the references for the next researcher who will implement SCAMPER technique as one of technique in teaching writing. In addition, this research can be used as a guide to get information about the implementation of SCAMPER technique as a technique in teaching writing.
Prior Researches
The fifth previous research was conducted by Ang, et.al., showing that the purpose of this research is to investigate the effectiveness of the SCAMPER technique based on the students' perspective. 4 Hamzah El Khawaldeh, et.al, "The Effect of SCAMPER Program of Creative Thingking among gifted and talented Students," International Journal of Sciences: Basic and Applied Research, no.2 (2016), p.1.
Writing Skill
- The Definition of Writing Skill
- Skills Needed in Writing
- Stages of Writing
- Aspect of Writing
- Writing Assessment
Drafting is for the researcher to start writing down ideas based on their planning in the pre-writing process in the paper. Based on the above statement, the researcher can conclude that coherence is the important consideration in text design.
SCAMPER Technique 1. Definition of Technique
- Definition of SCAMPER Technique
- The Principle of SCAMPER Technique
- The Procedures of SCAMPER Technique in Writing
- The Examples of the SCAMPER Technique
- The Advantages and Disadvantage of SCAMPER Technique a. The Advantages
There are some procedures of SCAMPER technique which are implemented by the teachers in the writing class. It means that the SCAMPER technique can help the student's habit to cope with the contrast in the group.
Action Hypothesis
Variable and Definition Operational Variable 1. Operational Variable
Setting of the Study
Subject of Study
Data of the Subject of the Research
Object of Study
Procedures of Classroom Action Research
- Cycle 1
- Cycle 2 a. Planning
In this cycle, the researcher will perform four steps such as planning, acting, observing and reflecting. Planning is useful for the researcher to improve the teaching and learning process in the classroom, but without planning the action can be systematic and focused. In this step, the researcher will decide to act as a teacher who has determined the teaching and learning technique in the classroom.
The teacher gave the students a worksheet with questions about the story and the teacher led the class to a group discussion to generate many ideas for new stories. f) The teachers told the students to change at least three key elements in the story to create their own version of the story. G). In this step, the researcher observes the process of teaching and learning, the activity of the student, the situation in the classroom by using the observation form. In reflection, the researcher will know the strength and weakness of the action done by the writer.
The researcher would observe if there was an increase in the learning process of the students in this cycle 2. In the reflection, the researcher will know the strength and weakness of the actions that the writer did.
Data Collection Technique
- Observation
- Test
- Documentation
- Field Note
This step will be done teaching learning process, the result of observing the students and the result of the students' test. If the students' good increase is in accordance with the MMC, the researcher will not continue the action research in the next cycle. The purpose of pre-test is to know how far students understand about writing skill.
The result of students' pre-test will be a reference for the writer who conducted her research. The researcher gives a post-test to the students to get the correct writing skills using the SCAMPER technique. The researcher will know information and data of the school, such as the history of the school, the total number of students and teachers, and the condition of the school.
In this research, the researcher will use field notes to focus on a particular issue or teaching behavior over a period of time. Furthermore, the researcher will take field note related to the classroom situation, classroom management, classroom interaction between teacher and students or students with students and etc.
Data Analysis Technique
Indicator of Success
Result of the Research
- The Description of Vocational School 1 Negeri Katon
- Condition of the Teacher and Official of Vocational School 1 Negeri Katon The numbers of the teacher and official employers in Vocational school 1
- Total of the Students of Vocational High School 1 Negeri Katon
There are 276 students in class X, 273 students in class XI and 259 students in class XII.
Description of The Research
- Acting
- Observing
- Reflecting
The second meeting began on Saturday, October 26, 2019 and the third meeting began on Friday, November 1, 2019. a) The preliminary investigation meeting. Furthermore, the researcher asked the students to tell about their new story group by group in front of the class. The researcher began the lesson by praying together, greeting the students, checking the students' attendance list and asking the students' condition.
The researcher observed the students' learning activities in the classroom in cycle 1 can be seen on table 10. By the result of cycle 1, it showed that there was an improvement in the result between pre-test and post-test 1. The students were interested enough in the learning process, but the result was failed. The researcher began the lesson by praying, greeting the students, checking the attendance list and asking the students' condition.
The teachers gave a Toba Lake SCAMPER question to the students and the teacher asked the students to do a group discussion. The researcher observed the students' learning activities in the classroom in cycle 2, can be seen in table 14.
Interpretation
- Action and Learning Result of Cycle 1 and Cycle 2
- The Result of Students Learning Activities in Cycle 1 and Cycle 2
The situation in the classroom has become better than before, as the students are more active in teaching and learning, the students pay attention to the teacher's explanation, the writing skill is improved by using the SCAMPER technique, the students have no problem in creating a new one. story with the SCAMPER technique, and students are interested in using the SCAMPER technique. Students' writing skill scores of pre-test, post-test 1 and post-test 2. In addition, in the post-test of cycle 1, the highest score was 78 and the lowest score was 48.
Students' results before the test, after test 1 and after test 2 Based on the results of the pre-test, after test 1 and after test 2, it was found that the use of the SCAMPER technique improved the students' writing skills. Data on the learning activities of the students were obtained from the learning activities of all students on the observation sheet. The result of the activities of the students of the 1st and 2nd cycle can be seen from table 16.
The result of students' activities in cycle 1 and cycle 2 No student's activities cycle 1 cycle 2 deviation. Based on the above data, it could be concluded that the students showed good improvements in learning activities when SCAMPER technique was used in the learning process from cycle 1 up to cycle 2.
Discussion
Furthermore, the passing mark of the English subject for the tenth graders of vocational school 1 Negeri Katon is 70. From the explanation, the researcher concludes that the research is successful and it can stop in cycle 2 because the indicator of success is achieved if 70% of the students got the same score or more than 70. This can be seen in the progress of the pre-test, post-test 1 and post-test 2.
In addition, the SCAMPER technique can be used as an alternative way in the learning process of writing. The result of the students' activities in Cycle I and Cycle II rises from the majority of students to the majority of students.
Suggestion
The Effectiveness of Using Generate Ideas (SCAMPER) in Improving the Writing Skills of Ninth Grade Students at Wadi El Sir School, Jordan,” Journal of Education and Practice, no. p. 1. Scaffolding EFL Students’Writing through the Writing process Approac,” Journal of Education and Practice, no. p. 132 Georgiakakis, Petros and Retalis, Symeon. Metaningrum, Gustina, et.al, "The Effect of Journal Writing Technique and Student' Achievement motivation towards Writing Achievement of the Fourth semester Students of English Education Department of Undiksha," e- Journal Program Pasca Sarjana Universitas Pendidikan Ganesa, (2013), p.1.
Pendekatan Proses untuk Meningkatkan Kemampuan Menulis Siswa di Jurusan Pendidikan Bahasa Inggris, Universitas PGRI Adibuana Surabaya,". Siswa mendengarkan berbagai contoh teks legenda yang diberikan. Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan. Siswa belajar menemukan ide pokok, mendetail informasi dan informasi spesifik dari teks legenda.
Secara berpasangan, siswa menganalisis berbagai teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan. Siswa menceritakan kembali teks legenda sederhana yang dibacakan dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan.
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran 1. Pertemuan Pertama
- Pertemuan Kedua
Materi Pembelajaran
- Fungsi Sosial
- Struktur Teks ( gagasan utama dan informasi rinci ) d. Pengenalan tokoh dan setting
- Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu
- Fokus nilai nilai yang harus dimiliki peserta didik
Metode Pembelajaran 1. Metode : CTL
- Media Gambar
- Alat/Bahan
Langkah-langkah Kegiatan Pembelajaran
Kegitan Pendahuan
Kegiatan Inti 1) Mengamati
- Menanya
- Mencoba/Mengumpulkan Data atau Informasi
- Mengasosiasi/Menganalisis Data atau Informasi
- Mengomunikasikan
Penutup
- Penilaian sikap
- Keterampilan menulis
Selalu menunjukkan sikap bertanggung jawab 4 Sering menunjukkan sikap bertanggung jawab 3 Kadang menunjukkan sikap bertanggung jawab. Selalu menunjukkan percaya diri 4 Sering menunjukkan percaya diri 3 Kadang-kadang menunjukkan percaya diri 2 Tidak pernah menunjukkan percaya diri 1 1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks naratif sederhana berbentuk cerita rakyat, menurut konteks penggunaannya.
Tujuan Pembelajaran 5. Pertemuan Keempat
- Pertemuan Kelima
- Struktur Teks ( gagasan utama dan informasi rinci ) g. Pengenalan tokoh dan setting
- Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu
- Fokus nilai nilai yang harus dimiliki peserta didik
Teknik Penilaian 1. Penilaian sikap
- Keterampilan menulis
- Please rewrite the story individually by using your own words based on the picture as a guidance!
- Please rewrite the story individually by using your own words based on the picture as a guidance!
He did not put his leg, but the mousedeer took a wooden stick and put one end in the water. Tell us what to do." The mouse deer replied that "one should line up from this side to the other side." The mouse deer counted crocodiles one by one until he arrived on the other side of the river. The family consisted of father, mother (bawang putih stepmother), Bawang merah (bawang putih stepsister) and Bawang putih.
When her father went to work, her stepmother and her half-sister mistreated Bawang putih and always asked her to do all the household chores. She said she kept the clothes and will return them to Bawang putih if she helps the old woman with the housework. Her mother was very angry, so she grabbed the pumpkin and smashed it on the ground.
The stepmother asked Bawang merah to do exactly the same as Bawang putih experience. Luckily, the Fairy Godmother came and helped her get to the hall with a waving magic wand, helped prepare Cinderella for the hall. Friday, October 25, 2019 Some students did not pay attention to the teacher's explanation, but they started very enthusiastically when the teacher told an interesting topic.
Saturday, November 2, 2019 The students feel quite bored because they had a similar task in every meeting, but they still paid attention to the teacher.
