My beloved brother Yuwono Rohmawanto and my beloved Isma Sofia Rahma, thank you for your support. The Effect of Using Idea Details Strategy on Students' Ability to Write Text at SMKN 1 Seluma. According to Steve Peha, Idea Details is a strategy that makes it easy for writers to develop their idea, using the details to support their idea.
The purpose of the research was to find out the significant effect of using the Idea Details Strategy on the students' ability to write retelling text at SMKN 1 Seluma. In short, it can be concluded that Idea Details Strategy influenced students' writing ability and very effective in teaching writing.
INTRODUCTION
- Background of the Research
- Indentification of the problem
- Limitation of the Problem
- Formulation of the Problem
- Research Objective
- Significant of the Problem
- Definiton of key term
Based on the phenomena described above, the writer is interested in investigating the problems by conducting a study titled "The effect of using idea details strategy against students' ability to write retelling text at SMKN 1 Seluma". The students are not able to develop their ideas in writing retelling texts and they lack vocabulary. So the writer only limits the research on the significant effect of using Idea Details Strategy on students' ability to write Narrative text.
Does the use of Idea Details Strategy have any significant effect on students' ability to write narrative text in SMKN 1 Seluma. This thesis title is the effect of using Idea Details Strategy towards students' ability to write the recount text in SMKN 1 Seluma.
LITERATURE REVIEW
Writing
- Defenition of Writing
- The writing process
- The Concept of Writing
- The Purpose of Writing
Prewriting can be defined as the use of random ideas in developing text when the writer lacks inspiration. The writer needs to edit more than once so that the writing can be free from errors. Hyland explains that writing is a way to share personal meanings.9 It means that writing is the way to express feelings and thoughts to other people that have meaning.
According to Harmer, writing is a way to produce language and express ideas, feelings and opinions. It describes that the writer will show many things in the written language such as the way of thinking, knowledge and words to be arranged into sentences that are easy to understand for the reader so that both can achieve communication.
Recount Text
- Defenition of Recount Text
- The Kinds of Recount Text
- The Generic Structures and Textual Elements of Recount Text
- The Relevant Grammatical Patterns
- The Related Vocabulary Usages
- Evaluation of writing
Descriptive text, such as The Body of a Blue Whale, is an example of text whose purpose is to inform. In other words, retelling text is a type of text that retells some events in the past to inform and entertain the reader. -Orientation It works to show a personal. attitude towards the activities or events informed or told about the registration of the event.
Narratives describe events, so verbs (action words) and adverbs (which describe or add more detail to verbs) are used a lot. When evaluating student writing, the researcher considers each point for each aspect or category of students.
Idea Details Strategy
- The Nature of Idea Details Strategy
- Tips on Using Idea Details Strategy
- Neat Trick With Idea Details
After students find the idea, students write the idea in the Idea Details Strategy Diagram. The result showed that the implementation of the Idea-Details strategy was a success in improving students' writing skills in narrative and report texts. Based on these studies, it can be concluded that Idea Details Strategy is an effective strategy for teaching in the classroom, especially in writing activities.
In the sheet of paper there are several fragments of words, and the researcher asks the students to give details as well as the idea details strategy so that it becomes a good retelling text. The researcher looks at the results of the posttest using an assessment rubric based on the indicators of the written retell text and the indicator of idea details strategy. The researcher asks the students to give details as well as idea details strategy so that it becomes a good retelling text.
The results of the research in the experimental classroom show that the strategy of detailing the idea proved to be beneficial for students in learning to write narrative text, resulting in an increase in narrative text writing. According to the above statement, the students' ability in writing a narrative text was enhanced by the strategy of detailing the idea. Based on statistical analysis, there is a significant effect of using the Idea Details Strategy on students' ability to write a narrative text at SMKN 1 in the academic year 2019/2020.
Then 𝐻0 is rejected, it can be concluded that there is a significant effect of using idea detail strategy on students' ability to write recount text. Using the Idea Detail Strategy, students find it easy to develop their ideas and make a well-written recount text. Improving students' writing competence through idea detail strategy in class XI IPA-Of SMA Negeri 1 Sukasada in the academic year 2016/2017.
Previous study
RESEARCH METHOD
- The Design of the Research
- The Location and the Time of the Research
- Population and Sample
- Technique for Colecting Data
- Research Instrument
- Data Anlysis Techniques
- Normality Test
- Homogenity Test
- Hypothesis
The researcher measured the dependent variable (post-test) to see the effect of the second treatment. The reason for choosing this school is because the researcher observed that the English teacher of tenth grade students never use Idea Details Strategy. In this research the researcher takes one class as a sample and also as an experimental class.
After that, the researcher asks the students to make a simple recount text following the topic until the students complete it. The researcher looks at the score based on the pretest using an indicator-based assessment rubric for writing the recount text. The researcher looks at the result of the pretest using an indicator-based assessment rubric for writing the recount text.
Normality test of pretest 1,2,3 scores of the experimental class One-sample Kolmogorov-Smirnov test. In pre-test 1, a researcher prepares 1 topic on retelling text, the researcher asks students to make a simple retelling text. Next, ssiswa dibana sikken , the researcher conducts a post-test 1 or treatment that uses the Idea details strategy, and the researcher asks students to provide details as well as the idea details strategy so that it becomes a good narrative text.
Then, the researcher conducted pretest 2 in the same class with a different recount topic than pretest 1. The results of the study showed that in the experimental class, there was an increase in writing recount texts after the treatment. After conducting the research, collecting the data, and then analyzing the data, the researcher found that the result of this study showed a statistically significant effect of the Idea Details Strategy on students' ability to write retelling text.
RESULT AND DISCUSSION
Result
- The description of pretest and posttest score in the experimental class
- The Normality of the data
- The Homogenity of the data
- The result of ONE-WAY ANOVA
The frequency of students before test 1 and after 1 treatment 1 in the experimental class can be seen from figure 4.1. Based on the graph above, it can be seen that the highest frequency of pretesting 1 students in the experimental class was in the poor category, and the lowest in the excellent, good and fair category. The distribution of pretest 1 and posttest 1 results in the experimental class can be seen from table 4.1.
The frequency of students' pretest 2 and post-treatment 2 pada 2 in the experimental classroom can be seen in Figure 4.2. Based on the graph above, it can be seen that the highest frequency of pretest 2 of students in the experimental class was in the fair and poor category, while the lowest was in the excellent, good and failing category. The frequency of students' pretest 3 and post-treatment 3 pada 3 in the experimental classroom can be seen in Figure 4.3.
Based on the graph above, it can be seen that the highest frequency of pre-testing of 3 students in the experimental class was in the category fair, good and poor, and the lowest in the category excellent and failed. Test of normality of posttest scores 1,2,3 of Kolmogorov-Smirn test of one-sample experimental class. Where the obtained significance value is 0.000 <0.05, it can be concluded that there is a difference in the average writing ability of students in treatment 1 (X1) and in treatment 3 (X3).
Thus, it can be seen that the average value of the tests of written recounting of texts increases significantly between before and after treatment in the experimental class. It showed that narrative text writing increased in the experimental class after treatment. Where the significance value obtained is 0.000 <0.05, we can conclude that the difference in the mean difference in the writing ability of the students during treatment 1 (X1) and treatment 3 (X3).
Discusssion
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
In the process of teaching and learning, the teacher must use different strategies that fit the teaching material itself. In teaching writing, especially in narrative text writing, the teacher should make the students involved in the learning process. Students should test their writing ability not only in the classroom but also outside the classroom.
By using an Idea Details strategy, they will find it easy when they want to develop their ideas in writing retelling text. Further research needs to be done on learning to write retell text with an Idea Details strategy for broader objects. Educational research: Planning for conducting and evaluating quantitative and qualitative research (4th ed.), New Jersey: Pearson Education.
Studi perbandingan antara penggunaan strategi tolong dan strategi detail ide dalam meningkatkan kemampuan menulis teks deskriptif siswa semester II kelas VIII SMP Negeri 2 Menggalain tahun ajaran 2018/2019. G: Alhamdulillah lancar, tapi banyak anak-anak disini yang kesulitan belajar bahasa Inggris karena kebanyakan dari mereka hanya memahami sedikit kosakata bahasa Inggris sehingga kesulitan dalam menafsirkan dan mengembangkan idenya, pengucapannya kurang tepat, kesalahan penggunaan tata bahasa juga sering terjadi. . G: Mayoritas guru bahasa Inggris disini menggunakan metode ceramah dan terkadang juga dibantu dengan berbagai media.
Q: Metode apa yang Anda gunakan untuk membuat anak Anda senang belajar bahasa Inggris? itu.Belajar.
