In collecting data, the researcher used tests including pre-test, post-test I and post-test 2, observation and documentation. It was investigated that the percentage of students' writing ability from post-test 2 of cycle 2 is 80%.
Sk Bimbingan Skripsi 4. Surat Tugas
Surat Izin Research 6. Surat Balasan Research
Surat Keterangan Bebas Kaprodi 8. Surat Keterangan Bebas Pustaka
INTRODUCTION INTRODUCTION
Background of the Study
By implementing the beneficial teaching strategy, the students can improve their writing ability. In line, the students' problem in writing above, it is very important to implement an appropriate teaching strategy.
Problem Identification
Students still difficult to write their idea in their mind, students are not creative to write some vocabulary to be sentences in paragraph. Students are not able to express their written ideas well in each paragraph of their descriptive text.
Problem Limitation
Problem Formulation
Objectives and Benefits of the Research
- Objectives of the Research
- Benefits of the Research
This research aims to determine whether the use of CDO strategy can increase students' writing ability in descriptive text at the tenth grade in Social 1 of SMAN 1 Batanghari. As the solution for the students, the students can not only write descriptive text easily, but it can also be the positive contribution to increase and develop their writing ability by using the Compare-Diagnos-Operate (CDO) strategy .
Prior Research
- The Procedures of Compare-Diagnose-Operate (CDO)
- The Advantages and Disadvantages of Compare-Diagnose-Operate According to Salatas, there are three benefits of Compare-According to Salatas, there are three benefits of Compare-
Writing is one of the important aspects of English, students will be confused if they are still difficult to write in paragraphs. On the basis of results from the pre-survey, the researcher finds out the error in the students' descriptive text.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Operational Definition of Variable
Dependent variable is a variable that can be improved by an independent variable.29 The dependent variable in this research is students' writing ability, which focuses on students' abilities. According to Evelyn, Independent Variable is variable that the researcher suspects may relate to or improve the dependent variable.
The Research Setting
The Subject of the Research
The English teacher chose one of the classes whose students had a lower average score in writing. Based on the English teacher's experience during teaching and learning activities in writing of English subject, the teacher indicated that the students have difficulty with a lack of vocabulary to make sentences in paragraph, exactly the Compare-Diagnose-Operation ( CDO) strategy is the problem solving to make the students better.
Research produce
- Cycle 1
- Pre-Teaching
- Whilst Teaching
- Post-Teaching
In conducting the research, the researcher collaborated with a real SMAN 1 Batanghari English teacher as an observer and collaborator. In this phase, the researcher acts as a teacher, and the real teacher becomes an observer.
The Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Documentation Sheet
- Field Note Sheet
The data were obtained on the basis of student participants during the teaching and learning activity according to the curriculum. To identify the writing ability of the tenth grade students of SMAN 1 Batanghari, the writer will apply the written test.
Data Analysis Method
The success of this research is indicated by the process of student learning activity and the outcome of the action research. This research is declared successful if 75% of the students score at least 70 and 75% of the students are active in learning activities.
Result of the Research
- Description of SMAN 1 Batanghari
- The mission of the school
- The Condition of Teacher and Official Employees at SMAN 1 Batanghari
- The Quantity Students of SMAN 1 Batanghari
- The Building of SMAN 1 Batanghari
- The Organization Structure of SMAN 1 Batanghari
- Location Sketch of SMAN 1 Batanghari Figure 3
- Planning
The researcher told the students that the researcher conducted the research in their class to learn about their written essay test before conducting the action research activity in the class. The test type was a written test that asked students to take a test on a descriptive text. Source: SMAN 1 Batanghari Grade XI Written Prelims Score Result 8 August 2019.
The successful students were those who got the minimum mastery criteria of English subject at SMAN 1 Batangharia at least 70. From the pre-test result, the researcher got the average of 33, so the result was unsatisfactory. In the planning stage, the researcher and the collaborator prepared several things related to the teaching and learning process such as: prepared the lesson plan, made the instrument that would be examined as a post-test in the cycle I, prepared the material, made.
Acting
The researcher asked the students to diagnose and describe the mismatch between two types of text. After the students did this, the students diagnosed by writing the mismatch between the The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' condition.
After doing so, students diagnosed by writing the mismatch between the two texts in the form of eleven sentences. The type of test was writing test that asked the students to describe the mismatch between two kinds of text in eleven facts and to give the correct sentences of each result. The result of the students' test in posttest 1 was better than test in pre-test before.
Observing
Source: Result Score of Iat X Class SMAN 1 Written Test Batanghari, 29 August 2019 Based on the above result, it was seen that 7 students (28%) scored up to standard and 18 students (72%) scored less than standard. The criterion for students who have successfully mastered the material should be the minimum mastery criteria, at least 70.
Post-test 1
While the treatment was carried out, the students' activities during the learning process were also observed by the observer. The students who were active in the discussion would get the point by ticking it on the meeting 1 and meeting 2 observation sheet.
The Student's activity
Reflecting
From the observation of the results in the learning process in cycle I, it can be concluded that the Minimum Mastery Criteria (MMC) of the research have not yet been reached in the learning process. At the end of this cycle, the researcher analyzed and calculated all the processes as students' pre-test grade and students' post-test grade I score.
Deviation Explanation
The researcher also planned to give evaluation to measure the students' mastery on the given material. In the first meeting of cycle 2, the researcher asked the students to compare two texts about Kuta Beach. In learning process there were also four indicators that were used to know the students' activities as before in learning process.
Source: Written test of students in the tenth grade of SMAN 1 Batanghari on September 19, 2019. Based on the above result, the researcher stated that the learning process in II. the cycle was successful because the students' activity reached a percentage of >70%. From the results of the learning process in cycle II, the researcher analyzed that in general, the number of students who write essays would increase by using the CDO strategy.
Learning activities
INTERPRETATION
- Result of Students Learning a. Result of students Pre- Test Grade
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole
The researcher introduced the post-test II to measure the writing ability of the students after the implementation of the treatment. It was seen that the grades of the students in the post-test II were different. Comparison of grades in pre-test, post-test I in cycle I and post-test II in cycle II.
The Comparison of Students' Pretest, Posttest I Grade in Cycle I and Posttest II Grade in Cycle II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the students' grade. The Comparison Grade of students' writing essay in Pretest, Posttest I in Cycle I and Posttest II in Cycle I.
DISCUSSION
Moreover, in post-test I there were 7 students or (28%) passed the test, indicating that students get a grade >70 with an average of 60. Meanwhile, in post-test II there were 20 students or (80%) passed it. test the indicator, students get a grade>70 with an average of 73. The result of student activities in cycle I and cycle II, there is an increase in the learning activity of students.
It can be seen in the progression from pre-test to cycle I and cycle II. The percentage of students' writing ability from post-test 2 of cycle 2 is 80%. This is because the CDO strategy consists of effective teaching procedures that encourage and significantly enhance students' writing ability. In addition, the CDO strategy can increase the learning activity of students in the tenth grade of SMAN 1 Batanghari.
Suggestion
Ashley Goshley, Teaching Writing for Students with Learning Disabilities in an Inclusive Classroom Setting, New York: A Curriculum Development Project, 2013. Glenda Mac Naughton og Patrick Hughes, Do Action Research in Early Childhood Studies: A Step by Step Guide, New York: Open University Press, 2009. Jean Mc Niff og Jack Whitehead, Action Research: Principles and Practice, New York: Routledge Falmer, 2002.
Richelle D, Enhancing Understanding and Use of the Writing Review Process in the Fourth Grade, Wuethrich: Concordia University Press, 1997.
APPENDIXES
Tujuan Pembelajaran
Materi Pembelajaran
Topik
Sumber Pengajaran: - Buku Teks: Kemendikbud, Edisi Bahasa Inggris 2017. Jakarta: Pusat Kurikulum dan Buku, Balitbang. Kaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa dengan materi/tema/kegiatan sebelumnya. Siswa menyusun teks baru dari hasil perbandingan dan diagnosis dari 2 teks deskriptif yang diberikan sebelumnya.
Siswa mendemonstrasikan hasil diskusi terkait materi dalam hal memberikan pendapat dan pemikiran secara lisan dan tulisan di kelas, memperhatikan konteks yang sesuai. Guru mengevaluasi dengan mengajukan beberapa pertanyaan kepada siswa tentang materi yang dimaksud untuk mengukur ketercapaian tujuan pembelajaran; Mata Pelajaran: Kelas Bahasa Inggris/Semester: X (sepuluh)/ganjil Materi Mata Pelajaran: Teks deskriptif Alokasi waktu: 2x45 menit.
Tujuan Pembelajaran
Materi Pembelajaran
Topik
Tujuan Pembelajaran
Materi Pembelajaran
- Topik
Tujuan Pembelajaran
Materi Pembelajaran
Topik
Arrange the simple oral and written descriptive texts about people, tourist attractions and famous historical buildings, taking into account the purpose, structure of the text and elements of language, correctly and in accordance with the context. The students are able to arrange simple oral and written descriptive texts about people, tourist attractions and famous historical buildings, taking into account the purpose, structure of the text and language elements, correctly and in accordance with the context. Source: Syllabus of English subject Provided in 2013 Curriculum Used by English teacher at SMAN 1 Batanghari.
The students are able to arrange simple oral and written descriptive texts about people, tourist attractions. Source: Syllabus of English subject Provided in 2013 Curriculum Used by English teacher at SMAN 1 Batanghari.
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