INTRODUCTION
Research Question
Objective of the Research
Source: Students' Writing Score Based on table 4.2 above, the results of the pre- and post-test conducted by students showed that in the pre-test, none of the students were rated as very good, 6 (20%) students were well. classified as good, 21 (70%) students were classified as fair and 3 (10%) students were classified as poor. At posttest, 24 (80%) students were classified as very good, 6 (20%) students were classified as good, and none of the students were classified as fair or poor. In the posttest, there were students classified as very good, 2 (6.7%) students were classified as good and none of the students were classified as fair or poor.
Percentage level (P) and frequency of students' pre-test and post-test language use/grammar scores. Based on the above table 4.4, it can be seen from the results of the pre-test and post-test, which the students took, that in the pre-test none of the students were rated as very good or good. In the post-test, there were students who were classified as very good students, who were classified as good, and none of the students were classified as poor and poor.
In the post-test, 18 (60%) students were assessed as very good, 12 (40%) students as good, and none of the students were assessed as poor or poor. The writer found that most of the students scored low in the pre-test. The total and average score of the post-test is higher than the pre-test.
The results of the organization on the students' writing skills showed that from their pre-test and post-test scores; none of the students were classified as very good, 6 (20%) students were classified as good, 21 (70%) students were classified as fair and 3 (10%) students were classified as poor. In the post-test there were; 24 (80%) students were classified as very good, 6 (20%) students were classified as good, and none of the students were classified as fair and poor. The results of the language use/grammar on the students' writing skills show that from their pre-test and post-test scores; none of the students were classified as very good and good.
The author found that most of the students in the pretest got low scores.
Significant of the Problem
Scope of the Research
THEORETICAL OF LITERATURE
The Previous Related Research Finding
Conceptual Framework
INTRODUCTION: Refers to the pre-test which is used to know the students' writing ability before treatment.
Hypothesis
RESEARCH METHODOLOGY
Time and Location of the Research
Population and Sample of The Research
Source: Students' writing score Based on table 4.1 above, the results of the pre-test and post-test done by students showed that in the pre-test no students were classified as very good, 1 (3.3%) students were classified as good students were classified as fair and 7 (23.3%) students were classified as poor. Source: Students' writing score Based on table 4.3 above, the results of the pre-test and post-test done by students showed that in the pre-test none of the students were classified as very good, students were classified as good, 24 ( 80%) students were classified as fair and 2 (6.7%) students were classified as poor. The author found that in the pre-test, most of the students did not master the rules of sentence construction, so students struggled to make good paragraphs.
Source: Students' writing scores Based on table 4.5 above, the results of the pre- and post-test performed by students showed that none of the students in the pre-test were classified as very good and good students were classified as fair and students were classified as poor. The results of the data analysis in Table 4.6 show that none of the students in the pretest were classified as very good and good students were classified as average students were classified as poor categories and 6 (20%) students were classified as very poor. . The t-test is a test to measure whether there is a significant difference between the results of the students' average scores in the pre-test and the post-test.
Therefore, the author concludes that the implementation of the revision strategy is effective on students' writing skills in English. The results of the content about the students' writing skills show that from their pre-test and post-test scores; no students were classified as very good, 1 (3.3%) students were classified as good students, fair and 7 (23.3%) students were classified as poor. The results of the vocabulary on the students' writing skills showed that from their pre-test and post-test scores; none of the students were classified as very good, 4 (13%) students were classified as good, 24 (80%) students were classified as fair and 2 (6.7%) students were classified as poor.
The results of the mechanics on students' writing skills show that from their pre-test and post-test scores; none of the students were classified as very good and good students were classified as fair and students were classified as poor. The writer found that in the pre-test most of the students had not mastered good spelling rules, but in the post-test the writer had. The result of the t-test analysis shows that there is a significant difference between the result of the pre-test and the post-test.
This means that the implementation of the review strategy is effective in the student's English writing skills.
Research Variables and Operation Definition
Instrument of the Research
This writing skill test conducted to measure students' writing skills by reviewing the movies they had seen.
Procedure of Collecting Data
This writing ability test was administered during the pre-test and the second test is the post-test which was given after the treatment. In the discussion phase, the researcher explained what writing is, how to write well, what film criticism is, how to write a good film review and gave examples of film reviews. The researcher conducted two meetings, namely in the first meeting, the researcher explained the meaning, types, strategies, structures, the researcher gave examples about film criticism, and then the researcher showed 3 films.
Then, in the second session, the researcher gave them 30 minutes to review the films they had seen, following the guidelines for writing film reviews explained by the researcher.
Technique of Data Analysis
Good: some knowledge of the topic, sufficient scope, most relevant to the topic, but lacks detail. Good: Sufficient range, occasional errors in word/idiom, choice and use of meaning did not occur. 17-11 Fair: major problems in sampling / complex construction 10-5 Poor: virtually no mastery of sentence construction rules.
The explanation shows that mean value, standard deviation, frequency table and t-test value should be calculated when determining the difference between pre-test and post-test using SPSS (Statistical Product and Statistical Solution) version 16.0. The findings presented in this section are compiled from data obtained from tests to determine students' writing skills after treatment. The findings that the writer describes in this study are based on the analysis of data collection and implementation of the techniques described in the previous chapter.
Finding
In the post-test, 9 (30%) students were classified as very good, 18 (60%) students were classified as good, 3 (10%) students were classified as fair and no students were classified as poor. The author found that in the pre-test students struggled to write a summary of the films they watched, but after implementing a review score of students' writing skills, in the post-test, students found it easier to write a write a summary of the films they watched. The author concludes that most of the students in the pre-test struggled to organize their ideas well in paragraphs, but in the post-test the students were able to organize their ideas well in paragraphs.
Vocabulary pre-test and post-test score No grading points Pre-test post-test. The writer found that in the pre-test most of the students had not mastered the rules of good spelling, but in the post-test, the writer found that some students were able to write with good spelling rules. In the post-test the students were classified as very good students were classified as good and no student was classified as average, poor and very poor.
Based on table 4.7 above, the students' classification results before and after the test; In the pretest, students were classified as average, students were classified as poor and 6 (20%) students were classified as very poor. Based on the pre-test and post-test data above, the writer found that there is a significant increase after giving the treatment. After conducting the pre-test and post-test results of the students in the experiment class, the writer used a T-test for the hypothesis test.
Discussion
CONCLUSION AND SUGGESTION
Suggestion
Mencoba meningkatkan aktivitas dan keterampilan siswa dalam menulis teks ulasan melalui film di Gerbang Penelitian Punggung Pusat Sma Negeri 1 Punggur; Universitas Muhammadiyah Metro. Diakses pada 1 Mei 2022, dari https://www.researchgate.net/publication/319933576_The _Effort_Of_Improving_The_Activity_And_Ability_Of_Students_In_Writin g_Review_Text_Through_Filma_Ngert. Kelas Bahasa Inggris 12.Ruangguru.com.https://www.ruangguru.com/blog/pengerti an-structure-dan-examples-review-text.
Diakses pada 1 Mei 2022, dari https://essayshark.com/blog/learn-how-to-write-a-college-movie-review-like-a-film-critic/. Penggunaan media film untuk meningkatkan kemampuan menulis siswa kelas satu sekolah menengah pertama (Penelitian pra eksperimen pada siswa kelas satu MAN 1MAKASSAR) A. Keefektifan strategi review film dalam pembelajaran menulis Adegan Drama untuk Siswa Kelas XI SMA Negeri 2 Klaten – Lumbung Pustaka UNY.
Pengaruh penggunaan film berbahasa Inggris terhadap kinerja siswa dalam menulis teks ulasan (Disertasi Doktoral, UNIMED). Pengaruh penggunaan media film terhadap keterampilan menulis cerpen siswa kelas XII Sma Negeri 1 Lengayang Kabupaten Pesisir Selatan. Siswa mereview film yang ditontonnya dengan mengikuti pedoman penulisan resensi film yang dijelaskan oleh peneliti.
Lesson Plan
Pre-Test and Post-Test Score
Students’ Score Classification in Pre-test and Post-test
Data Analysis
Documentation
Students Worksheet in Pre-test
Students worksheet Post-test
Administration
