The main purpose of this research was to show that the five senses technique can improve the writing ability of eleventh grade students of Kartikatama Metro Senior High School in the academic year 2019/2020. The researcher tried to test whether the five senses technique can be one of the teaching techniques to improve students' writing skills. The results of this research show that the Five Senses Technique had a positive effect on improving the writing skills of students in the eleventh grade of Kartikatama Metro Senior High School.
Hasil penelitian ini menunjukkan bahwa teknik panca indra memberikan hasil yang positif dalam meningkatkan keterampilan menulis siswa kelas XI SMA Kartikatama Metro. Artinya, penggunaan teknik panca indera dapat meningkatkan keterampilan menulis teks report siswa. Penggunaan teknik Five Sense di kalangan siswa kelas XI SMA Kartikatama Metro tahun ajaran 2019/2020”.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitations
- Problem Formulation
- Objective and Benefit of Study
- Prior Research
Regarding the above writing problems, the researcher had conducted a preliminary survey to find out the problems of the students in writing an English text in the eleventh grade of Kartikatama Higher Secondary School. The pre-survey results are categorized based on the minimum mastery criteria. Therefore, the researcher constructs a research proposal with the title "Improving students' writing skills using the five meaning technique in class eleven in Kartikatama Metro Senior High School in the academic year of class eleven in senior high school of Kartikatama Metro In Academic Year i.
Can the use of the five senses technique improve the writing skills of students in the academic year of the 11th grade of the Senior High School of Kartikatama Metro? The aim of this study is to show that the five-sense technique can improve the writing skills of students in the eleventh grade of the Senior High School of Kartikatama Metro in the academic year 2019/2020. This survey was conducted among the eleventh grade of the Senior High School of Kartikatama Metro.
REVIEW OF LITERATURE
The Concept of Writing Skill
- Definition of Writing Skill
11 National Assessment of Educational Progress, "A Study of Students' Assessment in Writing Skills of the English Language," International Journal of Instruction 6, No. Report text can reveal natural phenomena, such as living or nonliving things, and social phenomena such as technology , economic issue, parliament and political parties. It describes a person, object, or event through the text.16 4. It refers to using the correct grammatical and syntactic pattern in separating, combining, and grouping ideas into words, phrases, clauses, and sentences to establish logical relationships in the paragraph writing.
Mechanic refers to the use of conventional graphics of the language, i.e. the step of arranging letters, words, paragraphs using knowledge of structure and some others related to each other. The writer must pay attention to the use of punctuation and the use of phrasal verbs. It refers to the traditional usage graphics of the language, ie. the steps to arrange letters, phrases, paragraphs using knowledge of structure and some others that are related to each other.
The Concept of Five Sense Technique
- The Definition of Five Sense Technique
- The Principles of Five Sense Technique
- The Advantages of Using Five Sense Technique
- The Use Five Sense Technique in Improving Wrting Skill
The Five Sense Technique guides students in gathering information to write from what the writer tastes, hears, sees, touches, and smells. The Five Sense Technique guides students in covering that the senses are the means through which humans take in information about our world and the fact that "thinking".22. People can also use this technique in the body of the composition to make it more appealing and different.23.
The five senses (taste, hearing, sight, touch, smell) include the fact that the senses are the means by which humans receive information about our world, and the fact that "thinking" is not a sense (although humans often conduct all of our experiences through thought, which leads us to not being in the moment).25. Holland, Jessica Malmberg, Gretchen Gimpel Peacock, Emotional and Behavioral Problems of Young Children Effective Intervention in the Preschool and Kindergarten Years, (New York: The Guilford Press. Holland, Jessica Malmberg, Gretchen Gimpel Peacock, Emotional and Behavioral Problems of Young Children Effective Intervention in the Preschool and Kindergarten Years, (New York: The Guilford Press.
Action Hypothesis
RESEARCH METHODOLOGY
- Variable and Operational Definition of Variable
- Research Location
- Subject and Object of The Research
- Action Plan
- Data Collecting Technique
- Data Collecting Instrument
- Data Analysis Technique
- Indicator of Success
By visualizing the picture and taking short notes on the charts in their notebooks. d) Students discuss the notes on their graphs with a partner and return to their graphs based on their conversations, add details, thoughts and emotions. e). Students write several paragraphs based on the notes they have taken. f) The teacher puts the students into pairs so that they can read their paragraph aloud to their partner. On the other hand, the researcher uses the students' final writing score as pre-test and post-test to obtain the quantitative data.
The writing test was used to assess the students' writing skills in composing a short report text. a) The condition of teachers and civil servants. Based on the result of the pretest score, the researcher had identified and found the problems after taking the students' pretest scores. Then the researcher gave post-test I to the students by asking the students to compose a report text with the theme of people.
In this session, the researcher obtained the result of the student's post-test I in cycle I. Based on the results of the pre-test and post-test I, it was found that there was an improvement in the students' scores. Based on the table above, it was known that the average score of the students in the posttest II was 70.
After completing the pre-test, the researcher gave treatment to the students in cycle I. From the results of the students from the post-test II assessment, it could be concluded that there was an increase in the results. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant improvement of the students.
Kaptan, F., Yetisir, I., & Demir, M. "The investigation of the basic skill levels of the students in accordance with the perceptions of teachers, parents and students".
RESULT OF THE RESEARCH
Result of the Research
- Description of the Location
- Description of the Research
Based on the pre-test table, it is concluded that all students received a score of less than 70. This means that the students did not meet the minimum score at the Senior High School of Kartikatama Metro and the writing skills of the students were low. That is why the researcher used Five Sense Technique to improve the students'.
It was started by praying, greeting, checking the attendance list and introducing the researcher as a teacher to the students. The researcher started the meeting by greeting, checking the attendance list and asking about the condition of the students. Students read the report text and underlined sentences that caught their attention based on their five senses.
In the post-test I there were only 9 students who got a good grade, but the results of the students were better than the students' pre-test before treatment was given. This means that in cycle I the students' performance could improve enough, but it was not yet successful. However, most of the students' .. score improved even though the state of learning process was uncontrolled enough.
Although there has been an improvement in student achievement, Cycle I has not yet been successful because only 9 students (47%) have passed the post-test I. At the beginning of the teaching learning process, the researcher selected the report text in the title. of elephants that was used to show the students. It was the same type as cycle I. After the students completed the test, the researcher analyzed the recording of the students' written test.
Based on the result above, it could be inferred that five sense technique could improve students' writing skills because there was an improvement from the mean in post-test I was 63 to 70 in post-test II.
Interpretation
- Cycle I
- Cycle II
- Students‟ Score in Pre-test, Post-test, Cycle I and Cycle II
It could be seen that the average score in the pre-test was 58 and the post-test I was 63. Although there was an improvement in student performance, cycle I was not yet successful because only 9 students (47%) passed the post-test I .After analyzing the students' scores in the post-test of cycle I, the researcher had to conduct the next cycle because only 9 students (47%) passed the test and got the score 70.
Furthermore, the researcher analyzed the score of the post-test II and concluded that 14 students (74%) passed the test because they got a score of 70. Comparison of students' scores in the Pre-test, Post-test Cycle I, and Cycle II after the test. Based on the graph above, it can be concluded that using the five sense technique can improve students' writing ability.
It is supported by increasing the student's score from pre-test to post-test I and from post-test I to post-test II. There was a progression mean score of pre-test was 58, post-test I was 63 and became 70 in post-test II. We could see that there was an improvement over the average score and the total of the students who passed the test of pretest, posttest I and posttest II.
Based on the results of Cycle I and Cycle II, it was investigated that the use of the Five Sense Technique could improve students' writing skills. This can be seen from the average score from pre-test was 58, post-test I was 63 and was 70 in post-test II. In addition, the percentage of students who achieved the minimum criteria for mastery in the pre-test was 21%, in the post-test I was 47%, and in the post-test II was 74%.
It was investigated that the research is successful because the result of students' writing skill in the post-test II had reached the success indicator. Therefore, it was found that there was an improvement in the average grade and in the percentage of students who achieved the test from the pre-test, post-test I and post-test II. Grade of the students in the pre-test cycle, the post-test cycle and the second cycle after the test No name Pre-test after test I Post-test II Explanation.
