Further, the researcher dedicates this thesis to my beloved parents (Sahar Dindo and Mariati), my beloved husband (Hilman Nn) and my friends for their prayers, love, care, finances, motivation, suggestions and sacrifices for success mine and theirs. love sincerely and simply without time. The researcher realized that in researching and writing this proposal, many people have contributed their valuable suggestions, guidance, help and advice for the completion of this thesis. Using Self-Regulated Strategy Development (SRSD) to improve students' writing skills in eleventh grade students of MA Muhammadiyah Datarang Kabupaten Gowa.
The research was implemented in MA Muhammadiyah Datarang Kabupaten Gowa on Eleventh Grade Students through a classroom action research (CAR). To find the results, the researcher got the information from the students' answers to written test in the form of test in cycle I and test in cycle II. The result of the research using SRSD showed that the researcher used the CAR principle to collect the data.
But the result was not significant from the result expected according to the background, namely 6.50, so the research was continued after cycle II and the average score of the students' writing performance of cycle II was 7.78. This means that SRSD is an effective technique in teaching English writing skill to the eleventh grade students of MA Muhammadiyah Datarang Kabupaten Gowa.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Study
- Scope of the Study
In order to create a pleasant atmosphere in the classroom, some method is needed to make the students enjoy learning English. The average score of the students in writing skills is 4.01, this score below the expectation according to the successful minimum criteria (KKM) is 65, and the goal of the researcher is between 75 and 80. According to their teacher, this happened because the students are poorly motivated to learn English.
Although the teacher has a learning process method in the classroom, it cannot arouse the interest of the students. For this reason, the researcher is referring to a written study titled “Using Self-Regulatory Strategy Development (SRSD) to Improve Student Writing Skills in Eleventh Grade Students of MAM Datarang Kab. How does the writing skills of the students improve in terms of content, organization and grammar in descriptive text through the use of SRSD in the eleventh grade students of MAM Datarang Kab.
To know the improvement of the students' writing skill in terms of content, organization and grammar in descriptive text by using SRSD in the Eleventh Grade Students of MAM Datarang Kab. The scope of the research was limited to the use of SRSD to improve the students' writing skills.
REVIEW OF THE RELATED LITERATURE
The Concept of Writing
The indicators of the students' ability to write descriptive text were content, organization and grammar. To calculate the percentage of the students' performance, use the following formula. The findings consist of the improvement of the students' content, grammar and organization in writing skills and the students'.
The use of SRSD in improving students' writing skills deals with content, organization and grammar. Table 1 shows that the improvement of students' written content in II.
The study showed that the writing skills of the students with the help of Self Regulated Strategy Development (SRSD) show an improvement in content, organization and grammar. Implementation of self-regulatory strategy development to enhance student writing skills at SMAN 1 Basappu.
The Concept of Descriptive
Self Regulated Strategy Development (SRSD)
Second, students are supported in developing the self-regulatory procedures necessary to monitor and manage their own writing. Self-regulation refers to “self-initiated thoughts, feelings, and actions that writers use to achieve various literary goals, including improving writing skills and improving the quality of the text they create” Graham &. Self-regulatory techniques are integrated into each of the six stages of SRSD for writing, which are systematically guided by teachers.
Students work on identifying the parts of a good essay as they discuss the individual components of the strategy. During the fourth stage, students practice the steps of the strategy and the meaning of each memory used to reinforce fluency. During this phase, teachers can work collaboratively with students following all planning and organizing steps to ensure student success.
When necessary, "booster" lessons will be introduced to reinforce or scaffold the use of the strategy and/or mnemonics. The students write independently without the use of the graphic organizers, and because they have internalized the strategy steps, they use fewer audible self-statements.
Conceptual Framework
Based on the above conceptual framework, this research focused on writing by using the Self Regulated Strategy Development (SRSD) method to improve students' writing skills. The researcher used Classroom Action Research (CAR) which contains four phases, they were: Planning, Implementation of Action, Observation and Reflection. CAR held about two cycles, they were the first and second cycles, and each cycle was the series of activities that were closely related.
Where the realization of the second cycle continued and re-corrected from the first cycle. The scope of this study was limited to students' ability to write descriptive text.
RESEARCH METHOD
- Research Subject
- Research Instruments
- Research Variables and Indicators
- Data Collection
- Data Analysis
The use of SRSD improves the writing content of the 11th grade students of MA Muhammadiyah Datarang Kab.
FINDING AND DISCUSSION
Discussion
The students' writing is ambiguous and misunderstanding because the students failed to use capitalization, punctuation, and spelling. The explanation above explains that when the researcher performed action in cycle II, the average score of the students improved from 6.68 to 8.28. The explanation above explains that when the researcher performed action in cycle II, the average score of the students improved from 6.47 to 7.86.
The explanation above explains that when the researcher conducts action in cycle II, the average score of the students improved from 5.65 to 7.21. The observation in cycles I and II, where the teacher notes all the students' activities in each meeting, so that the teacher can measure the improvement of the students' writing skills, which are about content, organization and grammar. After exceeding several processes in cycle I and cycle II, which consisted of eight meetings, the result of the data analysis through the writing test shows that the students' writing skills in terms of content, organization and grammar improve significantly.
This is also lower than the average score of the students' writing test in cycle I which is 6.26 and cycle II is 7.78. The use of SRSD can significantly improve the students' writing skills in terms of content, organization and grammar in the eleventh grade students of MA Muhammadiyah Datarang Kab. It is therefore highly recommended to be applied in the teaching of English writing in the classroom to improve the students' writing skills.
In order to improve students' writing skills in general, there are many areas that need to be improved such as: writing content, organization, vocabulary, grammar and mechanics, writing delivery method, etc. But it is better to use this technique to know the improvement of students' writing ability with different discussions.
CONCLUSION AND SUGGESTION
Suggestion
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