WRITING DESCRIPTIVE TEXT IN THE TENTH GRADE OF SMAN 2 SEKAMPUNG EAST LAMPUNG IN THE ACADEMIC YEAR. In the end, the researcher can complete a university thesis titled "EFFECT OF BUZZ GROUP TECHNIQUE ON STUDENTS' DESCRIPTIVE TEXT WRITING IN TENTH GRADE OF SMAN 2 SEKAMPUNG EAST LAMPUNG ACADEMIC YEAR 281720".
INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- Benefits of The Study
- Definition of Buzz Group
- The Purpose of Buzz Group Technique
- The Procedure of Buzz Group Technique
- The Advantages and Disadvantages of Buzz Group Technique
- Kinds of Writing
- The Stages of Writing
- Teaching Writing
- The Definition of Descriptive Text
- The Generic Structure of Descriptive Text 1) Generic Structure
- Paradigm
Thus, there is a positive and significant effect of using buzz group technique to improve students' writing of descriptive texts. But if the student buzz group's technique grade is bad, the descriptive text writing grade is also bad.
Hypotheses Formulation
Under Figure 1 above, the researcher concludes that if the grade of students' buzz group technique is good, the grade of writing descriptive text is also good. So there is no positive and significant effect of using buzz group technique to improve students writing descriptive text. There is positive and significant effect of using buzz group technique on students' writing descriptive text at tenth grade level in SMAN 2 Sekampung East Lampung in academic year 2017/2018.
There is no positive and significant effect of the use of buzz group technique on students' writing descriptive text at the tenth grade of SMAN 2 Sekampung east Lampung in the academic year 2017/2018.
Statistices Hypothesis
Kothari said that a research design is the establishment of conditions for collecting and analyzing data in a way that aims to combine relevance to the research objective with economy of procedure.30 The author uses the quantitative approach for conducting this research . According to Daniel, Muijs defines quantitative research as explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics). Creswell 2002, a quantitative approach is one in which the researcher uses mostly positive assertions for the development of knowledge (i.e. cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation, and the testing of the theories) . research strategies such as experimentation and research and collects data on predetermined tools that yield statistical data.32.
This study aims to investigate whether there is a positive and significant effect of buzz group technique on students' writing of descriptive texts.
Population, Sample and Sampling Technique 1. Population
- Sample
- The Sampling Technique
The Samy Tayie sample is a subset of the population that is considered to be representative of the entire population.34 The researcher's samples are the students in the tenth grades, which consists of 5 classes. The researcher takes from X.4 which consists of 28 students as a sample of SMAN 2 Sekampung East Lampung in the academic year 2017/2018. From the above quotations, it can be concluded that the sample is a group of people who will become the object of research.
Yogesh Kumar Singh states that sampling technique is an indispensable technique for behavioral research, the research work cannot be done without the use of sampling.35 The sampling technique which will be used by the author in this research is Cluster Sampling. In cluster sampling, the sampling units contain groups of elements (clusters) rather than individual members or elements of the population.36. This research will be conducted on tenth grade in SMAN 2 Sekampung East Lampung in the academic year 2017/2018.
The Operational Definitions of Variable
- Independent Variable
- Dependent Variable
- Documentation
Students learn to work in real-life situations where the opinions of others are taken into account and have fun with the situation. It can be applied to the tenth grade students of SMAN 2 Sekampung East Lampung. Students are able to express their opinion with curious feelings based on the topic.
The students are able to express their ideas, thoughts and facts in well-formed structure. The researcher will use written test to measure students' descriptive writing for the students through buzz group technique through pre-test as data collection method. In this case, the researcher gives pre-test before the students get explanation in descriptive writing text.
Research Instrument
- Instrument Blueprint
- Instrument Calibration
The instrument used in the test in this research included the pre-test and the post-test. Instrument calibration is the measurement scale that will be used to describe the instrument standard to be used. Furthermore, instrument calibration is the screening or examination of instruments made by the author.
From the above quote, it can be concluded that instrument calibration is a measurement scale which will be used to check or examine the instrument items made by the writer.
Analysis Technique
Penelitian ini dilakukan di SMA N 2 Sekampung yang beralamat di Jalan Sidomulyo Sekampung no. 54 Lampung Timur. 32 Dian Hariani, guru S.Pd. 33 Fitri Faulina, guru S.P.d. 34 Endang Supriatin, guru S.P.d. 35 Fajar Dwi Ismawati, guru S.P.d. Cheif Administrasi 53 Margono, AMa, Staf TU Pust 54 Feta Alfiriana, Staf S.P TU 55 Lya Oktaviani, Staf S.Pd TU 56 Eni Dwi Astuti, Staf S.H TU.
MARENDRA, S.H
- The Research of Data
The result of the pre-exam writing descriptive text of students in the tenth grade of SMAN 2 Sekampung in the academic year 2017/2018. Source: Descriptive Text Writing Pretest Results of Tenth Grade SMAN 2 Sekampung Students on August 22, 2017 Descriptive Text Writing Result After Student Test The researcher conducted a posttest on August 28, 2017.
The researcher did the post-test to know if the use of group research has any effect on the students' writing of descriptive text. The result of the students after writing a descriptive text in the tenth grade of SMA N 2 Sekampung in academic year 2017/2018. Source: The result of the post-test Writing descriptive text of the students in the tenth grade of SMA N 2 Sekampung on August 25, 2017.
Hypothesis Testing
- Putting the data into the formula Chi-Square (χ 2 )
Contingency table of the expected frequency in the outcome of the student's descriptive text writing in the pre-exam and after the exam. It is based on the table of expected frequency of the student's ability to write a descriptive text in the pre-test and post-test above. From the table any 22 students got bad category in pretest and any 4 students got bad category in posttest total 26 students got bad category.
Which is students got fair category in pretest is 5 and in posttest is 20, total students who got far category is 25. So it can be concluded that the research using buzz group technique has significant effect of using buzz group -technique on students' writing descriptive text in the tenth grades in SMAN2 Sekampung East Lampung. It means the alternative hypothesis (Ha) which explains "there is a positive and significant effect of using buzz group technique on the students' writing descriptive text of the tenth graders in SMAN 2 Sekampung East Lampung".
Interpretations
Conclusions
Suggestions
Memahami makna teks fungsional pendek dan monolog berbentuk report, narrative dan analitycal statement sesuai konteks. Memahami makna dalam teks fungsional pendek dan esei berbentuk report, narrative dan analitycal exposition sesuai konteks.
Basic Competences Basic Competences K1
K12: Value and practice the behavior like honesty, discipline, responsibility to care for each other (cooperation, tolerance and peaceful), polite, responsive and proactive and demonstrate behavior as a solution to some problem in effective interaction with the social environment and nature to place themselves as the reflection of the nation in the association of the world. K13: Comprehension, application and analysis of the factual, conceptual, procedural and metacognitive knowledge about sciences, technology, art, culture and humanities with insight humanity, nationality, country and civilization related to the cause of the phenomena and chain, and apply the procedural knowledge about the specific study, it is consistent with the talent and ability to solve the problem. K14 : Manage, think and show in a domain concrete and domain abstract with development learned independently in school, able to use in the corresponding method.
4.9 : Summarize descriptive text in oral and simple written form about people, resort and historic building according to context of use. 4.10 : Adjust descriptive text in oral and simple written form about people, resort and historical building according to the purpose and structure of the text, and language according to the context.
Indicators
The Purpose of Learning
Construction began in 1961 under the leadership of President Sukarno, the first president of our country, and the monument was opened to the public in 1975.
Teaching Technique Buzz Group Technique
Media in Learning Activities 1. White board
The teacher evaluates and explains more about descriptive text related to student writing errors. Poor to Fair: Frequent errors in spelling, punctuation, capitalization, paragraphs, poor handwriting, confused or unclear meaning. 1.1: Appreciation for opportunity are able to study English as a language introductory communication International in reaching the mind in the learning process.
3.7 :Analysis of social function, structure and linguistic element of simple descriptive text about people, resort and historical building according to context of use. The student does the discussion with his group and all members have to follow him as a participant and the teacher walks around and moves from one group to another to check on them. Each group has only 20 minutes to present the result of the discussion to the class.
Media in Learning Activities 6. White board
Average to good: adequate range, occasional errors in word/idiom, form, choice, usage, but not obscuring meaning. Poor to fair: limited range, frequent errors in word/idiom, form, choice, usage, meaning confused or unclear. Average to good: effective but simple construction, minor problem in complex construction, several agreement errors, tense, word order/function, articles, pronoun, preposition, but the meaning is rarely obscured.
Poor to Fair: Major difficulty in complex/simple construction, frequent errors of negation, similarity, tense, word order/function, articles, pronoun, preposition and/or fragment, deletion, meaning confused or unclear. Very poor: no command of conventions, dominated by errors in spelling, punctuation, capitalization, paragraphs, handwriting, illegible or not enough to judge48. Genre connection: Teacher explains what descriptive text is, the generic structure and language characteristics of descriptive text.
Media in Learning Activities 11. White board
Very Good Excellent: ideas clearly stated, well organized, logical sequencing and relevant to generic structure. Very poor: essentially translation, little knowledge of vocabulary, idioms, words from or not enough to evaluate. Very good to excellent: effective complex constructions, few agreement errors, tenses, word order/function, article, pronoun and preposition.
Very poor: practically does not master the rules for constructing sentences, errors predominate, there is no message or not enough for assessment. Very Good to Excellent: Demonstrated command of conventions, few errors in spelling, punctuation, capitalization, paragraphs. Very poor: does not master conventions, errors in spelling, punctuation, capitalization, paragraphing, handwriting predominate, illegible or insufficient for assessment49.
