The subject of this research was 10 students from the tenth grade of SMA N 1 Terusan Nunyai. The percentage of students who can complete the Minimum Mastery Criteria (MMC) is 20.
Problem Identification
In addition, students' writing skills can be improved by applying one of the appropriate teaching strategies. Graves in Judy argues that the purpose of the Author's Chair strategy is to provide students with an opportunity to present their writings to classmates through feedback.1 So the writer conducted a classroom action research project titled "Improving The Students' Writing Ability Through Author's Chair Strategy at SMA N 1 Terusan Nunyai.”.
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objective of the Study
This research is very useful for students to help them write English texts so that their skills can increase by using the author's chair strategy. We hope that this research will be useful for further research that will be developed in future research.
Prior Researches
The Definition of Writing Ability
According to Brown, writing is a way for someone to express thoughts, feelings and ideas in writing.7 Writing is to express what is in the mind and to show what is felt. Weigle explains that writing is the most important standardization in education compared to standardization of speaking.8 Writing is considered more important in the world of education, especially in the accuracy of writing.
Writing Process
Writing Assessment
20-18 Excellent to very effective word/idiom choice and use 17-14 Good to average Sufficient range, occasional errors of. 5 Excellent to very good Shows mastery of conventions 4 Good to average common spelling, punctuation errors 3 Fair to poor Common spelling and punctuation errors.
Author’s Chair Strategy
The Benefits of Author’s Chair Strategy
The Implementation of Author’s Chair Strategy in Teaching Writing Ability
The researcher explains that each student will share their writing with the class while sitting in the author's chair. This could be a specific chair in the front of the room, or each student's individual chair could become the author's chair.
Action Hyphotesis
Variable of the Research
The Definition of Operational Variable
Setting of The Research
Subject of the Research
Action Plan
From the observation sheet, the researcher should know the result of the student's learning activities by writing down the learning process. In the last phase, by reflecting, the researcher can get information about the action that the researcher has done whether it influences the learning process of students.
Data Collection Technique
In this research, the researcher used an archived memo to focus on a particular topic or teaching behavior over a period of time. Furthermore, the researcher took field notes in relation to the classroom situation, classroom management, classroom interaction between teacher and students or students with students, etc.
Data Collection Instrument 1. Writing Test Question
Data Analysis Technique
- Description of Research Location
- Description of Research Data
- Acting
- Observing
- Reflecting
Furthermore, the formula to determine the percentage of students passing the minimum mastery criteria in each cycle is as follows:24. The indicator of success is obtained from the process and result of action research. The researcher conducted the pre-test on Friday, September 13, 2019, this meeting was used as a pre-test for 2x35 minutes before the students were given the activity.
This meeting was started with prayers and greetings, checking the attendance list and asking students' questions. Based on the result of the pre-test above, it can be deduced that the students still have a low writing ability. In this meeting, the students were expected to give the researcher specific information about the descriptive text.
This meeting took place on Tuesday, September 24, 2019, this meeting was used as posttest 1 for 2x35 minutes after the students were given the action. Furthermore, the students' test score was better than the students' test before they gave the treatment. Students who received more than 70 points in the first cycle of the pretest are 2 students out of 10 students.
Improving Explanation
Planning
Based on the reflection that was carried out in cycle 1, the researcher and the collaborator made the action planning, as follows: The action in cycle II consisted of three meetings, two meetings for the action and one meeting for the posttest at the end of the cycle. a) First and Second Meeting. I voice that was made in the last cycle I. 6) The researcher and the students drew the conclusion about the subject material that was studied.
This meeting was used as the Post-test II at the end of cycle II, for 2 x 35 minutes the students were given the action. In this step, the researcher presented the material by using Author's Chair strategy in learning process, there were also five indicators that were used to know the students' activities as in the learning process before. Based on the result of the observation sheet in cycle II, the researcher indicated that the learning process in cycle II was successful.
Based on the result of the research in cycle II, it could be concluded that cycle II was successful. From the result above, the researcher concluded that this research was successful and would not be continued in the next cycle. The comparison between the students' score at Pretest, Posttest I and Posttest II was taken.
Improving Explanation
The result of pre-test showed that most of the students found it difficult to do the writing test. Based on the table, students' average was 58.7, it showed that most of the students who have not passed the Minimum Mastery Criteria (MMC) scored at least 70. Based on the table, the student average was 64.1, it showed that most of the students did not pass the minimum mastery criteria (MMC) at least 70.
In this post I, there are 4 students out of 10 students passed the minimum mastery criteria (MMC). This researcher continued to cycle II because the posttest I score in cycle I did not meet the minimum mastery criteria (MMC), but 8 students passed the minimum mastery criteria (MMC). Based on the table, the students' average was 74.5, which means that most of the students have achieved minimum mastery criteria (MMC) of at least 70.
In post-test II, 8 out of 10 students passed the MMC and the research was passed. The comparison of score in Pretest, Postest I in Cycle I and Postest II in Cycle II.
The comparison of students' pre-test, post-test I score in cycle I and post-test II score in cycle II. Based on the results of the Pre-Test, Post-Test I and Post-Test II, it was known that there was a significant increase in the score of the students. The comparison score of students' writing skills in pre-test, post-test I in cycle I and post-test II in cycle I.
Based on the graph above, it could be deduced that the author chair strategy could improve the writing skills of the students. It is supported by improving the student's score from pre-test to post-test I and from post-test I to post-test II.
The Result of Students’ Learning Activities in Cycle I and Cycle II
Based on the data obtained, it could be concluded that the total of students in Cycle I who paid attention to the teacher's explanations were students (50%) who responded to the teacher's explanations. From the above result, the researcher concluded that this study was successful and would not be continued to the next cycle.
Discussion
The researcher used this strategy to generate the students' ideas and made students more active about their writing ability to learn English. Based on the explanation of cycle I and cycle II it could be shown that the use of Author's Chair strategy can improve the students' writing ability. It could be seen that this is an improvement on the students' complete score and total of the students who passed from pre-test, Post-test I to Post-test II.
From the explanation, the researcher concludes that this research is successful and can be stopped in the second cycle because the success indicator of 70% of students with a score >70 has been reached. Based on the result of the learning process in two cycles, the researcher wants to describe the conclusion that the writing skill can be improved through the author's chair strategy in the tenth grade students of SMAN 1 Terusan Nunyai, the author's chair strategy can improve writing ability in the tenth grade students of SMAN 1 Terusan Nunyai. The percentage of students' writing ability from Post-test II of cycle II is 80%.
It means that the result of cycle II had already reached the success indicator which is 75% of students reaching the minimum mastery criteria (MMC). In addition, the implementation of the author's chair strategy can improve the learning activity of students in the tenth grade of SMAN 1 Terusan Nunyai.
Suggestion
The teacher suggested to prepare and sell the right strategy and materials to achieve the effective teaching learning process. The teacher suggested making the teaching learning process enjoyable, such as selecting text or new teaching media. It is better for the teacher to use the Author's Chair strategy when learning English, especially in writing, as it could improve the students.
The teacher suggested to motivate the students to be active in the learning process. It suggested the students to be more active in the classroom learning process and improve their writing skills so that they can be successful in learning English. It is recommended that the Principal support the English teacher in using the Author's Chair strategy in the learning process because this strategy is so helpful.
A study of students' assessment of English language writing skills. International Journal of Instruction, 6(2).pp 130. Teaching descriptive text writing by combining Y-chart and author's chair strategies for high school students. Teaching descriptive text writing by combining four squares with author chair strategies for high school students.
Teaching descriptive text writing by combining the author's chair with the middle school flower writing strategy. Teaching descriptive text writing by combining rapid writing strategies with the author's chair for middle school students.
