The purpose of this research is to prove whether the POW+TREE strategy has a significant effect or not and to determine the effect of the POW+TREE strategy on the writing skill of the students of SMPN 1 Kalaena, Luwu Timur. This means that the POW+TREE strategy had a significant effect on the writing skill of the students of SMPN 1 Kalaena, Luwu Timur. The researcher concludes that the effect of the POW+TREE strategy in teaching English improves students' writing skills.
Rahel Melisa Sampe 2020. Pengaruh Strategi POW+TREE Terhadap Siswa. keterampilan menulis dari SMPN 1 Kaleana, Luwu Timur. Artinya strategi POW+TREE berpengaruh signifikan terhadap keterampilan menulis siswa SMPN 1 Kalaena Luwu Timur. Pertama-tama saya ingin mengucapkan puji syukur yang sebesar-besarnya kepada Tuhan Yang Maha Esa, tanpa rahmat dan karunia-Nya saya tidak akan pernah bisa memulai dan menyelesaikan penulisan skripsi ini yang berjudul “Pengaruh Strategi POW+TREE Terhadap Mahasiswa”. Keterampilan Menulis SMPN 1 Kalaena Luwu Timur.”
She sincerely thanks the English teacher of SMPN 1 Kalaena, Luwu Timur and Muni‟ Asniati S.Pd for her help, and also the students, especially VIII.
INTRODUCTION
- Identification of Problem
- Scope of the Research
- Formulation of the Problem
- Objective of the Research
- Significance of the Problem
Meanwhile, in their article, Gillesple and Graham (2013) provide some of the effective writing practices as follows: writing strategy: teach the students strategies for planning,. In the teaching atmosphere becomes very boring and stiff because the students just write down what they heard. In relation to the fact above, the researcher tries to use a strategy to make the students more interested and enjoy in writing lesson and to improve students' writing skill.
POW+TREE strategy in teaching learning process is a strategy that helps students write opinion essays. It has been mentioned in the background above that the students found it difficult to write English text. In addition, teachers are able to know the strategies to solve students' writing problems and use the strategy to analyze students' writing difficulties.
Students are able to know their writing difficulties and students can use to provide solutions how to transfer their ideas into written form.
REVIEW OF LITERATURE
- Writing
- The Process of Writing
- Components of Writing
- Types Of Writing
- Writing in Language Teaching and Learning
- POW + TREE Strategy
- Previous Related Research Finding
- Conceptual Framework
- Hypothesis
If students want to express their ideas or thoughts about something, they can write in a paper and share it with the others. The purpose of writing lessons is to enable students to produce many kinds of written text. In Indonesia, English is also one of the lessons taught in the classroom, which provides students with knowledge of genres or text types.
POW+TREE Strategy in learning to write makes the students interested in writing and makes it easy to express their idea. E (end with a good closing sentence). The students create a paragraph to end the text with the correct closing sentence. It also makes it easier for students to understand their ideas and translate them into a paragraph.
Another study by Kartika Suci et al (2017) titled “The Effect of POW+TREE Strategy to Students’ Writing Ability at SMAN 14 Pekanbaru. Therefore, it needs an appropriate strategy to help the students solve problems with writing, in this case it was POW+TREE strategy. The author used it in experimental and it makes the students interested and feel challenging in writing.
METHOD OF THE RESEARCH
- Time and Location of the Research
- Population and Sample of the Research
- Population
- Sample
- Research Variable and Operational Definition
- Variable of the research
- Operation definition of variable
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Analysis Data
In this research, the independent variable is POW +TREE strategy, while dependent variable is students' writing skill. The students were given a pre-test to know the initial writing skills of the sample, and the post-test was to measure whether the POW + TREE strategy can improve or not towards the students' writing skills. After the treatment, the researcher conducted a post-test to find out the students' writing performance.
The findings of this research relate to students' pre-test and post-test scoring and grading. The pre-test and post-test of the students in making the descriptive text of the paragraph through the POW+TREE strategy are seen in the table below. These results show that there is an improvement in students' writing ability in the content.
Assessment of the percentage (P) and frequency (F) of the students' pre-test and post-test results in the organization No classification points Pre-test post-test. Estimation of percentage (P) and frequency (F) of students' pre-test and post-test scores in vocabulary without classification points. Rate Percentage (P) and frequency of students' pre-test and post-test results in language use/Grammar.
This result shows that there is an improvement in the students' writing skills in mechanics. This result shows that there is an effect on students' writing skills in grammar. After conducting the pre- and post-test score of the students in the experiment class, the researcher used the t-test for hypothesis testing.
Students showed interest in using the POW+TREE strategy to join the class. This means that students' writing skills were significantly affected after being taught with the POW+TREE strategy.
FINDING AND DISCUSSION
Finding
Data calculated based on the result and the result of the pre-test and post-test. The writer found that in the pretest, students had difficulty composing a matching paragraph to each other, but after using the POW+TREE strategy in writing instruction, students found it easier to compose a matching paragraph in the posttest. The writer found that most of the students in the pre-test had difficulty organizing their idea into a readable paragraph, but in the post-test the students are able to organize their idea into a readable paragraph.
The writer found that in the pre-test the students still found it difficult to choose vocabulary so that the students had a hard time making a good paragraph, but in the post-test the students found it easier to choose a vocabulary so that the students were easier to make a good episode. This result shows that there is an improvement in the students' writing skills in vocabulary. The author found in the pre-test, most students no mastery of sentences construction rule, so the students difficult to make a good paragraph.
But in the post-test, some students can master the sentence construction rule so that students can make a good paragraph. This result shows that there has been an improvement in students' writing skills in grammar. The writer found that in the pretest most of the students' writing was dominated by spelling errors, and in the posttest the writer found that some students could master the belief.
Based on the result of the data analysis for the test in table 6 above, it shows that in the pre-test none of the students were classified as very good and good, 6 students (20.69%) were classified as fair, 3 students (10.34% ) are classified. as category less, and students classified as poor. After calculating the students' pretest and posttest score, the mean score and standard deviation are shown in the table below. Based on the above pre-test and post-test data, the researcher found that there is significant improvement after giving the treatment.
In this study, the null hypothesis (Ho) stated that the effect of POW+TREE strategy cannot improve students' writing skills in English in the eighth grade of SMPN 1 Kalaena, Luwu Timur in the 2020/2021 academic year. While the alternative hypothesis (H1) states that the effect of POW +TREE strategy can improve students' writing skills in English in the eighth grade of SMPN 1 Kalaena, Luwu Timur in the 2020/2021s academic year. the value of significance 2 or sig.
Discussion
To overcome the problem, the researcher provided the students with learning materials about the mechanics of writing in the 2thmeeting. In other words, teaching writing through the POW+TREE strategy is effective in students' writing ability. Based on the above explanation, it can be concluded that the effect of the POW+TREE strategy makes students easier to write and students easier to develop the written topic.
Second, POW+TREE strategy was suitable to be used in teaching writing because this strategy enabled the students to share the ideas in their writing activity. The latter, it is largely expected that this research will become an important input to solve the students' problem in writing. Based on the suggestions above, it can be concluded that the researcher suggests the students in Junior High School 1 Kalaena, Luwu Timur, especially for eight grade V students to be interested in writing because it is a skill to write and express certain information and knowledge. which is necessary.
Then it is suggested for English teachers to use POW+TREE strategy in teaching writing because it can help the teachers to improve students' writing performance. Teaching writing by combining Cubing and POW+TREE strategy at Grade Eight of Junior High School. 2014.Teaching to write descriptive text by combining guided writing strategy with POW+TREE strategy at Junior High School.
2018. Effect of Pow Tree Strategy on Student's Writing Skill in Descriptive Text at State Senior Secondary School Grade 1 VII Koto Sungai Ngarik. The Effect of Pow Tree Strategy on Students' Writing Ability in Recounting Text in Eighth Grade SMP 1 X Koto Singkarak.Journalof English and Education.Padang. 2018. Effect of Pow + Tree Strategy on Students' Writing Ability in Recount Text in Eighth Grade SMP 1 X Koto Singkarak.
Mendeskripsikan secara lisan berdasarkan topik setelah diajar dengan strategi POW+TREE (tentang guru favorit). Guru memberikan contoh teks deskriptif dengan menggunakan strategi POW+TREE kemudian mendiskusikannya dengan siswa.
CONCLUSION AND SUGGESTION
Conclusion
According to the research findings and discussion, it can be concluded that five components of writing improved better after using POW+TREE strategy than conventional strategy. This strategy made the greater ability to share ideas and they are better because they are guided by some steps of POW+TREE procedures.
Suggestion
1. Mengidentifikasi ciri-ciri kebahasaan teks deskriptif 2. Memahami penggunaan present simple tense 3. Memahami penggunaan huruf kapital, tanda baca. Memahami penggunaan huruf kapital, tanda baca dan ejaan kata - Menggunakan pilihan kata yang benar dalam penyusunan kalimat - Susunan kata dalam kalimat yang benar. Guru menugasi siswa membuat paragraf deskriptif tentang “guru favoritmu” mengikuti langkah-langkah strategi POW+TREE dalam menjelaskan pertemuan sebelumnya.
Instrument of the Research
Lesson Plan
Data Analysis
Documentation
Students‟ worksheet in Pretest