TO ENHANCE STUDENTS' ABILITY TO COUNT WRITING TEXT IN SMPN 1 BATANGHARI CLASS EIGHT. Based on this problem, the researcher will improve students' recount text writing ability to retell past events using the grammar translation method. Based on the above statement, the researcher will conduct a research in the form of Classroom Action Research entitled "The Application of Grammar Translation Method to Enhance the Writing Ability of Recounting Text of Students in Grade Eight of SMPN 1 Batanghari in academic year 2016/2017.
So, the researcher would like to apply the Grammar Translation Method to increase students' ability to narrate text writing in the eighth grade of SMPN 1 Batanghari in Academic Year 2016/2017. To know whether the use of Grammar Translation Method can increase the students' ability to write text in recount in the eighth grade Students of SMPN 1 Batanghari in the academic year.
Theoretical Review
- Theory of Method a. The Concept of Method
- Concept of Grammar Ability and Grammar Translation Method
- Type of Writing 1) Description
- The Component of Writing
- Content
- Organization
- Vocabulary
- Language
- Mechanic
- The Measurement of Writing
- Concept of Recount Text and Its Teaching a. Definition of Recount Text
An approach defines that assumption, beliefs and the theory about the nature of language and language learning. This goal can be achieved by learning the grammar rules and vocabulary of the target language. Her or his skill is also realized through her or his ability to apply the rules of the language.
It is the writer's ability to apply the rule of the language he or she writes to convey the information he or she has in mind. The second approach, loosely divided into Expressivist, Cognitivist, and Situated strands, focuses on the writer and describes writing in terms of the processes used to create texts. Mechanical is the argument of words and sentences to make well-formed sentences in a language, and scoring criteria are (2-5).
In terms of the criteria of the above component, it is seen that the total score of writing the recount text is 100.
Action Hypothesis
When the students have finished reading and translating the passage, the teacher asks them in Indonesian if they have any questions. The teacher shows the differences between English form and Indonesian form, it is about verb. H.
Setting and Subject of the Study
Object of the Study
Action Plan
After completing the planning, did the learning process in the eighth grade of SMPN 1 Batanghari. In this step, a researcher carried out an observation and recording of everything that was necessary and occurred in action implementation process.4 Thus, the observation outlines in this step focused on reading text, able to identify retelling text by using grammar translation method and able to answer the questions. To put it more simply, the researcher reflects assess the play that has done.
If the first cycle did not improve or restore student performance, it continued to the next cycle. In this step, the researcher observed the learning process by using the observation sheet to collect the data in Action Plan II. The researcher assessed and reflected on student activity and teacher performance, whether positive or negative.
Data Collection Technique 1. Test
Observation
Observation is like selection, modification, recognition and coding ability in behavioral and organismic situations, which is suitable with empirical goals.6 Furthermore, the researcher used this method to get data about students and teacher activities in the learning process.
Documentation
Documentation is a method of data collection by researching the object in the written source such as books, magazines, documents, notes and others. 7 Thus, the researcher used this method to obtain data about the history of the school, the number of teachers, officials employees and others. students at SMPN I Batanghari.
Field Note
Data Analysis Technique
To know the result, the researcher will compare between pre-test and post-test. If in cycle I there are some students who are not successful, then the researcher would like to complete in cycle II.9 The minimum cycle in CAR (Classroom Action Research) was two cycles if all the students from cycle II were successful from the Minimum Standard Criteria (MSC ), the cycle that can be stopped until cycle II. The formula to know the percentage of students who pass the minimum standard criteria (MSC) in each cycle as follows:10.
Data analysis will perform step by step the average score of the pre-test and the post-test. The research is known to be successful if 80% of the students achieved the minimum score of at least 70, and there is an improvement in the students' learning activity in the teaching learning process after using the grammar translation method in the teaching learning process.
Result Of The Research
- Description of Research Location a. The History of SMPN 1 Batanghari
- Strategy
- Students Quantity of SMPN 1 Batanghari
- The Infrastructure Situation of SMPN 1 Batanghari
Creating a good SMPN 1 Batanghari degree that has quality religious knowledge and is competent.. a) Talk to other customers. b) Intensive development of the teacher and all employees c) Added and utilized infrastructure. To support the teaching and learning process, SMPN 1 Batanghari has a quick upgrade facility such as added CCTV device in each classroom, door, gate, principal's room and classroom.
Description of the Research
- Cycle 1
- First Meeting
- Second Meeting
- Third Meeting
Nevertheless, before implementing the treatment, the investigator conducted a pre-test for comparison with a post-test. First, the staff member opened the class by greeting, praying, checking the attendance list, and asking the students' condition. Then, for 40 minutes, the staff member explained to the students how to recount text using the explanatory method.
Therefore, the researcher and the collaborator made a plan to implement the action or treatment that consisted of planning, action, observation and reflection to repair the weaknesses faced by the students. This meeting began by praying and greeting, checking the attendance list and asking how the students were doing. Then, the researcher gave the students learning materials about the definition of writing the Adult text.
This meeting began with a prayer and greeting, checking the attendance list and asking the students how they were doing. Next, the researcher gave the students learning materials about the generic structure of writing a narrative text. Then the researcher divided the students into five small groups for discussion, just like in the previous meeting.
The researcher tried to gradually transfer the responsibility to the students to lead the discussion, but it did not fully take over. That is, it was not only the teacher who dominated the process, but also the students spoke out and shared about the text. The third meeting was held on Monday 14 November 2016. This meeting was used to check I for 2x45 minutes after the students had given the action.
Average Score
Cycle 2
In this phase, Cycle II has four essential phases namely planning, action, observation and reflection. So the researcher and staff try to solve the problem in Cycle I and plan for Cycle II based on the problem the students face when writing a recount text. In the section, the researcher as a teacher also explained the use of the past tense as the required formula to make writing a well retold text.
After the explanation is made, the teacher asks the students about the material, whether the students understand or not. So for the next section, the teacher orders the students to do a group discussion. Before the time is up, the teacher gives motivation to the students and reminds them to keep learning at home.
In this process, not only the teacher dominated, but the students also took responsibility, who spoke up and. Then the researcher gives motivation and feedback before the time is up to reinforce students' understanding. The third meeting was held on Wednesday, November 23, 2016, from 11:30 to 13:00, this meeting was used to post test 2 in the last cycle II, 2x45 minutes after the students did the action, the researcher gave the posttest II to the students.
Then students who did not pass the minimum standard criteria were 16% in the 45-68 range. This is 80% of the students have received at least 70 points for the minimum standard criteria and on the other hand cycle II has been successful. For the observation sheet in detail can be seen in appendix 16 and 17 for meeting 1 and meeting 2 in cycle II.
Poin Meeting (%)
Interpretation
- Result of Students Learning
- Observation Result of Students’ Activities
Based on table 9, the average of the students was 56, it showed that most of the students have not yet passed to achieve the minimum standard criteria (MSC) at least 70. In this research, to recognize the mastery of students' narrative text writing after applying the treatment the researcher conducted the post-test I. It showed that most of the students have not yet moved on to meet the minimum standard criteria at least70.
Based on table 16, the students' average was 74, it showed that most of the students achieved the Minimum Standard Criteria (MSC) at least 70. Comparison of score Pre-test, Post-test I and Post-test II The score from the implementation of cycle I and II can be seen in the table result of students' learning below. The average score of students writing retell text in pretest, posttest I and posttest II.
The result of the students' activities in I. and II. cycle No improvements in I. cycle II. Students' activity to pay attention to the teacher's explanation from I. to II. Then the students' participation in the teacher's questions improved from I. to II.
The percentage of students' answers to the teacher's questions in cycle I was 50% and in cycle II was 81%, while the improvement rate was 31%. Regarding the data, students' activity and enthusiasm to follow teaching and learning processes showed significant improvement by using grammar translation method to teach writing retelling text from cycle I to cycle II with the average percentage consecutively from. Based on the above discussion, it can be concluded that the community language learning method can improve students'.
Conclusion
Suggestion
It is suggested for the principal to persuade the teacher to use the grammar translation method because it is effective in teaching the teacher the material.
