The main aim of this research is to show that improving the presentation, practice, production (PPP) method can improve the students. The author tries to testify that presentation, practice, production (PPP) method can be one of the teaching strategies to improve the students' writing skills. The result of this research shows that there is some improvement in students' writing skills by using the presentation, practice, production (PPP) method in descriptive paragraph writing skills.
Peningkatan tersebut terlihat dari perkembangan nilai rata-rata pada pre-test, post-test I dan post-test II. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa metode Presentation, Practice, Production (PPP) dapat membantu proses belajar siswa. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan kemampuan siswa dalam menggunakan metode Presentation, Practice, Production (PPP) dalam menulis paragraf deskriptif.
INTRODUCTION INTRODUCTION
Background of The Study
Writing is one of the skills that students must master because writing is the most difficult skill. In addition, a descriptive paragraph is difficult to write because the students are not guided by the use of media. In fact, when the researcher conducted the pre-survey on September 3, 2016, the researcher found that some students have low writing skills of the eighth grader of SMPN 01 Pekalongan.
It causes students to have poor vocabulary, confusion about grammar and descriptive paragraph structure, lack of ideas, less confidence and less motivation. So, it is known that students' writing performance is poor, especially in descriptive paragraph writing. To solve the problem, the researcher used presentation, practice, production (PPP) as a method to improve students' writing skills.
Problem Identification
Problem Limitation
Problem Formulation
Improving the descriptive paragraph writing skills through presentation, practice, production (PPP) methods among the eighth grade in SMPN 01 Pekalongan.
Objectives and Benefit of Study 1. Objectives of The Study
- Benefits of Study
The researcher hopes that the students will be able to improve and develop their ability in writing performance, especially about the descriptive paragraph.
The Concept of Descriptive Paragraph Writing Skill 1. The Definition of Writing Skill
- Process of Writing
- Assessment of Writing
- The Definition of Paragraph
- Kinds of Paragraph
- The Characteristics of Descriptive Paragraph
- Principle of Presentation, Practice Production (PPP) Method
- The Procedure of Presentation, Practice, Production (PPP) Method There are the procedures of Presentation, Practice, Production (PPP)
- The Steps of Teaching
Sanggam Siahaan assumed that writing is the written productive language skill.2 This means that writing is a psychological activity for the language user to put information into the written text. A piece of writing has coherence when all the ideas are organized and flow smoothly and logically from one to the next. Evaluation of writing is the activities carried out to acquire information about the students' written learning outcomes after the teaching and learning activities.
In academic writing, a paragraph is a part of a piece of writing that usually consists of an introduction, body, and conclusion.9 In the first sentence, introduce the topic and main idea of the paragraph. The teacher shows one of the pictures of the object of the tourist, and then the teacher asks the students to guess and comment on these pictures. The teacher descriptively presents a sample paragraph with all elements (social function, generic structure and linguistic features).
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Setting of The Research
Subject of The Study
Action Plan
1. Planning
Acting
The researcher gives a test to the students to make a simple paragraph based on the topic.
Observing
Reflecting
1. Planning
Data Colleting Technique
- Test
- Observation
- Documentation
A test is a series of questions used to measure the skill, knowledge, intelligence, ability or talent of an individual or group. The writer used the test as a data collection method to measure students' writing skills and performance, especially descriptive paragraph writing. Before the discussion, the writer will give the students a pretest by asking them to write or make a descriptive paragraph based on the given topic.
It is implemented to know the students' writing performance after doing the treatment. The test is like the pre-test where the students are asked to make a descriptive paragraph, but the topic given in the post-test is different. Where the researcher observed the students' activities in teaching and learning process to know how the process of teaching and.
By doing the observation, the authors make the observation sheet which consists of a list of students' names and students' activities. The researcher observes the students and then the researcher writes it in the observation sheet. It was also used to know the problems or mistakes during teaching learning process and then revise.
From this note, the author could analyze what needs to be repaired in the next teaching-learning process. Documentation is the way in which more information about the setting of the research was obtained earlier. In this research, the researcher looks at the data about the total of students, the teachers and the condition of the school.
To obtain data, the researcher asked the eighth grade English teacher, principal and staff of SMPN 01 Pekalongan.
Data Analysis Method
- A Brief History of The School
- Profile of The School
But if some students are unsuccessful and score less than 70 out of 70% of the total number of students, the examination should be continued in the next cycle. In classroom action research, the minimum cycle to be performed is two cycles. The indicator of success in this study is based on both the process and the outcome of the study.
Result of the Research
- Pre-Test
The employee opened the class by greeting, praying, checking attendance and asking the students' condition. The kind of test was a writing test, the researcher gave a topic and the students made a descriptive paragraph based on the topics. It could be deduced from the result of the pre-test that the scores of the students differed.
The meeting was started by praying and greeting, checking the attendance list and asking the students' condition. At the end of the meeting, the teacher gave motivation to the students and the stimulation of the. students to finish the material. This meeting began by praying, greeting, checking the attendance list and asking the students' condition.
In the post-test, only 13 students got a good score, but the student's test score was better than the student's pre-treatment test. There were some observations such as; observation of students' activities and observation of the evaluation result. Disadvantages in the implementation of the learning process in the 1st cycle were that students were still confused by the given material and some students were noisy with their friends.
In this meeting, most of the students could write a descriptive paragraph and could choose a good word for a descriptive paragraph. There were some observations that had been made such as; observation of the students' activities and observation of the result of the evaluation. From the result of observational learning process cycle 2, it was concluded that most of the students paid attention to the teacher and they could accept the material more clearly.
Based on the test result, it could be seen that the teaching learning process was successful as the students who scored under the Minimum Standard Criteria (MSC) were only 4 students.
Discussion
- The Result of The Students Observation Sheet
- The Result of The Students Learning
It means that the teaching learning process using the Presentation, Practice, Production (PPP) method has had a positive effect and can increase students' writing skills in the descriptive paragraph. Shown when students describe based on the strip in front of the class. Based on the above data, it can be concluded that the students felt comfortable and active with the learning process because most of the students showed good growth in the learning process from cycle 1 to cycle 2.
The researcher found that the post-test 1 score was better than the pre-test and the post-test 2 score was better than the post-test 1. Comparison of students writing descriptive items in the pre-test, post-test 1 and post-test 2. Based in table 10 and graph 3 above, it can be concluded that using the Presentation, Practice, Production (PPP) method can improve descriptive paragraph writing skills.
Average Score
Suggestion
We suggest the teacher use the appropriate method in teaching English, especially in the written subject. It could automatically improve students' motivation in the learning process and force them to try their best to accept the material taught by the teacher. We suggest students to be more active in learning English, if they do not understand the lesson their teacher is doing, they should ask the teacher.
Students are suggested to improve their paragraph writing skills through the Presentation, Practice, Production (PPP) method. The Communicative Processes-Based Model of Activity Sequencing' (Cpm): A Sound Cognitive and Pedagogical Alternative to the "Representation-Practice-Production Model of Activity Sequencing" (P-P-P) in Elt", Departamento de Filología Inglesa, Universidad de 200.
APPENDICES
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar
Nama sekolah: SMPN 1 Pekalongan Mata Pelajaran: Bahasa Inggris Kelas/semester: VIII (delapan) / II Jenis teks: teks deskriptif.
Kompetensi Dasar
Indikator
Tujuan Pembelajaran
- Definition of Descriptive Paragaraph
- Generic Structure of Descriptive Paragraph
- Language Feature of Descriptive Paragraph
The context of this type of text is the description of a certain thing, animal, person or others, for example: our pet or a person we know well. It contains an explanation or description of the thing or person to name a few characteristics. Using relative verbs to give information about the subject, for example: He stands about 172 cm.
Using action verbs to describe the subject's behavior, for example: Besides, he is very friendly, which makes him cute. The teacher shows another example of a descriptive paragraph while explaining the elements (social function, generic structure and linguistic features). Then one of the students has to describe his friend (his friend's character).
The teacher gives the students some topics, then the students choose one of these topics.
Sumber Belajar
- Penilaian
The topic is competitive and clear, but the flaws are almost related to the topic. The topic is competitive and clear and the details are unrelated to the topic.
Kompetensi Dasar
Indikator
Tujuan Pembelajaran
- Definition of Descriptive Paragaraph
- Generic Structure of Descriptive Paragraph
- Language Feature of Descriptive Paragraph
The teacher gives some topics to the students, after which the students choose one of these topics.
Sumber Belajar
Penilaian
Giving the Post Test I
Giving the Post Test II
