Alhamdulillah Rabbil 'Alamin Assaholatu Assalamu ala 'alihi Muhammad, the researcher expresses her gratitude to Almighty Allah Subahanahu Wata'ala who gave His guidance, mercy and health to complete the writing of this thesis. Shalawat and salam are addressed to the last and chosen messenger, Prophet Muhammad Shallallahu Alaihi wa Sallam. Ummi Khaerati Syam, S.Pd., M.Pd, as the head of the English Education Department and as the first consultant who guided, gave corrections and advice in the writing of this assignment, to the second consultant, Arief Muhsin, S.Pd. , M.Sc. Pd., for directing time, providing corrections and suggestions from the preliminary manuscript to the last page of this thesis.
Thanks also to all the lecturers of Unismuh Makassar, especially to the lecturer of the English Education Department who taught me for many years. And also to the person who must not be named who always motivates and supports me when I faced a difficulty during this thesis arrangement and all my friends in Atmosphere Class English Education Department (generation of 013) who could not be named by one. This research aimed to find out the improvement of students' writing skill through the implementation of Experiential Learning Model in the eight degree students of MTs.
INTRUDUCTION INTRUDUCTION
Problem Statement
Research Objective
Scope of the Research
Significant of the Research The significant of this research are: The significant of this research are
- Recount Text
- Experiential Learning Model
It was found that experiential learning methods and reflective writing assignments were effective and increased the students' internalization of the leadership concept. After applying the Experiential Learning Model, it was found that there was a significant effect in the students'. Based on some researches above, the researcher comes to the conclusion that Experiential learning is compatible to teach the writing of Repeat text.
A reorientation that "rounds out" the sequence of events or retells what happened in the end. Based on the statements above, it can be concluded that Experiential Learning is a model of learning where the person can gain knowledge from their actual experience. Finally, experiential learning will make a significant contribution to the success of the teaching and learning process.
Conceptual Framework
Hypothesis
RESEARCH METHOD
Research Design
In the first stage of the learning process, the teacher recalled the students' memories related to the material to be delivered. In this case, the teacher asked the students to recall their previous experience before learning about the text organization. It aimed to build the students' concrete experience related to the topic of the retelling text.
During reflective observation, students were asked to discuss and communicate to other group members what they had studied and experienced. The students formed the concept by following the organization of the text they had already studied. They made the concept of their narrative text before putting it into written form.
This stage brought the students to how they applied their experience in creating the recount text. In this phase, students made a recount text based on the theme of their experience following the linguistic features of the recount text. This session was given to know if students' writing ability increased after treatment by research using ELM.
Research Variable
Research Instrument
Technique of Data Collection
Technique of Data Analysis
- Students Writing Ability in Content Classification
- Students Writing Ability in Organization Classification
- Students Writing Ability in Language Use Classification
- Students Writing Ability in Final Score
- Mean Score and Improvement
- Test of Significance
- Hypothesis
The data in Table 4.1 above shows the percentage level and frequency of the students' pre-test and post-test results in paragraph writing in the content classification. The data in Table 4.1 also show the percentage of the level and frequency of students' results in the content classification according to the test. Figure 4.1 shows the percentage of the content score of the students, where there was a significant difference in the percentages between the pre-exam and the post-exam.
The figure shows that the percentage of students scores on content that is classified as 'Fair'. The data in Table 4.2 above shows the percentage and frequency of the student's pre- and post-test score in the written paragraph in the content classification. The data in Table 4.2 also shows the percentage and frequency in the post-test of student content classification scores.
The figure 4.2 above shows the percentage of the students' organization score, and there was a difference in percentage between pre-test and post-test. The data in table 4.3 above shows the rate percentage and frequency of the students' pre-test and post-test score in written paragraph in language use classification. The data in table 4.3 also shows the rate percentage and frequency in post-test of the students' score in language use classification.
Figure 4.3 above shows the percentage of students' language use scores and there were different percentages between the pre-test and the post-test. Table 4.4 above shows the percentage and frequency of the final scores of students' writing ability in the pre-test and post-test. After calculating the students' pre-test and post-test scores, the researcher presents the students' average score and improvement in writing.
The average writing score of the students in the pre-test was 40 and in the post-test it was 60.80 with a 52% improvement.
Discussion
This means that the students' performance in developing idea in writing simple paragraphs was better after teaching using experiential learning model, so H1. This can be seen from data that showed that students' language use was classified in the Very Poor category. It showed that by using experiential learning, students' writing ability in language use improved significantly.
Based on the results, using experiential learning model in class, data was collected through the test, which explained in the previous section on results showed that the students' writing ability was significantly improved. It can be seen from the students' average score in the posttest class was higher than the students' average score in the pretest. Experiential learning allowed students to learn for themselves, which allowed them to live experiences and gain meaningful learning.
In addition, Aprilia (2015) also showed that teaching elementary school students using an experience-based learning model resulted in a significant improvement in the students' science learning. Using experiential learning model can be effective in making students more active in class. And the result of her findings was that experiential learning had a significant effect on students' scores.
Thus, the experiential learning model is compatible to be used in writing writing lessons as this model leads the students to understand the learning concept and improves students' critical thinking. The result of the study also showed that the writing average score of the students in the pre-test improved in the post-test. It was indicated that the use of the Experiential Learning Model contributed to improving the writing skills of the students.
So, the researcher concludes that there is significant improvement in improving the students' writing skill through the.
Conclusions
This chapter presents the conclusions and suggestions based on the findings and discussions of the data analysis. Applying the experiential learning model to teaching writing skills is effective in increasing students' writing recount text in eighth grade MOH students. Based on hypothesis testing, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.
In other words, the application of Experiential Learning Model in the teaching of writing skill is effective in increasing the students' ability in writing skill. The weakness of this research is that Experiential Learning Model cannot be easily implemented for junior high school students. It requires time and patience, including good approach to guide the students in the learning process.
Suggestions
- Past Action Verb a. Go – Went
- Vocabulary
- Mechanics
Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melakukan komunikasi transaksional dengan guru dan teman. Menyusun teks narasi lisan dan tulis, pendek dan sederhana, tentang kegiatan, kejadian, kejadian, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Siswa menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melakukan komunikasi transaksional dengan guru dan teman.
Siswa mampu memahami teks menceritakan kembali pendek dan sederhana tentang kegiatan, peristiwa dan kejadian untuk dilaporkan, ditiru, dibanggakan, berbagi pengalaman, dan lain-lain, dengan menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan sesuai. Siswa mampu mengungkapkan teks cerita ulang pendek dan sederhana tentang kegiatan, peristiwa dan kejadian untuk melaporkan, meniru, bangga, berbagi pengalaman, dan lain-lain, menggunakan ungkapan dengan struktur teks runtut dengan unsur kebahasaan yang benar dan kontekstual, jujur, disiplin, percaya diri . , bertanggung jawab, peduli, kooperatif dan cinta damai (sikap, pengetahuan, keterampilan). Siswa mampu bertanya dalam teks retelling singkat dan sederhana tentang kegiatan, peristiwa dan kejadian untuk melaporkan, meniru, membanggakan, berbagi pengalaman, dan lain-lain, menggunakan ungkapan dengan struktur teks runtut dengan unsur kebahasaan yang benar dan kontekstual, jujur, disiplin, percaya diri , bertanggung jawab, peduli, kooperatif dan cinta damai (sikap, pengetahuan, keterampilan).
Siswa mampu memahami, mengutip dan membuat narasi teks pendek dan sederhana tentang kegiatan, peristiwa dan peristiwa yang dilaporkan, ditiru, dibanggakan, berbagi pengalaman, dan lain-lain, dengan menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan kontekstual, jujur, disiplin, percaya diri, tanggung jawab, peduli, kerjasama dan kedamaian (sikap, pengetahuan, keterampilan). Teks naratif adalah teks yang menceritakan peristiwa atau pengalaman masa lalu secara berurutan. Buatlah daftar kegiatan saat liburan dalam bentuk lampau Apa yang kamu lakukan saat liburan.
60 menit) ➢ Guru menampilkan beberapa contoh teks narasi beserta gambar-gambar yang berkaitan dengan teks tersebut sebagai tahap observasi. Penerapan experiential learning untuk meningkatkan kualitas pembelajaran IPA kelas V di SD Premier Educandum, 5(1), pp.20-33. Pengaruh experiential learning terhadap keterampilan menulis siswa di Kelas X SMA 1 Vii Koto Sungai Sariak Padang Pariaman Sumatera Barat.
Experiential Learning (EI): An effective teaching method to develop students' writing skills from a self-efficacy perspective, 1, pp.
