This research used picture sequence media to enhance students' ability in renumbering paragraph writing. The application of picture sequence media to increase students' ability in paragraph writing recount in the eighth grade of MTs Darul A'mal West Metro in the academic year 2016/2017”. Can picture ordering media increase students' ability in renumbering paragraph writing in eighth grade of MT Darul A'mal.
Use classroom action research to increase the students' writing through paragraph through picture series.
- Prewriting
- Drafting
- Reviewing and revising
- Rewriting
- The Concept of Recount Paragraph a. The Definition of Recount
- Criteria of a Good Picture
- Some Advantages and Disadvantages of Using Picture Sequence Using pictures as media in teaching learning process, there are
- The Process of Teaching Recount Paragraph Writing by Using Picture Sequence
- The Example of Picture Sequence
Sukirman Djusman says that, "the purpose of the narrative text is to tell the readers what happened in the past through a sequence of events."11. Moreover, by showing pictures, the teacher helps the students to focus. attention to the thought of the subject. So, they, the pictures can help the students' mastery of the name in the learning of English learning.
In other words, the students create a recount paragraph based on the picture presented after the learning activities are done.
Action hypothesis
The Operational Definition Variable
The dependent variable of this research is the variable which is observed and measured to determine the effect of the independent variable. The dependent variable in this research is paragraph writing recount ability, which refers to students' level of ability to write a recount paragraph. The teacher gives the students the task of how to write the paragraph about their memorable experience in their own words, the difference is that the teacher gives the sequence of pictures to help the students write their ideas.
The students can make a retelling paragraph based on the picture given after doing learning activities.
Setting
Subject of the Study
Action Plan
Acting
The teacher gives the students the opportunity to ask if there is anything they have not yet understood about the material. The teacher gives the students a series of pictures and the teacher asks the students to create a paragraph based on the picture. Together with the students, the teacher draws conclusions about the learning process that has been done.
The teacher asks the students to review the material that had been learned in their homes and then closes the class.
Data Collection Method
- Test
- Observation
- Documentation
- Field note
In this step, the researcher observes the process of teaching learning using observation format and observation outlines in this step, such as the student's ability to answer the question, the teacher's participation in the learning process, the student's good participant writing and the student's error. In the step, the researcher would compare the distribution of pre-test and post-test scores, the researcher would review and consider the student's attitude, whether it is positive or negative, enough in the second cycle or necessary for the next cycle. A test is a series of questions used to measure the knowledge, skills, intelligence and talent of an individual in a group.
A test is a tool or procedure used to recognize or measure something, using a given method or rules.”31 According to Tuckman, a test is a device for sampling behavior or performance related to skills, competencies, attitudes or others. characteristics of people.32. To know the improvement of the student's achievement, the writer analyzes the difference between the pre-test average and the two evaluations of the test results. The researcher uses observation to obtain data on students and teachers' activities in the learning process.
In this study, an observation checklist is used to observe the subject of the study in some aspects. The aspect that will be observed is students' attendance, students' active in asking questions to the teacher, students' active in answering questions, students' active in carrying out instructions from the teacher, students' attention during the lesson, and students' cooperative attitude during the lesson. The researcher uses this method to get the data about history of the school, the sum of the teachers, officials employed and students at MTs Darul A'mal Metro, and learning activities in the classroom.
To collect the data more accurately, the author uses the field notes; this will make the data analyzed simpler. In many professions it is a way of good practice to make "field notes" while you are actually working professionally.33 This note was systematically prepared and interpreted through the research.
Data Analysis Technique
If all students were successful from cycle 2, the cycle can only stop until cycle 2.
Indicator of Success
RESULT OF THE RESEARCH 1. Description of Research Location
- Planning
- First meeting
- Second Meeting
- Observing
- Field Note
- Reflection
Muhamed Ikbal Er-Ramany, M.Pd was a collaborator who conducted the research in two cycles and each cycle of planning, action, observation and reflection.
First Meeting
At the end of this cycle, the researcher and the collaborator analyzed and calculated all the processes such as the student's post-test II score and the observation of the student's learning activities. Comparison between post-test I score in cycle I and post-test II score in cycle II. Comparison of student results after test I in cycle I and the result after test II in cycle II.
Comparison of results after exam I and results after exam II in II. The table above shows that the students' results in posttest II were different. In addition, the passing percentage of students on the post-test II score was 85% or 17 students out of all students who passed the minimum standard criteria and 15% or 3 students did not pass the minimum standard criteria of at least 72.
After conducting the pre-test, the researcher gave the treatments to the students in cycle I. Moreover, the researcher gave the post-test in the next meeting, and the post-test was called post-test I. Afterwards, by analyzing the result of post-test I, the researcher concluded , that there were 8 students (40%) students who passed post-test I.
From the result of the students' scores in the pre-test and post-test I, there was an increase from the students' result scores. Although there was an increase in student performance, cycle I was not yet successful because only 8 students (40%) passed post-test I.
Cycle II
Comparison of score in pre-test, post-test I in cycle I and post-test II in cycle II.
Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post-Test II in Cycle II
The comparison of students' pre-test, post-test I score in cycle I and post-test II score in cycle II. Based on the result of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in students. The comparison score of students who recount paragraphs in pre-test, post-test I in cycle I, and post-test II in cycle II.
Based on the graph above, it could be concluded that media with photo sequences could increase the students' skill in writing paragraphs. It is supported by increasing the student's score from pre-test to post-test I and from post-test I to post-test II. The result of the learning activities of the pupils in Cycle I and Cycle II The data on the learning activities of the pupils have been extracted from the whole.
The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
The students' attention to the teacher's explanations from the first meeting to the next meeting was increased. The number of students who asked/answered a question from the teacher increased from the first meeting to the next meeting. It showed that when the teacher gave the question to the students, they were brave to answer, even though not all questions could be answered correctly.
Based on the data above, it can be concluded that the students felt comfortable and active with the learning process because most of the students showed good increase in learning activities when picture series media were applied in learning process from cycle I to cycle II. Then, based on the explanation of cycle I and cycle II, it can be concluded that the use of picture series media increases the students' level. From the graph 10 we could see that there was an increase in the average score and total of the students who passed the test from pre-test, post-test I to post-test II.
In the graphs above, the average pretest score was 56.1 and only 4 students or (20%) passed the test.
DISCUSSION
From the explanation, the researcher concluded that the research was successful and that it could be stopped in cycle II because the indicator of success 70% of the students scored >72 was reached. Pay attention to the teacher's explanation from 80% becomes 85%, students ask/answer questions from 65% becomes 70%, students can handle the task from 75% becomes 90%, students active in class from 80% becomes 85%. The result of the students' activities in cycle I and cycle II, there is increasing around the students' learning activities.
Conclusion
Suggestion
Anne Burns, Doing Action Research in English Language Teaching; A Guide for Practitioners, (New York: Routledge 270 Madison Ave, 2010). Sorous Bahrebar and Ali Muhammadi Darabad, Writing in the Foreign Language Classroom: The Effects of Prompts on the Iranian Learners of English. Yogesh Kumar Singh, Fundamentals of Research Methodology and Statistics (New Delhi: New Age International (P) Ltd, 2006).
APPENDICES
KOMPETENSI INTI
KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN
METODE PEMBELAJARAN
MEDIA, ALAT, DAN SUMBER PEMBELAJARAN
LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Dengan bimbingan guru, siswa menanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam teks Retelling. Siswa mendengarkan penjelasan guru tentang tujuan, struktur dan unsur kebahasaan yang terdapat dalam teks Retelling.
PENILAIAN
- Instrument Penilaian
- Penilaian Process
Assured subject knowledge, adequate scope, limited thesis development, mostly relevant to topic but lacking detail. Does not show knowledge of the subject, not substantive, not relevant or not sufficient to evaluate. Effective but simple constructions, minor problems in complex construction, some errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning rarely obscured.
- KOMPETENSI INTI
KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN
METODE PEMBELAJARAN
MEDIA, ALAT, DAN SUMBER PEMBELAJARA
LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
PENILAIAN
- Instrument Penilaian
- Penilaian Process
KOMPETENSI INTI
KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN
METODE PEMBELAJARAN
- MEDIA, ALAT, DAN SUMBER PEMBELAJARAN
LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
- PENILAIAN
- Instrument Penilaian
- Penilaian Process
The teacher began the lesson by greeting the students and then motivated them to participate actively in the learning process and explained the purpose and the purpose of the learning.
